Assignment 1: Diagram a motor skill using the above information processing model.

This diagram was

Adapted from………… Atkinson, R.C.; Shiffrin, R.M. (1968). “Chapter: Human memory: A proposed system and its control processes”. In Spence, K.W.; Spence, J.T. The psychology of learning and motivation2. New York: Academic Press. pp. 89–195.

Assignment 1: Diagram a motor skill using the above information processing model.

· Choose and describe a hypothetical athlete/individual and a motor skill you would like to teach

· Explain whether this skill is closed vs open, discrete, serial, or continuous

· Explain the individual’s ability and all situational/environmental issues

· Explain issues of anticipation and possible arousal associated with learning and performing the skill

· Find and summarize one peer-reviewed journal article (one-page review + APA reference) that supports your choice of a skill, teaching method, concern, need from an information processing related position. This article is in addition to the required 6 articles for your reference list. You must identify this article in your paper as your summarized peer-reviewed article.

· Remember, additional APA in-text documentation and references are required to support your analysis (review rubric)

Now the Diagram……………….Create a detailed outline of your skill with the following headings and explanations:

Display:

Identify all key information that typically confronts the learner. This will include both, important teaching information, and also possible irrelevant personal and environmental information.

Sensory Register:

Explain what information is attended to (registered), why?

Selective Filter:

Explain what information from the display is retained and what information is not attended to.

Encoding:

Explain what information remains in attention and memory and why.

Short-term memory:

Explain how you will help the athlete move the key information into short-term memory and analyze, interpret, integrate, create a schema for future selection.

Choice Delay:

Explain:

· What is meant by choice delay, why it happens, and why this issue is important?

· Response execution of long-term memory: Explain this process, how it happens, how it is improved, why it might not happen consistently.

 

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Write a 1,050- to 1,400-word summary that compares the financial environments of these three entities (St. Jude, Tampa VA, or American Red Cross).

Assignment Content

Identify one specific example from each health care financial environment.

Write a 1,050- to 1,400-word summary that compares the financial environments of these three entities (St. Jude, Tampa VA, or American Red Cross). Your summary should:

  • The examples must be specific healthcare examples.
  • Describe the financial structure.
  • Discuss which policies are unique to the financial environment.
  • Discuss which financial management practices are prevalent in the financial environment.
  • Explain why effective financial management is more difficult in health care than in other industries.

Cite at least three (3) peer-reviewed references.

Format your assignment according to APA guidelines.

 

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Discuss how early childhood programs influence an infant’s development and what the short and long term effects of an early childhood program might be on an infant’s development. 

Key Elements of Infant Development powerpoint

1. Infant Feeding – Is it best to breast feed or bottle feed? (3 slides)

2. Infant Feeding – Is it best to feed on a schedule or “on demand?” (3slides)

3. Infant Sleeping – Is it best for a baby to sleep alone in own room or to co-sleep in same bed with parents? (3 slides)

4. Infant Crying – Is it best to pick baby up when baby cries or to let baby cry it out?  (Infant crying refers to more than just crying at bedtime.  Infant crying refers to any time an infant cry. (3 slides)

5. Continuity of Care – What is continuity of care and what are the pros and cons?  (The continuity of care term for this course refers to the practice of keeping infants and teachers together for more than one year. (3 slides)

6. Attachment Theory – What is attachment theory and why is it important? (1 slide)

Next, create a PowerPoint presentation.  Create three slides for each issue, except for issue number 6.  For issue number 6, only one slide is needed.  For issues, 1 – 5, on the first slide, list main points for the first side of the issue (for example, breast feeding).  On the second slide, list main points for the other side of the issue (for example, bottle feeding).  On the third slide state your opinion.   When you create your slides, you should use bullet points for the slides. You should not have more than 6 bullet points per slide and not more than 4 or 5 words after each bullet point.  You may use the notes section of the PowerPoint to provide detailed explanations written in complete sentences.

