HCA402—Module #5: Written Assignment #4:

Please see the grading rubric in the syllabus for specific requirements. In general, topics

responses should be in the form of a short application paper, 2-3 pages in length in APA

formatting, not including the required cover page and page for your reference list used to write

about your chosen topics. In your paper: 1) introduce your topics, 2) discuss your topics, and

then 3) make a conclusion about your topics.

Pick one (1) item from each of the (3) topic areas that interest you the most. Use the topic

heading as a subtitle in your paper:

TOPIC 1: Mental health vs. mental illness.

1. Describe the general adaptation syndrome (GAS). Provide examples of at least five things that adults with good mental health are able to do.

2. Provide examples and the differences between serious mental illness (SMI) and non- serious mental illness. What are pervasive developmental disorders and how might they

be classified in regard to serious or non-serious mental illness.

3. Describe the treatment goals for mental disorders. What may a community health program do to support these goals for example, those with severe depression, or those

with post-traumatic stress syndrome?

TOPIC 2: Community mental health. 1. Provide the descriptions and two (2) specific examples of a) primary, b) secondary, and

c) tertiary prevention in community mental health.

2. Compare personal consequences of drug abuse against community consequences of drug abuse. How would individual versus community interventions differ for addictions?

3. What is a community self-help group? Are self-help groups effective? Justify your answer with examples.

TOPIC 3: Addictions. 1. Is there a difference between drug abuse and drug misuse; explain with examples? 2. Describe the four basic elements that play a role in drug abuse prevention and control in

relationship to the National Drug Control Strategy (White House, 2012).

3. The Substance Abuse and Mental Health Services Administration (SAMSHA), the National Institute on Drug Abuse (NIDA), the Department of Homeland Security, the

Department of Justice, and the Bureau of Alcohol, Tobacco, Firearms, and Explosives all

have a part on the war on drug addictions. Describe what each of these organizations do

to prevent and control drug abuse and misuse.

Read chapter 12 of the class textbook and review the attached PowerPoint presentatation.  Once done, work on the following exercise;

1.  Write a one-page summary of the advantages of having a diverse nursing and health care staff.

               a.  Include the benefits to both health care providers and patients.

               b.  What health issues may be better addressed by a diverse health care staff?

As stated in the syllabus present your assignment in an APA format word document, Arial 12 font attached to the forum in the discussion tab of the blackboard titled “Week 12 discussion questions” for grading and in the tab titled “Week 12 assignment” in Turnitin to verify originality which 1 point value.  If the originality exceeds the percentage of plagiarism allow by the University points will be deducted.  A minimum of 2 evidence-based references besides the class textbook must be used.  You must post two replies to any of your peers sustained with the proper references and make sure that the references that you use in your assignment are properly quoted in it.   A minimum of 800 words is required. 

Chapter 12: Cultural Diversity in the Health Care Workforce

Copyright © 2016 Wolters Kluwer Health | Lippincott Williams & Wilkins

Copyright © 2016 Wolters Kluwer • All Rights Reserved

1

Diversity in the Nursing Workforce #1

Workplace diversity is the collective, all-inclusive mixture of human differences and similarities that provides an organization with a large pool of people with knowledge, skills, and abilities required for the accomplishment of organizational goals and objectives.

Creating a more diverse health care workforce has value for the people being served and the health care organization from the perspective of its employees and leaders.

Copyright © 2016 Wolters Kluwer • All Rights Reserved

For your final case study, download and read the attached case study.  Once completed, answer the three questions at the end of the case.NEED PROVE IN TURNITIN

Your paper should be in APA 6th edition format and should answer all three questions completely with rationale and literature support.  Each new heading will depict the question being answered.  Your paper should be within 5 pages, not including your cover page and references page.  You will  be required to provide and use a minimum of 3 peer reviewed references, with the oldest being from 2014. 

This is an individual assignment.

430 Chapter 17 Death and Dying

Case 17-1 When Parents Refuse to Give Up1

Nine-year-old Yusef Camp began experiencing symptoms soon after eating a pickle bought from a street vendor. He felt dizzy and fell down, he could not use his legs, and he began to scream. By 10:00 p.m., he was hallucinating and was transported to the DC General Hospital by ambulance. He went into convulsions. His stomach was pumped, and they found traces of marijuana and possibly PCP. He soon stopped breathing, and by the next morning, brain scans showed no activity.

