Read the case study presented at the end of Chapter 17 (Guido, p. 362)

Judy, age 20, was admitted to an inpatient psychiatric facility for acute depression and suicidal ideation. She had gone to the local police station the previous afternoon, stating that she was suicidal. The police transported her to the emergency center, and Judy was admitted on a 24-hour emergency mental health hold. O n admission, Judy was obviously depressed and stated that she was still tormented with thoughts about killing herself. Later that evening, the nurses heard a crash from Judy’s room and, upon investigation, found her sitting on the bed with an overturned chair next to the bed. She had torn her robe, tied the pieces together as a rope, and fell from the chair as she was attempting to tie the homemade rope to the ceiling. Judy was immediately placed on a 15-minute observation protocol. The following morning, the patient was still on observation every 15 minutes. The nurse at that point determined that Judy was more coherent and noted that Judy was disturbed by her appearance as she had not bathed in some days. The nurse unlocked the bathroom door so that Judy could shower. S oon after the bathroom door was unlocked, Judy’s psychiatrist came to speak with her. She remained with Judy for about 45 minutes, left the room, and entered a charting area next 

to the nurses’ station. The nurse caring for Judy did not see the psychiatrist leave Judy’s room, nor did the psychiatrist inform the nurse that Judy was now alone in her room. The nurse checked on Judy approximately 15 minutes later. She found Judy hanging by the belt of her bathrobe from the shower rod. Judy was in full cardiac and respiratory arrest, a code was called, and Judy now has severe and permanent anoxic brain injury. Her parents have brought this lawsuit alleging breach of the standard of nursing care.

Was the nurse negligent for unlocking the bath-room door and allowing Judy to shower by herself?

Was it below the standard of care for the nurse to leave the bathroom door unlocked when the psychiatrist came to see Judy?

How significant are the hospital policy and procedures in this instance?

How would you decide this case?

Read the case study presented at the end of Chapter 18 (Guido, p. 393)

Gonzales was admitted to a surgical center for a routine colonoscopy during which three polyps were removed. The procedure began at 11:00 a.m. and he was released at 12:30 p.m. The patient began experiencing abdominal pain the following day. He tried to phone the attending physician at 2:00 p.m. and later called the physician’s nurse at 5:00 p.m. Mr. Gonzales told the nurse he was experiencing severe abdominal pain and that he was flushed and felt he had a fever. The nurse told Mr. Gonzales that everyone had gone home for the day, and she advised him to take aspirin for the fever and call back in the morning. Mrs. Gonzales drove her husband to the hospital the following morning at 10:00 a.m. He was placed on antibiotics, which did not resolve the problem, and he had surgery on the fifth day following the original colonoscopy. At that time, it was determined that the patient’s intestine was perforated at the time of the 

polyp removal, and Mr. Gonzales now has a permanent colostomy. The patient has now filed a lawsuit against the nurse and physician for malpractice.

Was the nurse negligent in the advice she gave Mr. Gonzales concerning his condition?

Did the nurse exceed her scope of practice in the advice she gave the patient?

Should the nurse have instructed Mr. Gonzales to go immediately to the local emergency center?

How would you decide this case? Who, if anyone, is liable in this case?

Read the case study presented at the end of Chapter 20 (Guido, p. 439)

Aburu, 81, with a history of cerebral vascular accidents, was hospitalized as an outpatient for a surgical procedure to incise and drain a skin lesion on his chest. After the procedure, he returned to the long-term care facility with sterile packing in the partially sutured incision site. The packing was to remain for 3 days, then be removed, and the wound covered with a dry dressing. The risk of complications for this type of surgery was considered quite low, and both the nursing home administrator and the attending surgeon saw no reason why the patient could not be adequately cared for in the nursing home immediately after surgery. A pproximately 5 hours after Mr. Aburu returned to the nursing home, blood was observed at the incision site. He was transferred back to the acute care hospital, where he died the following day. E vidence at trial showed that for the 5 hours that Mr. Aburu was at the nursing home, several licensed and unlicensed personnel attended to him. At lunchtime, two aides escorted Mr. Aburu to the dining room; lunch was about 3 hours after his return to the 

nursing home. None of the personnel examined his dressing until an aide noticed that he was bleeding though his bed sheets. Shortly after discovering the bleeding, the patient was transferred by ambulance to the hospital. His family has filed a lawsuit for the wrongful death of their father, alleging that the care given to the patient after surgery fell below the acceptable standards of care.

What should the standards of care be for such a patient?

Even though the nursing care plan did not specify that the wound should be checked hourly, how should the prudent nurse have acted?

Should the lawsuit center primarily on the surgeon for allowing this patient to be sent back to the nursing home for post- operative care rather than insisting he be kept for 24 hours in an acute care facility post-operatively?

How would you decide this case?

Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.

Create an APA essay with 1200-1500words, complete the following questions using 4 scholarly sources to support your perspective. please an introduction and conclusion needed.

 

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Compare two leadership theories. Provide an overview of each and discuss the strengths and weakness in relation to nursing practice.