Finally, create a final slide in your PowerPoint where you discuss how early childhood programs influence an infant’s development and what the short and long term effects of an early childhood program might be on an infant’s development.  Refer to academic articles in this discussion.  Feel free to include pictures or drawings to enhance your discussion.

 

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What makes Hot Topic so successful as a retailer? What makes them so popular with their employees? How can they keep their success going?

watch the video: Hot Topic: Employees with Passion (11:37). Works best in Google Chrome.

 

  • Complete the following questions based on the Hot Topic case:
    • What makes Hot Topic so successful as a retailer? What makes them so popular with their employees? How can they keep their success going?
    • How does the idea of no walls and no doors in the corporate headquarters encourage the culture Hot Topic is trying to perpetuate? Do you think you would like to work in such an atmosphere?
 

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Find & Post (or post a link to) something of business communication (photo, short video, brief piece of writing, song, etc. — that no one else in class has posted to the blog yet) and that meets the topics discussed in the last three weeks.

Online Discussion Activity:

You are required to make a post to the course online discussion forum. The posts will be graded on a 25 point scale; you can view the full rubric for this discussion assignment via the steps in the following webpage: How do I view the rubric for my graded discussion? (Links to an external site.)

Each post should do the following:

  • Find & Post (or post a link to) something of business communication (photo, short video, brief piece of writing, song, etc. — that no one else in class has posted to the blog yet) and that meets the topics discussed in the last three weeks. No two posts can be identical.
  • Analyze the object according to requirements for the week.
  • Make a connection to the readings, videos or recordings for the week.
  • Posts will be made in the Canvas discussion forum.
  • Each post should be at least 3 paragraphs in length (minimum 200 words).
  • You must respond to at least 1 other student post (minimum 100 words).
 

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Based on your reading in chapter 60, why do you think the issues presented in this chapter persist in today’s workforce culture?

Based on your reading in chapter 60, why do you think the issues presented in this chapter persist in today’s workforce culture?

Submission Instructions:

  • Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 3 academic

Answer & Explanation

Solved by verified expert

Workforce culture refers to a collection of attitudes, beliefs and behaviors that make up the regular atmosphere in a work environment. Healthy workplace cultures align employee behaviors and healthcare organizations polices with the overall goals of the healthcare organization, while considering the well-being of the nurses or individuals. A healthy workplace culture enables nurses to experience valuable learning in the workplace. Learning in the workplace enables the provision of evidence – based and continuously safe patient care, which is central to achieving good patient outcomes. According to chapter 60, of the book policy and politics. In Nursing and Health Care, there are several politics. issues presented in this chapter that still persists in today’s workforce’s culture. The identified issues include lesser education, fewer job opportunities, lack of faculties for higher education, the salary difference between corporate and academic jobs, and excessive workload. All the stated issues majorly affect nursing recruitment and workforce culture, respectively.

Lesser education – With lesser education and awareness, there are very few nurses being enrolled into nursing colleges and being trained to become qualified nurses ready to work in healthcare facilities (Mason et al., 2016). Lesser education today impacts the nursing field because very few nurses are graduating from nursing colleges ready to work in healthcare facilities. This has resulted in inadequately qualified nurses in the healthcare facilities, thus contributing to heavy workloads and long working hours, respectively. This has resulted in inefficient hiring of nurses and, therefore, poor care of the patients, as one nurse needs to attend to several patients at one single time. This also increases the workload of the nurses, making them exhausted and less motivated to work.

Fewer job opportunities – The issue of fewer job opportunities presents several ways in today’s workforce culture. For instance, several qualified healthcare providers such as nurses are not hired because of fewer opportunities in nursing. Furthermore, several nurses lack workplace motivation because of limited opportunities for a job promotion or getting another nursing-related job within healthcare organizations. Fewer job opportunities are common in today’s scenario in the workforce culture. Qualified professional nurses work for a prolonged time before getting a promotion or getting hired by a well-being health organization respectively. Thus, fewer job opportunities inhibit the provision of quality, evidence-based healthcare services in healthcare organizations.