Four months later, Yusef’s condition had not changed. The physicians believed his brain was not functioning and wanted to pronounce him dead based on brain criteria. Several difficulties were encountered, however. First, there was some disagreement among the medical personnel over whether his brain function had ceased completely. Second, at that time the District of Columbia had no law authorizing death pronouncement based on brain criteria. It was not clear that physicians could use death as grounds for stopping treatment. Most important, Ronald Camp, the boy’s father, protested vigorously any sug- gestion that treatment be stopped. A devout Muslim, he said, “I could walk up and say unplug him; but for the rest of my life I would be thinking, was I too hasty? Could he have recovered if I had given it another 6 months or a year? I’m leaving it in Almighty God’s hand to let it take whatever flow it will.”

The nurses involved in Yusef’s care faced several problems. Maggots were found growing in Yusef’s lungs and nasal passages. His right foot and ankle became gangre- nous. He showed no response to noises or painful stimuli. The nurses had the responsi- bility not only for maintaining the respiratory tract and the gangrenous limb, but also for providing the intensive nursing care needed to maintain Yusef in debilitated condition on life support systems. Had the aggressive care been serving any purpose, they would have been willing to provide it no matter how repulsive the boy’s condition was and in spite of there being many other patients desperately needing their attention. However, some of the nurses caring for Yusef were convinced that they were doing no good what- soever for the boy. They believed they were only consuming enormous amounts of time and hospital resources in what appeared to be a futile effort. In the process, other patients were not getting as much care as would certainly be of benefit to them. Could the nurses or the physicians argue that care should be stopped because he was dead? Could they overrule the parents’ judgment about the usefulness of the treatment even if he were not dead? Could they legitimately take into account the welfare of the other patients and the enormous costs involved when deciding whether to limit their atten- tion to Yusef?

1Weiser, B. (1980, September 5). Boy, 9, may not be “brain dead,” new medical examiner shows. Washington Post, p. B1. Weiser, B. (1980, September 12). Second doctor finds life in “brain dead” DC boy. Washington Post, p. B10. Sager, M. (1980, September 17). Nine-year-old dies after four months in coma. Washington Post, p. B6.

• Title
• Copyright
• Contents
• List of Cases
• Preface
• Introduction
  • What Makes Right Acts Right?
  • What Kinds of Acts Are Right?
  • How Do Rules Apply to Specific Situations?
  • What Ought to Be Done in Specific Cases?
  • Two Additional Questions of Ethics
  • What Kind of Person Ought I to Be?
  • What Does This Relationship Demand of Me?
  • Endnotes
• Part I Ethics and Values in Nursing
  • Chapter 1 Values in Health and Illness
    • Identifying Evaluations in Nursing
    • Identifying Ethical Conflicts
    • The Rights of the Patient vs the Welfare of the Patient
    • Moral Rules and the Nurse’s Conscience
    • Limits on Rights and Rules
  • Chapter 2 The Nurse and Moral Authority
    • The Authority of the Profession
    • The Authority of the Physician
    • The Authority of the Institution
    • The Authority of the Health Insurer
    • The Authority of Society
    • The Authority of the Patient
  • Chapter 3 Moral Integrity andMoral Distress
    • Why Does Moral Agency Matter?
    • Moral Distress
    • Creating and Sustaining Healthy and Ethical Work Environments
    • Ethics Environment Assessments
    • Resources for Establishing and Sustaining Healthy Environments
    • Change Theory Models
    • Resources for Resolving Moral Distress
• Part II Ethical Issuesin Nursing
  • Chapter 4 Benefiting the Patient and Others: The Duty to Produce Good and Avoid Harm
    • Benefit to the Patient
    • Uncertainty About What Is Actually Beneficial to a Patient
    • Health Benefits vs Overall Benefits
    • Benefiting vs Avoiding Harm
    • Benefit to the Institution
    • Benefit to Society
    • Benefit to Identified Nonclients
    • Benefit to the Profession
    • Benefit to Oneself and One’s Family
  • Chapter 5 Justice: The Allocation of Health Resources
    • The Ethics of Allocating Resources
    • Justice in Public Policy
    • Justice and Other Ethical Principles
  • Chapter 6 Respect
    • Ignoring a Person as a Person and Focusing Only on the Pathology or “Task” to be Performed
    • Arrogant Decision Making
    • Humiliating Others
  • Chapter 7 The Principle of Autonomy
    • Internal Constraints on Autonomy
    • External Constraints on Autonomy
    • Overriding Autonomy
  • Chapter 8 Veracity
    • The Condition of Doubt
    • Duties and Consequences in Truth Telling
    • Complications in Truth Telling
  • Chapter 9 Fidelity
    • Promise Keeping
    • Confidentiality
  • Chapter 10 The Sanctity of Human Life
    • Actions and Omissions
    • Criteria for Justifiable Omission
    • Withholding and Withdrawing
    • Direct and Indirect Killing
    • Voluntary and Involuntary Killing
    • Is Withholding Food and Water Killing?
• Part III Special Problem Areas in Nursing Practice
  • Chapter 11 Abortion, Contraception, and Sterilization
    • Abortion
    • Contraception
    • Sterilization
  • Chapter 12 Genetics, Birth, and the Biologic Revolution
    • Genetic Counseling
    • In Vitro Fertilization and Artificial Insemination
    • Genetic Engineering
  • Chapter 13 Psychiatry and the Control of Human Behavior
    • Psychotherapy
    • Other Behavior-Controlling Therapies
  • Chapter 14 HIV/AIDS Care
    • Conflicts Between Rights and Duties
    • Conflicts Involving the Cost of Treatmentand Allocation of Resources
    • Research on HIV
  • Chapter 15 Experimentation on Human Beings
    • Calculating Risks and Benefits
    • Commentary
    • Protecting Privacy
    • Equity in Research
    • Informed Consent in Research
  • Chapter 16 Consent and the Right to Refuse Treatment
    • The Right to Refuse Treatment
    • The Elements and Standards of Disclosure
    • Comprehension and Voluntariness
    • Consent for Patients Who Lack Decision Capacity
  • Chapter 17 Death and Dying
    • The Definition of Death
    • Competent and Formerly Competent Patients
    • Never-Competent Patients and Those Who Have Never Expressed Their Wishes
    • Futile Care
    • Limits Based on the Interests of Other Parties
• Appendix Ethics Resources on the Web Bioethics Research Library at Georgetown University
• Glossary
• Index