 

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important of VARK to students 

 

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Assignment Description

Leadership and Managing

This week you reflected upon the difference between a “manager” and a “leader” and discussed this concept with your classmates and professor in the discussion board. In a written essay please answer the following questions:

• What are the differences between leaders and managers? What characteristics are similar and what are different?
• Provide a total of three examples. First, of someone who has great managerial skills. Second, another individual with great leadership skills. Third, another person with poor managerial skills. These can be made up individuals or examples you have seen without any identifying information. Discuss how the staff of each individual would be affected by the skills of the leader/manager.
• Complete the Emotional Intelligence Test Discuss your scores and what they mean. What did you learn about yourself as a leader? (Note that a 10 on the EI test means strong. On the score page, click on the blue “here” under “interpreting your GEIT scores, click here” for more information on each section and what it means. 

Assignment Expectations:

Length: 1500 to 2000 words total (at least 500 words per question prompt)

Structure: Include a title page and reference page in APA format. These do not count towards the minimum word count for this assignment. Your essay must include an introduction and a conclusion.

References: Use appropriate APA style in-text citations and references for all resources utilized to answer the questions. A minimum of three (3) scholarly sources are required for this assignment.

 

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Hide Assignment InformationTurnitin®This assignment will be submitted to Turnitin®.Instructions

Course Project—Part 2

Instructional Unit: Goals, Objectives, and the Teaching Plans

This week you will submit your instructional unit, which should include three lesson plans: one focused on patient education, one on family education, and one on staff development. Remember, your plans should demonstrate a logical approach to teaching, communicate what is to be taught and how, and outline how objectives are to be evaluated. Click here for a refresher on what each final lesson should include.

Building on the work that you started in Week 2, for all three groups of learners:

• Write several broad instructional goals for the educational experience.
• Write several behavioral objectives based on Bloom’s taxonomy.
• Describe the lesson content.
• Provide a sequence for teaching activities.
• Describe instructional methods.
• Indicate time allotted for each activity.
• Identify and describe the instructional resources (materials, tools, etc.) and technology to be used.
• Describe how the learning will be evaluated.

On a separate references page, cite all sources using APA format.

• Use this APA Citation Helper as a convenient reference for properly citing resources.
• This handout will provide you the details of formatting your essay using APA style.
• You may create your essay in this APA-formatted template.

Submission Details:

• Submit your response in a 6- to 7-page paper to the Submissions Area by the due date assigned. Be sure to use appropriate APA formatting.

Due DateMar 6, 2019 11:59 PMHide Rubrics

Rubric Name: NSG4028 Week 4 Project Rubric

This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaNo Submission0 pointsEmerging (F through D Range)11 pointsSatisfactory (C Range)13 pointsProficient (B Range)14 pointsExemplary (A Range)16 pointsListed two broad instructional goals for the educational experience for each of the three groups of learners.

Student did not submit assignment

Did not include instructional goals for the educational experience and/or did not include all learners.

Minimally listed broad instructional goals for the educational experience and included two of the three groups of learners.

Listed several broad instructional goals for the educational experience and included all learners. Goals could be more clearly stated.

Expertly stated several broad instructional goals for the educational experience and included all learners.

/ 16This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaNo Submission0 pointsEmerging (F through D Range)11 pointsSatisfactory (C Range)13 pointsProficient (B Range)14 pointsExemplary (A Range)16 pointsListed learning objectives that addressed the cognitive capabilities of each of the three groups of learners.

Student did not submit assignment

Did not include learning objectives that addressed the cognitive capabilities of the learner and/or did not include all groups of learners.

Minimally listed learning objectives that addressed the cognitive capabilities of the learner and included two of the three groups of learners

Listed learning objectives that addressed the cognitive capabilities of the learner and included all learners. Objectives could be more clearly stated.

Expertly stated learning objectives that addressed the cognitive capabilities of the learner and included all learners.

/ 16This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaNo Submission0 pointsEmerging (F through D Range)11 pointsSatisfactory (C Range)13 pointsProficient (B Range)14 pointsExemplary (A Range)16 pointsListed learning objectives that addressed the affective capabilities for each of the three groups of learners.

Student did not submit assignment

Did not include learning objectives that addressed the affective capabilities of the learner and/or did not include all learners.

Minimally listed learning objectives that addressed the affective capabilities of the learner and included two of the three groups of learners.

Listed learning objectives that addressed the affective capabilities of the learner and included all learners identified. Objectives could be more clearly stated.

Expertly stated learning objectives that addressed the affective capabilities of the learner and included all three groups of learners.

/ 16This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaNo Submission0 pointsEmerging (F through D Range)11 pointsSatisfactory (C Range)13 pointsProficient (B Range)14 pointsExemplary (A Range)16 pointsListed learning objectives that addressed the psychomotor capabilities of each of the three groups of learners.

Student did not submit assignment

Did not include learning objectives that addressed the psychomotor capabilities of the learner and/or did not include all learners.

Minimally listed learning objectives that addressed the psychomotor capabilities of the learner and included two of the three groups of learners.

Listed learning objectives that addressed the psychomotor capabilities of the learner and included all learners. Objectives could be more clearly stated.