 

Step-by-step explanation

Workforce culture refers to a collection of attitudes, beliefs and behaviors that make up the regular atmosphere in a work environment. Healthy workplace cultures align employee behaviors and healthcare organizations polices with the overall goals of the healthcare organization, while considering the well-being of the nurses or individuals. A healthy workplace culture enables nurses to experience valuable learning in the workplace. Learning in the workplace enables the provision of evidence – based and continuously safe patient care, which is central to achieving good patient outcomes. According to chapter 60, of the book policy and politics. In Nursing and Health Care, there are several politics. issues presented in this chapter that still persists in today’s workforce’s culture. The identified issues include lesser education, fewer job opportunities, lack of faculties for higher education, the salary difference between corporate and academic jobs, and excessive workload. All the stated issues majorly affect nursing recruitment and workforce culture, respectively.

Lesser education – With lesser education and awareness, there are very few nurses being enrolled into nursing colleges and being trained to become qualified nurses ready to work in healthcare facilities (Mason et al., 2016). Lesser education today impacts the nursing field because very few nurses are graduating from nursing colleges ready to work in healthcare facilities. This has resulted in inadequately qualified nurses in the healthcare facilities, thus contributing to heavy workloads and long working hours, respectively. This has resulted in inefficient hiring of nurses and, therefore, poor care of the patients, as one nurse needs to attend to several patients at one single time. This also increases the workload of the nurses, making them exhausted and less motivated to work.

Fewer job opportunities – The issue of fewer job opportunities presents several ways in today’s workforce culture. For instance, several qualified healthcare providers such as nurses are not hired because of fewer opportunities in nursing. Furthermore, several nurses lack workplace motivation because of limited opportunities for a job promotion or getting another nursing-related job within healthcare organizations. Fewer job opportunities are common in today’s scenario in the workforce culture. Qualified professional nurses work for a prolonged time before getting a promotion or getting hired by a well-being health organization respectively. Thus, fewer job opportunities inhibit the provision of quality, evidence-based healthcare services in healthcare organizations.

Lack of faculties for higher learning – Lack of faculties for higher education and proper guidance has reduced admissions in nursing, which diuretically affects the healthcare system because there will be a shortage of new qualified, skilled and experienced healthcare providers (nurses). Lack of faculties of higher learning has led to a lack of new and professional nurses because few available institutions are producing very few new skilled nurses that do not meet the demand in the healthcare organizations. This issue of lack of faculties for high learning found in chapter 60 of the book is still present in today’s workforce culture. Lack of new trained and skilled nurses will inhibit effective evidence-based practice in healthcare facilities due to a shortage of trained and skilled nurses, thus leading to poor patient outcomes.

The salary difference between corporate and academic jobs – The difference in salaries between corporate and academic job is another issue facing workforce culture today (Harrington et al 2020). Most of the nurses working in the corporate healthcare organizations complains of low salaries and heavy workloads than those nurses working in academic jobs. Thus, some members of the workforce are dissatisfied by the salaries they get. Thus, the salary difference between corporate and academic jobs presents and persists as an issue facing the workforce currently. Salary differences demotivate some of the healthcare providers (nurses), thus leading to poor patient care, hence poor patient outcomes, respectively.

Excessive workload – Excessive workloads persist in today’s workforce culture. Understaffing of nurses in healthcare facilities is the leading cause of excessive workloads whereby one nurse is supposed to care for several patients at one time. This also increases the workload of the nurses, making them exhausted and less motivated to work. Excessive workloads are the most stressful issue facing healthcare workforce culture currently. Excessive workloads result in poor patient care, thus leading to poor patient outcomes.

 

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Completing an infant or child health history always comes with the need for resources.

