The Ethics And Legalities Of Medication Error Disclosure

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American writer Nikki Giovanni once said: “Mistakes are a fact of life. It is the response to the error that counts” (Goodreads, 2012). Whenever you make an error when writing a prescription, you must consider the ethical and legal implications of your error—no matter how seemingly insignificant it might be. You may fear the possible consequences and feel pressured not to disclose the error. Regardless, you need to consider the potential implications of non-disclosure. How you respond to the prescription error will affect you, the patient, and the health care facility where you practice. In this Assignment, you examine ethical and legal implications of disclosure and nondisclosure of personal error.

Consider the following scenario:

· You are working as an advanced practice nurse at a community health clinic. You make an error when prescribing a drug to a patient. You do not think the patient would know that you made the error, and it certainly was not intentional.

To prepare:

· Consider the ethical implications of disclosure and nondisclosure.

· Research federal and state laws for advanced practice nurses. Reflect on the legal implications of disclosure and nondisclosure for you and the health clinic.

· Consider what you would do as the advanced practice nurse in this scenario including whether or not you would disclose your error.

· Review the Institute for Safe Medication Practices website in the Learning Resources. Consider the process of writing prescriptions. Think about strategies to avoid medication errors.

Write a 2- to 3- page paper that addresses the following:

· Explain the ethical and legal implications of disclosure and nondisclosure. Be sure to reference laws specific to your state.

· Describe what you would do as the advanced practice nurse in this scenario including whether or not you would disclose your error. Provide your rationale.

· Explain the process of writing prescriptions including strategies to minimize medication errors.

  • This work should have Introduction and conclusion
  • This work should have at 4 to 6 current references
  • Use at least 3 references from class Learning Resources

The following Resources are not acceptable:

  1. Wikipedia
  2. Cdc.gov- nonhealthcare professionals section
  3. Webmd.com
  4. Mayoclinic.com

Required Readings

**Arcangelo, V. P., Peterson, A. M., Wilbur, V., & Reinhold, J. A. (Eds.). (2017). Pharmacotherapeutics for advanced practice: A practical approach (4th ed.). Ambler, PA: Lippincott Williams & Wilkins.

Chapter 1, “Issues for the Practitioner in Drug Therapy” (pp. 3–14)

       This chapter introduces issues relating to      drug therapy such as adverse      drug events and      medication adherence. It also explores drug safety, the           practitioner’s role and responsibilities in      prescribing, and prescription      writing.

Chapter 59, “The Economics of Pharmacotherapeutics” (pp. 1009-1018)

       This chapter analyzes the costs of drug      therapy to health care systems and      society      and explores practice guideline compliance and current issues in           medical care.

Chapter 60, “Integrative Approaches to Pharmacotherapy—A Look at Complex Cases” (pp. 1021-1036)

       This chapter examines issues in individual      patient cases. It explores      concepts relating      to evaluation, drug selection, patient education, and           alternative treatment options.

**Crigger, N., & Holcomb, L. (2008). Improving nurse practitioner practice through rational prescribing. The Journal for Nurse Practitioners, 4(2), 120–125.

Note: Retrieved from the Walden Library databases.

This article explores issues relating to prescription drugs, specifically the frequency in which drugs are prescribed to patients. It also examines factors to consider before beginning drug therapy plans with patients.

**Philipsen, N. C., & Soeken, D. (2011). Preparing to blow the whistle: A survival guide for nurses. The Journal for Nurse Practitioners, 7(9), 740–746.

Note: Retrieved from the Walden Library databases.

This article examines issues that nurses encounter when reporting errors in medical settings. It also outlines the role of ethics and the responsibility of nurses to notify all individuals who are impacted by a medical error.

**American Nurses Association. (2001). Code of ethics for nurses with interpretive statements. Nursing World. Retrieved from http://www.nursingworld.org/MainMenuCategories/EthicsStandards/CodeofEthicsforNurses/Code-of-Ethics-For-Nurses.html

This article outlines ethical standards in the nursing profession and identifies nine provisions of care that must be adhered to by all nurses.