Expertly stated learning objectives that addressed the psychomotor capabilities of the learner and included all learners identified.

/ 16This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaNo Submission0 pointsEmerging (F through D Range)8 pointsSatisfactory (C Range)9 pointsProficient (B Range)11 pointsExemplary (A Range)12 pointsProvided an appropriate description of the lesson content

Student did not submit assignment

Provided a description of the lesson contentbut was not clearly focused or coherent.

Minimally Provided an appropriate description of the lesson content.

Provided an appropriate description of the lesson content, but could be more detailed.

Provided a description of the lesson content that was appropriate, thorough, and detailed.

/ 12This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaNo Submission0 pointsEmerging (F through D Range)8 pointsSatisfactory (C Range)9 pointsProficient (B Range)11 pointsExemplary (A Range)12 pointsProvided a sequence for teaching activities and time allotted for each activity.

Student did not submit assignment

Provided a sequence for teaching activities and time allotted for each activity but was not clearly focused or coherent.

Minimally provided a sequence for teaching activities and time allotted for each activity

Provided an appropriate sequence for teaching activities and time allotted for each activity, but could be more detailed.

Provided a thoroughly detailed sequence for teaching activities and time allotted for each activity.

/ 12This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaNo Submission0 pointsEmerging (F through D Range)8 pointsSatisfactory (C Range)9 pointsProficient (B Range)11 pointsExemplary (A Range)12 pointsDescribed the instructional strategies

Student did not submit assignment

Description of the instructional strategies was not clearly focused or coherent.

Provided a minimal description of the instructional strategies.

Provided an acceptable description of the instructional strategies, but could be more detailed.

Thoroughly described the instructional strategies in detail.

/ 12This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaNo Submission0 pointsEmerging (F through D Range)8 pointsSatisfactory (C Range)9 pointsProficient (B Range)11 pointsExemplary (A Range)12 pointsIdentified and described the instructional resources and technology

Student did not submit assignment

Identified and described the instructional resources and technology but was not focused or coherent.

Minimally identified and described the instructional resources and technology

Identified and described the instructional resources and technology but could be more detailed.

Identified and thoroughly described the instructional resources and technology in detail.

/ 12This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaNo Submission0 pointsEmerging (F through D Range)11 pointsSatisfactory (C Range)13 pointsProficient (B Range)14 pointsExemplary (A Range)16 pointsProvided an evaluation methodology

Student did not submit assignment

Provided an evaluation methodology but was not clearly focused or coherent.

Provided an evaluation methodology with minimal information.

Provided an acceptable evaluation methodology but could be more detailed.

Thoroughly provided an evaluation methodology in detail.

/ 16This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaNo Submission0 pointsEmerging (F through D Range)5 pointsSatisfactory (C Range)6 pointsProficient (B Range)7 pointsExemplary (A Range)8 pointsOrganization Introduction Thesis Transitions Conclusion

Student did not submit assignment

Introduction is limited or missing entirely.

The paper lacks a thesis statement.

Transitions are infrequent, illogical, or missing entirely.

Conclusion is limited or missing entirely. 

 Introduction is present but incomplete or underdeveloped.

The paper is loosely organized around a thesis that may have to be inferred.

Transitions are sporadic.

Conclusion is present, but incomplete or underdeveloped.

Introduction has a clear opening, provides background information, and states the topic.

The paper is organized around an arguable, clearly stated thesis statement.

Transitions are appropriate and help the flow of ideas.

Conclusion summarizes main argument and has a clear ending.

Introduction catches the reader’s attention, provides compelling and appropriate background info, and clearly states the topic.

The paper is well organized around an arguable, focused thesis.

Thoughtful transitions clearly show how ideas relate.

Conclusion leaves the reader with a sense of closure and provides concluding insights.

/ 8This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaNo Submission0 pointsEmerging (F through D Range)8 pointsSatisfactory (C Range)9 pointsProficient (B Range)11 pointsExemplary (A Range)12 pointsUsage and Mechanics Grammar Spelling Sentence structure

Student did not submit assignment

Writing contains numerous errors in spelling, grammar, and/or sentence structure that severely interferes with readability and comprehension.

Errors in spelling and grammar exist that somewhat interfere with readability and/or comprehension.

Writing follows conventions of spelling and grammar throughout. Errors are infrequent and do not interfere with readability or comprehension.

The paper is basically error free in terms of mechanics. Grammar and mechanics help establish a clear idea and aid the reader in following the writer’s logic.

/ 12This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaNo Submission0 pointsEmerging (F through D Range)8 pointsSatisfactory (C Range)9 pointsProficient (B Range)11 pointsExemplary (A Range)12 pointsAPA Elements Attribution Paraphrasing Quotations

Student did not submit assignment

No attempt at APA format.

APA format is attempted to paraphrase, quote, and cite, but errors are significant.

Using APA format, accurately paraphrased, quoted, and cited in many spots throughout when appropriate or called for. Errors present are somewhat minor.

Using APA format, accurately paraphrased, quoted, and cited throughout the presentation when appropriate or called for. Only a few minor errors present.

/ 12Total/ 160

Overall Score

 

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