Completing an infant or child health history always comes with the need for resources. Using the patient’s parent or guardian would be the first instinct to get a full health history. If the patient’s parent is not with them in person, I would call them to work to get the full history. If the patient is adopted or in state custody, I would try to get records to complete the history. Sometimes elderly patients cannot recall all their health history. Using a family member or caretaker is an option, also having the patients’ records sent from other offices, and using their medication list. Many times, in the area I work getting the patients medication list can help them to remember some of their health history. Also making sure to use language they understand as well as recalling all the systems. Asking them specific questions instead of generalized. For example: have you had any surgeries? Very general. “let’s start at the top have you had any head or face surgeries? Neck or shoulder? Thyroid or throat? “And continuing down. You can ask if the patient has a patient portal of history that you can see. But it is always important to ask the patient and then include the family or care giver in on the conversation. Patients with cognitive delays I would treat like a child or elderly making sure to ask them the questions but if they do not know refer to parent or guardian. Completing a history on a patient who speaks another language it is important to have a translator or language line. This is to make sure the patient can give the most accurate information and understand everything. Another useful tool is using a health history form. This could be given at the office or sent prior to the patients visit. The health history can be in multiple languages as well. The Agency for Healthcare Research and Quality (2020) has health literacy universal precautions tool kits that have forms for health histories. These could be helpful to help the patient, or their family get all the information prior to the visit also it maybe helpful to fill one out and just keep a copy if the patient can’t communicate or has memory problems. Another tool is asking questions and using verbal and non-verbal communication skills (U.S. Department of Health and Human Services, 2017).

 

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Ethical Issues of Death and the Dead Donor Rule

People evaluated the organ transplantation success story as “an extraordinary leap in medicine and surgery” and “one of the miracles of modern medicine” (Jonsen, 2012, para. 1). Only after many years of experimental transplants, mostly on animals and occasionally on humans, did surgeons and researchers realize success. As of 2018, more than 120,000 people were waiting on organs for transplants. Every day in the United States, approximately 95 people receive an organ transplant, and an average of 1 person is added to the wait list every 10 minutes (Organ Procurement and Transplantation Network [OPTN], 2018a, 2018b).

In 1954, a surgeon named Joseph Murray, with the help of a physician named John Merrill, performed the first successful kidney transplant from one monozygotic twin to another in Boston at Peter Bent Brigham Hospital, which is now known as Brigham and Women’s Hospital (Jonsen, 2012; President’s Council on Bioethics, 2003). The recipient lived for 8 years because the genetic materials of the twins were identical or similar. In 1990, Murray received a Nobel Prize in Medicine for his contributions. In 1967, a surgeon named Christiaan Barnard, from Cape Town, South Africa, performed the first human heart transplant.

Organ transplantation is more accepted in the 21st century than it was in the 1950s. Then, the ethical questions regarding removing organs from dead or living donors were just as intense and angst provoking as the ethical questions we face today regarding human cloning. Almost instantly, after that first heart transplant, some reasonable ethical issues arose:

1. Should surgeons invade a healthy living donor’s body to retrieve an organ to benefit another person?

2. What method of selection can be used to maintain fairness?

3. Where will kidneys be obtained beyond the living donors?

4. If the donor is dead, what are the criteria for death? (Jonson, 2012)

Murray, the first kidney transplant surgeon, posed the first question as he was trying to decide whether to obtain an organ from a healthy living person, especially in light of his oath to help sick people get well and not to cause harm to others. Question 2 was an issue because, for the first time in history, surgeons were forced to decide on criteria for organ recipients because of a shortage of available organs; in other words, for the first time ever, surgeons were literally choosing who would live and who would die.

Questions 3 and 4 related to unclear information in terms of whether surgeons could retrieve an organ from a dead donor and, if so, at what point they should retrieve an organ. The definition of death in the Uniform Determination of Death Act (UDDA) did not become law until

1981; therefore, clinical evidence to determine the death of a donor was uncertain. Another major issue was that many people were dying from organ rejection because of inadequate and harmful antirejection medications. It was not until 1978 that the effective immunosuppressive medication cyclosporine was available for use.