**Anderson, P., & Townsend, T. (2010). Medication errors: Don’t let them happen to you. American Nurse Today, 5(3), 23–28. Retrieved from https://americannursetoday.com/medication-errors-dont-let-them-happen-to-you/

This article examines factors that lead to medication errors as well as consequences of these errors on patients and nurses. It also recommends methods for avoiding and eliminating medication errors.

**Drug Enforcement Administration. (n.d.). Mid-level practitioners authorization by state. Retrieved from August 23, 2012, http://www.deadiversion.usdoj.gov/drugreg/practioners/index.html

This website outlines the schedules for controlled substances, including prescriptive authority for each schedule.

**Drugs.com. (2012). Retrieved from http://www.drugs.com/

This website presents a comprehensive review of prescription and over-the-counter drugs including information on common uses and potential side effects. It also provides updates relating to new drugs on the market, support from health professionals, and a drug-drug interactions checker.

**Institute for Safe Medication Practices. (2012). ISMP’s list of error-prone abbreviations, symbols, and dose designations.

This website provides a list of prescription writing abbreviations that might lead to misinterpretation, as well as suggestions for preventing resulting errors.

**Byrne, W. (2011). U.S. nurse practitioner prescribing law: A state-by-state summary. Medscape Nurses.

**Drug Enforcement Administration. (n.d.). Code of federal regulations.

Evidence-Based Project—Diabetes

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Based on the summary of research findings identified from the Evidence-Based Project—Paper on Diabetes that describes a new diagnostic tool or intervention for the treatment of diabetes in adults or children, complete the following components of this assignment:

Develop a PowerPoint presentation (a title slide, 6-12 slides, and a reference slide; no larger than 2 MB) that includes the following:

A brief summary of the research conducted in the Evidence-Based Project – Paper on Diabetes.

A descriptive and reflective discussion of how the new tool or intervention may be integrated into practice that is supported by sound research.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

You are not required to submit this assignment to Turnitin, unless otherwise directed by your instructor. If so directed, refer to the Student Success Center for directions. Only Word documents can be submitted to Turnitin.

Drafting A Literature Review

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Week 6 Assignment Instructions

Tutor MUST have a good command of the English language

Tutor MUST have a good command of the English language

Sources need to be less than five years old and journal/scholarly articles.

Use only articles that are published between 2014-2018 (except for your theory articles which will be older as you must cite primary sources).

No textbook or direct quotes

Rubric Requirements must be met

This is a continuation of the literature review that is attached. The new assignment needs to be added to the attached document.

In this assignment, you will draft the body of a literature review. You will continue to add and revise this draft literature review (Chapter 2 of your DPI Project) as you progress through the program. You may be able to use the feedback and suggestions from your instructor (on the Introduction to the Literature Review assignment in Topic 4) to expand the literature review for this assignment.

General Requirements:

Use the following information to ensure successful completion of the assignment:

Use the “Empirical Research Checklist” worksheet to ensure that each article you select meets all of the established criteria.

Use the “Research Article Chart” to provide a summary review of each component of your assignment.

Submit the completed Research Article Chart to your instructor.

Refer to the most recent prospectus template found in the DC Network (dc.gcu.edu) for details and criteria for the Literature Review (Chapter 2).

Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please Review the rubric prior to the beginning to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

Directions:

Part 1: Selection of 15 Articles

Select 15 empirical articles related to your PICOT question. Use the “Empirical Research Checklist” worksheet to ensure that each article you select meets all of the established criteria. At least one article must demonstrate a quantitative methodology.

Part 2: Research Article Chart

Using the articles acquired in Part 1, provide a summary review of each component using the “Research Article Chart” template.

Part 3: Literature Review

Prepare a Literature Review (Chapter 2) of 2,000-3,000 words for your scholarly project.

Utilizing the major concepts identified in the Topic 4 assignment, further develop each major concept and subtheme by locating 15 more empirical articles related to your project topic (30 articles total: 15 from Topic 4 assignment and 15 from Topic 6 assignment).

Use the “Research Article Chart” as a guide to analyze and synthesize (summarize) the literature into the paper you began in the Topic 4 assignment.