For this assignment, imagine that you are conducting research for paper you are writing on “growth mindset.” In your research, you found an article from the New York Times and another one from the CHI ’14 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems. Both articles are linked in the Resources list below. Note: These articles were chosen to provide examples of scholarly and non-scholarly articles and may not be in your field of study.

• Read Rae-Dupree’s 2008 newspaper article, “If You’re Open to Growth, You Tend to Grow” from the New York Times.
• Skim O’Rourke, Haimovitz, Ballweber, Dweck, and  Popovic’s 2014 article, “Brain Points: A Growth Mindset Incentive Structure Boosts Persistence in an Educational Game” from the CHI ’14 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems.
• Open the Writing and Research Worksheet in the Resources. Using the Writing and Research Worksheet, write two paragraphs answering the following questions: What type of information is included in the scholarly article but not in the newspaper article that provides you with a deeper understanding of the topic? How could the scholarly article be more helpful to you when supporting the arguments?
• Using APA style, cite each article at least once in your response and include a reference citation for the New York Times article at the end. Note: The resources located in [u01s2] Unit 1 Study 2 will help you complete this assignment.

To Prepare:

• Review the Resources and identify one change that you believe is called for in your organization/workplace.
  • This may be a change necessary to effectively address one or more of the issues you addressed in the Workplace Environment Assessment you submitted in Module 4. It may also be a change in response to something not addressed in your previous efforts. It may be beneficial to discuss your ideas with your organizational leadership and/or colleagues to help identify and vet these ideas.
• Reflect on how you might implement this change and how you might communicate this change to organizational leadership.

The Assignment (5-6-minute PowerPoint presentation):

Change Implementation and Management Plan

Create a narrated PowerPoint presentation of 5 or 6 slides that presents a comprehensive plan to implement the change you propose.

Your presentation should be 5–6 minutes in length 

Your Change Implementation and Management Plan should include the following:

• An executive summary of the issues that are currently affecting your organization/workplace (This can include the work you completed in your Workplace Environment Assessment previously submitted, if relevant.)
• A description of the change being proposed
• Justifications for the change, including why addressing it will have a positive impact on your organization/workplace
• Details about the type and scope of the proposed change
• Identification of the stakeholders impacted by the change
• Identification of a change management team (by title/role)
• A plan for communicating the change you propose
• A description of risk mitigation plans you would recommend to address the risks anticipated by the change you propose