Sixty years after the first kidney transplant, people are still debating ethical issues regarding organ donation and transplantation, but the issues in the 21st century have shifted to a more diverse set of problems. One current, major issue is societal pressure for organ harvesting, which results from a global demand for organs that far outweighs the supply. Another major issue involves individuals questioning their own moral beliefs about death, organ donation, and the legal definition of death.

Organ procurement is the obtaining, transferring, and processing of organs for transplantation through systems, organizations, or programs. There is evidence that people continue to choose not to donate their organs, which is one of the reasons for the severe imbalance in supply and demand (Kerridge, Saul, Lowe, McPhee, & Williams, 2002; Rock, 2014).

In the United States, 45% of adults are registered organ donors, compared to only 33% of people in the United Kingdom. Even though the number of registered organ donors is low in the United Kingdom, findings in U.K. polls have indicated that the majority of the population (90%) supports organ donation (Rock, 2014).

Some reasons for not having a higher number of registered organ donors stem from misconceptions about the definition of brain death, mistrust of the medical profession, and religious views. Organ donation is a delicate subject, and for many people, organ donation conjures up uncomfortable feelings with death in general. The very thought of donating an organ could lead to individuals having disturbing thoughts about their own death or loss of a body part.

The demand for organs far exceeds the supply. To counterbalance the supply–demand crisis, the U.S. Department of Health and Human Services continues to offer campaigns to increase the organ supply. For the reasons previously outlined, societal ethical conflicts exist between the national organ donor campaigns and the values of potential donors. Utilitarianism is a common ethical framework for planning and implementing goals to increase the organ supply. Conversely, at the core of many people’s beliefs is the value of respect for autonomy and human dignity, which is a deontological ethical framework. Because the public continues to place a high value on self-determination, utilitarian-based programs face challenges to increase the number of organ donors. From a utilitarian perspective, one organ donor can potentially save eight lives with his or her organs; however, people in the United States continue to die while waiting for an organ (OPTN, 2018b). Some countries apply a broader scope of utilitarianism by promoting either presumed consent, meaning that people automatically consent to donating their organs unless they specifically indicate

otherwise, or mandated choice, meaning that competent people are required to indicate yes or no regarding their organ donation choice on license applications, tax returns, and other official state identification records. People are bound by this mandated choice, but an advance directive or a written change of mind can reverse the decision.

In the United States, donor cards are legal documents that are used along with other documentation in the organ donation process.

A donor card gives permission for the use of a person’s bodily organs in the event of death. Advance directives are also legal documents that are used to express one’s desires about organ donation. Adults in the United States express their wishes regarding organ donation through a required response. People can decline or willingly agree to donate their organs, and they can allow a relative to be their designated surrogate.

Fair Allocation of Organs

The National Organ Transplant Act of 1984 led the way for the creation of a national list of candidates; it is currently maintained by the United Network for Organ Sharing (UNOS; https://unos.org). This organization assures the allocation of organs to the best-matched candidates. This act also designated the establishment of the OPTN, a national sharing organization that primarily safeguards fairness across the United States for all organ allocation. The scarcity of available organs prompted the OPTN to apply two factors to assure a balanced decision: justice and medical utility. Justice is the “fair consideration of candidates and medical needs,” and medical utility is an effort to “increase the number of transplants performed and the length of time patients and organs survive” (2018b, para. 1). All the names of people in the United States who need an organ go on a national list only after a physician from one of the transplant centers evaluates each person for documented need. Although the criteria for organ donation varies by organ, the general guidelines include medical emergency, blood/tissue type and size match with the donor, time on the waiting list, and proximity between the donor and the recipient (Gift of Life Donor Program, 2018a). The Gift of Life Donor Program began in

1974 as a small organization in Delaware for the purpose of managing a few kidney transplants. Today, it is a large national organization with an impeccable reputation that manages a variety of organs. The primary goal of the program is to “improve the quality of life of patients awaiting transplantation by maximizing the availability of donor organs and tissues while upholding the highest medical, legal, ethical, and fiscal standards” (Gift of Life Donor Program, 2018b). Additionally, the organization coordinates training for transplantation and donation professionals.