Based upon your review of the 15 additional research articles, expand on your summary of each major concept and your synthesis of the three identified subthemes that support each concept. At the end of each major concept, include a summary statement.

Conversational Thoughts

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Pretend you are going to meet an expert on methods in teaching freshman composition. Her name is Sandie Friedman, and she has a lot to say about the use of popular culture (among other subjects) in the freshman composition classroom. Friedman has invited you to her house because she wants to share her ideas with you and hear your thoughts about this subject. The first thing you should do before you sit down with an expert on any subject is to be clear where you stand on the matter!

How do you do that? How does that translate into preparing for a research paper?

You gather your thoughts about a subject by writing about it before you dig too far into the research; thus, before you go to meet Friedman (in other words, before you read what she has written), you need to write down your own opinions so that you’ll have a point of reference. This will also give you material to draw on as you talk to (interact with) Friedman. For instance, when she raises a point that you disagree with, you might draw on your notes to explain why you disagree.

Let’s practice this important first step. Please type the following in a document and save it, along with the other parts of Assignment #2.

Step One: Your Initial Thoughts

For five minutes, write your responses to the following questions. What do you think of teachers using popular culture in freshman writing classes? For instance, do you think it’s all right for students to write papers about television shows like True Blood? Do you support teachers incorporating current events into the writing classroom? Should teachers allow students to write about Donald Trump or Lady Gaga? Why? Why not? Do you agree with the view that the only thing students should be studying and writing about in freshman composition is writing itself? In other words, do you agree that the only legitimate topic for writing classes is language and grammar?

Step Two: Listening To Your Source

Friedman welcomes you to her home, invites you to sit down, and then tells you that she’d like to explain her ideas to you. She says the following:

In first-year writing programs such as ours at George Washington University, instructors from a variety of disciplinary backgrounds teach seminars with topics of interest to first-year students. The course themes range from: a seminar on the Holocaust, in which students do research at the national Holocaust Memorial Museum; to service learning courses, in which students volunteer for local nonprofits and write for these organizations; to a course on video games; to my own on classic Hollywood films. In their syllabi, instructors must justify their choice of topic as appropriate for a writing course, and they must follow the guidelines in a course template.

Aside from these guidelines, instructors have considerable freedom to choose topics, as one goal of the program administrators is to appeal to a broad spectrum of student tastes. Like many faculty members in our program, I share Harris’s (2006) conception of the work of FYC as introducing students to intellectual writing: the kind of writing about texts and ideas that might appear in The New Yorker, Harper’s, or The Atlantic (p. 10). We don’t have a course specifically on vampires right now, but we have had courses on horror movies. An outstanding student in one of my courses wrote a paper on the history of zombie films—it’s probably only a matter of time before vampires make an appearance.

Should we banish vampires from FYC classes? What should be our response, as writing teachers and program administrators, to “challenging times?” (Friedman 79)

Friedman finishes talking, and you take a moment to digest what she has said. Before responding with any critique (agreement or disagreement), you should briefly summarize what she has said so that you can be sure you understood her correctly as she spoke; thus, step two is to write a brief summary of Friedman’s statement above (include it as Step Two of Assignment #2).

You gathered your own thoughts. You listened carefully to Friedman’s. You summarized her ideas. Now, you are ready for the next step in effectively interacting with a source: responding.

responding.png

Step Three: Responding to a Source

The next thing to do is to respond to your source. In this stage of your notetaking, you should express your opinion of the ideas covered in the source. What do you think of Friedman’s thoughts on writing classes? Point out any connections between what she said and what you wrote in your preliminary notes (these might be disagreements or agreements). Answer the questions she poses at the end: “Should we banish vampires from FYC classes? What should be our response, as writing teachers and program administrators, to “challenging times?” (Friedman 79)

Challenge yourself to write for five minutes.

Include this as Step Three of Assignment #2.

Friedman took in every word you said. She made a few notes as you were talking; now, she replies, and it’s time for the next step in effectively interacting with a source: listening again!

listening.jpg

Step Four: Listening Some More!

Do you see a pattern developing? I like the conversation metaphor as a guide for interacting with a source because it models the give-and-take that should happen when you read. Figuratively, we are listening and responding, listening some more and responding some more; LITERALLY, we are reading, taking notes, expressing our reactions in writing, reading some more, taking more notes, expressing more reactions in writing. Rinse, lather, and repeat!

Bruce Ballenger, who wrote a remarkable book called The Curious Researcher, calls this process “writing in the middle” (101). In other words, if you follow this process, you are already writing your paper as you do the research for it. So many writers procrastinate and miss the opportunity to dig into their sources. That missed opportunity leads to shallow interactions with sources, but seizing that opportunity leads to a deeper conversation with sources.

Back to our metaphorical conversation. Friedman listened to you, and now she responds:

As a choice of course theme, pop culture is double-edged. On one hand, students are drawn to courses that feature vampires, Harry Potter, Mad Men, and video games. On the other hand, such courses may seem less than serious, to both colleagues and students. Our program directors have occasionally wondered whether pop culture themes lead students to give courses low ratings for “intellectual challenge” on course evaluations. But I believe that teaching writing through pop culture can have the same intellectual rigor as courses that “sound serious,” courses with themes grounded in philosophy, science, or for that matter, writing studies. It depends on the pedagogical goals and how we approach those goals. I would argue that vampires can offer just as much material for intellectual inquiry as, for instance, Beaufort’s (2012) proposed course, “Locating Self in Landscape” (p. 5). (Friedman 81)

Briefly summarize Friedman’s ideas expressed above. Include the summary as Step Four in Assignment #2.

Step Five: Informed Response

You are deep into the process now, and that means your responses should become more pointed. Take five minutes to respond to Friedman’s remarks from Step Four (I’ll include them here for easier access):

As a choice of course theme, pop culture is double-edged. On one hand, students are drawn to courses that feature vampires, Harry Potter, Mad Men, and video games. On the other hand, such courses may seem less than serious, to both colleagues and students. Our program directors have occasionally wondered whether pop culture themes lead students to give courses low ratings for “intellectual challenge” on course evaluations. But I believe that teaching writing through pop culture can have the same intellectual rigor as courses that “sound serious,” courses with themes grounded in philosophy, science, or for that matter, writing studies. It depends on the pedagogical goals and how we approach those goals. I would argue that vampires can offer just as much material for intellectual inquiry as, for instance, Beaufort’s (2012) proposed course, “Locating Self in Landscape” (p. 5). (Friedman 81)

As you respond, try to incorporate the summaries and responses you’ve already written in previous steps.

Ladies and gentleman, this is how you deal with sources for a research paper! We will stop after five steps, but obviously you would repeat this with an actual source as many times as it might take to fully understand the source and its relation to your paper.

Again, compile all five steps into one document and label it Assignment #2.

You’ve talked to Sandi Friedman; you’ve listened and summarized; you’ve responded to and questioned her. It’s important that you now clearly differentiate your opinion of her article from the article itself. In other words, you should–after reading and interacting with any source–take the time to objectively summarize it. This will help you when you write about the source in your paper. Your readers might not have read Friedman, for instance, so they deserve an objective account of Friedman’s ideas BEFORE you analyze her ideas. It also clarifies you own thinking. You want to be certain you correctly understand Friedman’s ideas (or any source) before you begin analyzing them. What if you misunderstood and ended up agreeing with a view you actually disagree with? What if you criticized someone for an idea that is nowhere in his or her writing?

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Thus, the next step in Assignment #2, which is all about effective interaction with a source, is to summarize Sandi Friedman’s “This Way for Vampires: Teaching First-Year Composition in ‘Challenging Times.'” Please include this summary in the same document as Steps One – Five. The following information and video will help you write your summary.

The best (and ONLY, in my opinion) way to summarize an article is to outline it. You must identify the author’s thesis, and then you must trace the author’s steps in defending that thesis. Once you have carefully outlined the article, you must turn the outline into a narrative, which means you must write a paragraph (or two or three or …). The summary must be accurate and objective. You save your reaction to it for another time. I am going to include the outline and summary I wrote for Friedman’s article later, but please watch this video first. In it, Nicole Wesley, a teacher from Asheboro, North Carolina, provides practical advice for writing a summary.