 

Ethical Issues of Death and the Dead Donor Rule::

The 1981 Uniform Determination of Death Act (UDDA) defined death as an irreversible cessation of circulatory and respiratory functions or irreversible cessation of all functions of the brain (President’s Commission for the Study of Ethical Problems in Medicine and Biomedical and Behavioral Research, 1981). Rubenstein, Cohen, and Jackson (2006) posed the following questions regarding this legal definition of death:

1. Why does having a sound definition of death matter at all?

2. What are the human goods at stake in getting this question right?

3. What are the moral hazards in getting it wrong?

The medical community adopted two guiding moral principles, known collectively as the dead donor rule. This rule functions as the norm for managing potential organ donations.The principles of the dead donor rule are that the donor must first be dead before the retrieval of organs and a person’s life and care “must never be compromised in favor of potential organ recipients” (DeGrazia & Mappes, 2001, p. 325).

There are three unresolved ethical issues regarding the retrieval of a person’s organs in accordance with the legal definition of death:

(1) properly caring for the dying person until death is pronounced, (2) the well-being of family members who must say goodbye to their dying loved one, and (3) the perceived good of the organ donation itself (Rubenstein et al., 2006).

The primary ethical concern is assuring competent and uncompromised treatment up until the person’s death . The care of a dying patient must come first, and nurses and other healthcare professionals may need to offer intensive therapy or present evidence that the patient’s treatment is ineffective.

The second ethical issue is the well-being of families and healthcare professionals. Specifically, this ethical issue involves the risk of causing harm to the families when there has not been sufficient time for them to grieve and process the information versus the risk of not having viable organs if the families wait too long to come to terms with the death. A point made by Rubenstein and colleagues (2006) is that “these final moments of life and first moments of death belong to the grieving at least as much as to the departed person”. yet this same window of time also belongs to the procurement team and surgeons. Quick actions to remove the organs and deliver them to the unknown beneficiary are necessary. Following the pronouncement of death, providers of care maintain the physical body by way of ventilation and circulatory support until the organ procurement team can harvest the organs. The procurement teams, who are well trained, tread on morally shaky ground with the deceased’s family. Approaching the grieving family is difficult, even when the team just needs to confirm the patient’s or family’s wish of wanting to donate organs. Sometimes, the person’s death will have occurred suddenly, such as in a car accident or another injury, and families must have some time to come to terms with the death of their loved one. When the potential donor is pronounced dead, the person continues to remain on a mechanical ventilator as if still living, with warm skin and up-and-down chest movements, and the person continues to receive intravenous fluids. The family sees their loved one’s chest moving up and down, and even though the person has been pronounced dead, the family sees their loved one as still living. This leaves healthcare professionals and families with feelings of ambiguity. Nurses experience moral distress when a person is declared dead and will not be an organ donor, and the provider suspends medical treatment and ventilation support.

The third ethical issue involves the perceived good of organ donation itself. From one perspective, organ donation can give death a certain degree of meaning, allowing a last act of benevolence and selflessness. For example, when no hope exists for continuance of life, parents might donate their child’s organs as an imagined way to carry on that child’s life. From another perspective, patients are guaranteed some autonomy and self-determination when they preregister to donate their organs. The procurement team often views itself as an advocate for carrying out the patient’s wish after death. This act of advocacy goes beyond the principle of autonomy in health care, but carrying out the recipient’s wishes or releasing a dead person’s organs for the good of another is a widely accepted utilitarianism paradigm in society. An intensely debated ethical question involves the dead donor rule and its legitimacy.

Is the dead donor rule outdated? Alan Shewmon (2004) clarified his thoughts on death as an unreal and unknowing ontological (study of being or existence) event without significant meaning, especially when society defines a person as dead by the legal standard created by people in the past 26 years.