Disability Culture Plunge

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For this assignment you are required to develop a portfolio that showcases your experience through a disability culture plunge (You can find a list of activity and event options on Blackboard). A culture plunge can be defined as exposure to a culture that is different from our own and in this class specifically, the culture of disability. For some of you, you may already identify as being familiar with disability culture. If so, you will need to explore an arena of disability culture that you are not as familiar with. For many of you though, this may be your first time interacting or being involved with the disability community, and we are very excited to read about your experience! It is normal for you to feel nervous, intimidated, and fearful about this assignment, but we hope that this assignment is a valuable and memorable experience that transcends beyond your time at university.

What is required for this portfolio?

  1. Student Self-Scored Checklist
  2. About the Organization/Activity/Event/Person

This portion of the assignment includes background information about the Organization:

a. Name, Location, Date of Culture Plunge, website (if applicable)

b. Contact information (i.e., website, email, and name of contact person if applicable)

c. A brief 300-word description of what you did during your time and the types of disabilities that were represented at the event.

  1. Photos of the event/activity. Please include a caption with each photo.
  2. Reflection:

Please answer all 4 reflection questions to receive full 10 points. No less than one page, double spaced, 12 pt. font response. Indicate A, B, C or D for each part of this response.

a. What were some assumptions you had before participating in your disability culture plunge activity? Your assumptions can be positive, negative or both.

b. What was something new you learned during your culture plunge?

c. How did this experience change your views about people with disabilities?

d. How might you see yourself contributing to the lives of people with disabilities in the future?

Demographic Changes For A Population And Describes The Health Disparities And Social Determinants Of Health That Can Affect The Population.

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Report Issue
Conduct a windshield survey to identify a population and its primary health concern. Develop a 3–5-page report that explains demographic changes for a population and describes the health disparities and social determinants of health that can affect the population.

Central Florida United States community

Requirements

Conduct the windshield survey, using the template attached.

Use the template as a guide to write a report for your team. If possible, look at other written documents used within your organization. How are they formatted? Follow that format as closely as possible, making sure you still use APA guidelines for your in-text references, citations, and reference page.

Based on your observations and notes from your survey experience, write a report that includes the following:

Describe, briefly, the neighborhood or community you observed (overall condition, types of spaces and businesses, evidence of services, and so forth).

Describe a vulnerable or diverse population you observed living within the neighborhood or community.

Now you will need to do some research on the population you described:

Explain how the demographics for the population have changed over the past 5–10 years. Note: This information should be readily available through the United States Census Bureau, similar state Web sites, the Bureau of Labor Statistics, or other professional sites. Be sure your information is current.

Describe the most prevalent health risks for the population. For example, if your population is senior citizens, then the health risks might be diabetes and loss of mobility. Include statistics on the health risks, such as frequency of occurrence in the population and number of deaths per year in the population.

Identify the health disparities and social determinants of health that can affect the population. In other words, what will you need to overcome to develop a successful health promotion and disease prevention program for the population?

Your completed assessment should be 3–5 pages in length, not including the title page and reference page. Support your information with references to at least three professional, scholarly, or government resources, and follow current APA guidelines for your in-text citations and references.

Additional Requirements

Include a title page and reference page. The completed assessment should be 3–5 pages in length, not including the title page and reference page.

Reference at least three current scholarly, professional, or government resources.

Use current APA format for citations and references.

Use Times New Roman font, 12 point.

Double spaced

Attached is an example of a well graded paper as well as an example of a windshield survey to use as a reference.

Case Study: Fetal Abnormality

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Based on “Case Study: Fetal Abnormality” and other required topic study materials, write a 750-1,000-word reflection that answers the following questions:

What is the Christian view of the nature of human persons, and which theory of moral status is it compatible with? How is this related to the intrinsic human value and dignity?