As a consequence of questioning the soundness of the dead donor rule, a few bioethicists have attempted to define death as an event, instead of a process, as they grapple with the idea of expanding the scope of utilitarianism to overturn the dead donor rule; ultimately, organs could be retrieved from patients without higher brain function (Miller & Truog, 2008). Patients without higher brain function have no cognitive functioning, but they have an intact brain stem and usually breathe without the assistance of mechanical ventilation. An example is patients who have only lower brain function (and no higher brain), such as those in a persistent vegetative state, like Terri Schiavo. This notion raises the question of whether this practice would be ethical or legally acceptable. Pronouncing patients’ dead who have a functioning brain stem but no higher brain functioning would be a complete ontological shift in how society views death. Overturning the dead donor rule and retrieving organs from patients who are still alive by the UDDA definition of death would be a utilitarian ethical framework when viewed from the perspective of longer-term quality of life and the number of people who could be saved; for example, one person’s organs may save eight lives. Society must answer these questions:

1. If the dead donor rule changes so organ teams can harvest organs from patients with only lower brain function, how will the definition of death change to include these patients?

2. Do patients without higher brain function, but who are not dead by the current legal definition of death, have full moral standing?

Society needs to search for what death really means in terms of the moral imperative of doing good for others versus acting within moral limits and respecting primum non nocere (first do no harm).

Nurses and Organ Donors

In intensive care units and on transplant teams, nurses manage care for potential organ donors, recipients, and their families on a daily basis. Organ procurement teams consist of nurses, surgeons, and other trained healthcare professionals. The psychosocial impact and outcome of the organ transplantation process for donors, donor families, and recipients are unique. According to the ANA Code of Ethics for Nurses with Interpretative Statements (2015), nurses work within a moral framework of good personal character to promote the principles of autonomy, beneficence, nonmaleficence, and justice. To review how those principles are evident in the essential aspects of the code, refer to the box Research Note: Attitudes of Caring for Brain Dead Organ Donors. Most nurses want to have a sense of

satisfaction based on their belief that they are promoting human good, preserving their patients’ dignity as much as possible, and maintaining a caring environment.

The ANA Code of Ethics for Nurses with Interpretive Statements (2015) includes some essential aspects for the care of adult patients in Provisions 1.2, 1.3, 1.4, 2.1, 5.1, 6.1, 6.2, and 8.3. These provisions consist of the importance of consideration of the following items:

■ Culture, values systems, belief systems, social support, gender orientation, and primary language

■ Interventions that optimize health and well-being of patients in nurses’ care

■ Patient autonomy in terms of decision making, cultural beliefs, and understanding of health, autonomy concerns, and relationships

■ A commitment of nurses to respect the uniqueness, worth, and dignity of patients

■ Respect for moral worth and dignity of all persons

■ Practice the “good nurse” virtues of knowledge, skill, wisdom, patience, compassion, honesty, altruism, and courage

■ Practice the promotion of human virtues and values of dignity, well-being, respect, health, and independence, among others

■ Create and maintain excellence in practice environments that support nurses tofulfill their ethical obligations

■ Respect and be sensitive to the culturally diverse populations’ unique healthcare needs worldwide.

 

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Address at least two implications of the cultural issues on current nursing environments.

Scenario

You have been selected by your colleagues to be the nursing representative on the Hospital Diversity Committee. The annual nursing symposium is coming up, and this year the focus is on contemporary issues in nursing. The members of the committee have asked you to represent the group by creating a digital poster presentation, called an infographic, for the symposium.

The infographic needs to include the following elements: One contemporary cultural issue present in nursing. Address at least two implications of the cultural issues on current nursing environments. Identify one credible source to provide attendees with more information on the issue. One contemporary social issue present in nursing. Appraise how the social issue impacts the consumer within healthcare. Identify one credible source to provide attendees with more information on this issue. Two resolution strategies to support each identified cultural and social issue. Define what the nurse’s role would be in supporting these strategies.

 

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