Which theory or theories are being used by Jessica, Marco, Maria, and Dr. Wilson to determine the moral status of the fetus? What from the case study specifically leads you to believe that they hold the theory you selected?

How does the theory determine or influence each of their recommendations for action?

What theory do you agree with? Why? How would that theory determine or influence the recommendation for action?

Remember to support your responses with the topic study materials.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Rubric

Explanation of the Christian view of the nature of human persons and the theory of moral status that it is compatible is clear, thorough, and explained with a deep understanding of the connection between them. Explanation is supported by topic study materials. 30%

The theory or theories that are used by each person to determine the moral status of the fetus is explained clearly and draws insightful relevant conclusions. Rationale for choices made is clearly supported by topic study materials and case study examples. 15%

Explanation of how the theory determines or influences each of their recommendations for action is clear, insightful, and demonstrates a deep understanding of the theory and its impact on recommendation for action. Explanation is supported by topic study materials. 15%

Evaluation of which theory is preferable within personal practice along with how that theory would influence personal recommendations for action is clear, relevant, and insightful. 10%

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

Writer is clearly in command of standard, written, academic English.

All format elements are correct.

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

Scholarly Acvtivities

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PREPARING THE SCHOLARLY PAPER PHASE 1

Carefully read these instructions and the Rubric.

Download the Week 4 Scholarly Paper Phase 1 Template (Links to an external site.)Links to an external site.. Use of the assigned template is required. Rename that document as Your Last Name Scholarly Paper Phase 1.docx, for example Smith Scholarly Paper Phase 1. Save it to your own computer or drive in a location where you will be able to retrieve it later.

Type your assignment directly on the saved template. You are required to complete the form using the productivity tools required by Chamberlain University, which is Microsoft Office Word 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the “.docx” format. Do NOT save as Word Pad. A later version of the productivity tool includes Office 365, which is available to Chamberlain students for FREE by downloading from the student portal at http://my.chamberlain.edu (Links to an external site.)Links to an external site. Click on the envelope at the top of the page. Remember that only Microsoft Word 2010 or a later version is acceptable. The document must be saved as a .docx. Save your work frequently as you type to prevent loss of your work.

The only resource for your paper is the following assigned article: Article link (Links to an external site.)Links to an external site.

Note: Logging in to the Chamberlain Library is needed to access this article. Use of the assigned article is required. You must click on the PDF Full Text link on the upper left portion of the page to download the correct version of this required article.

Follow the instructions and specifics on the assigned required template and the rubric. You will demonstrate your scholarly writing abilities as well as APA abilities in references, citations, quotations, and paraphrasing.

See rubric for length limitations for each section and other criteria.

Information below explains how to complete the Article Summary section of the paper (see Rubric for details).

Clearly summarize the major content of the assigned article using 175–200 words.

Content must include main ideas from across the entire article.

Specifics should be excellent.

Content must be attributed to the correct source.

For the Impact section (see rubric for details)

clearly state how learning from the assigned article will impact your future practice;

length must be 125–150 words;

writing must be concise and clearly relate the assigned article contents to practice; and

use first person in this section.

Double check your work with the rubric prior to submission.

Note: Assigned Template must be used for this assignment. The Assigned Template has been specially prepared to help you do well on this assignment. See #2 above.

Note: Assigned Article must be used for this assignment. Failure to do so may result in loss of points and/or Academic Integrity violation investigation.

Adolescence: Contemporary Issues And Resources

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Details:

Research the range of contemporary issues teenagers face today. In a 500-750-word paper, choose one issue (besides teen pregnancy) and discuss its effect on adolescent behavior and overall well-being. Include the following in your submission:

Describe the contemporary issue and explain what external stressors are associated with this issue.

Outline assessment strategies to screen for this issue and external stressors during an assessment for an adolescent patient. Describe what additional assessment questions you would need to ask and define the ethical parameters regarding what you can and cannot share with the parent or guardian.

Discuss support options for adolescents encountering external stressors. Include specific support options for the contemporary issue you presented.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Adolescence: Contemporary Issues and Resources

1

Unsatisfactory

0.00%2

Less than Satisfactory

75.00%3

Satisfactory

79.00%4

Good

89.00%5

Excellent

100.00%80.0 %Content 25.0 %Contemporary Issue and Associated External Stressors A contemporary issue facing adolescents is omitted. An issue facing adolescents is partially summarized; the issue is not relevant to adolescents. No explanation of external stressors associated with this issue is described; or, the external stressors are not relevant.A relevant issue facing adolescents is generally discussed. A general explanation of external stressors associated with this issue is summarized. More information is needed. There are some inaccuracies.A relevant issue facing adolescents is discussed. An explanation of external stressors associated with this issue is presented.A relevant issue facing adolescents is thoroughly discussed. An explanation of external stressors associated with this issue is well presented. Insight into adolescent issues and external stressors is demonstrated.30.0 %Assessment Strategies to Screen for the Issue and External StressorsStrategies to screen for the chosen issue and external stressors during an assessment for an adolescent patient are omitted.Strategies to screen for the chosen issue and external stressors during an assessment for an adolescent patient are partially presented. The strategies are not relevant to screening for the issue or external stressors. Additional assessment questions to ask and the ethical parameters regarding what cannot be disclosed to the parent or guardian are omitted. Significant evidence or rationale is needed.Strategies to screen for the chosen issue and external stressors during an assessment for an adolescent patient are partially presented. The strategies are not relevant to screening for the issue or external stressors. Additional assessment questions to ask and the ethical parameters regarding what cannot be disclosed to the parent or guardian are omitted. Significant evidence or rationale is needed.Strategies to screen for the chosen issue and external stressors during an assessment for an adolescent patient are described. The strategies are relevant to screening for the issue and external stressors. Additional assessment questions to ask and the ethical parameters regarding what cannot be disclosed to the parent or guardian are outlined. Strategies to screen for the chosen issue and external stressors during an assessment for an adolescent patient are well described. The strategies are highly relevant to screening for the issue and external stressors. Additional assessment questions to ask are presented and relevant. The ethical parameters regarding what cannot be disclosed to the parent or guardian are clearly presented. The strategies demonstrate insight into assessment development for adolescent issues.25.0 %Support Options for Adolescents Encountering External StressorsSupport options for adolescents encountering external stressors are omitted.Support options for adolescents encountering external stressors are partially described. Specific support options for the contemporary issue are omitted.Support options for adolescents encountering external stressors are summarized. Specific support options for the contemporary issue are generally discussed. More detail or evidence is needed for support. There are some inaccuracies.Support options for adolescents encountering external stressors are discussed. Specific support options for the contemporary issue are described. Some detail or evidence is needed for support. Overall, the support options are relevant to address external stressors, including those specific to the contemporary issue.Support options for adolescents encountering external stressors are thoroughly discussed. Specific support options for the contemporary issue are described in detail. The support options are relevant for addressing the external stressors, including those specific to the contemporary issue. The options are well-supported by evidence and rationale.15.0 %Organization and Effectiveness 5.0 %Thesis Development and PurposePaper lacks any discernible overall purpose or organizing claim.Thesis is insufficiently developed or vague. Purpose is not clear.Thesis is apparent and appropriate to purpose.Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.15.0 %Organization and Effectiveness 5.0 %Argument Logic and ConstructionStatement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.15.0 %Organization and Effectiveness 5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.5.0 %Format 2.0 %Paper Format (use of appropriate style for the major and assignment)Template is not used appropriately or documentation format is rarely followed correctly.Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style.All format elements are correct. 3.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)Sources are not documented.Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.100 %Total Weightage

How A Bill Becomes A Law

/in /by

As you have discovered through this course, nurses are influential members of the community and the political system. Therefore, for the purposes of this assignment you will identify a problem or concern in your community, organization, etc. that has the capacity to be legislated. You will conduct research and state a proposal. Through the legislative process, your proposal for the problem or concern may influence an idea for change into a law.

First, refer to the “How a Bill Becomes a Law” media.

Then, view the “Bill to Law Process” to watch the scenario.

After viewing the scenario, refer to the “Legislative Assignment.” You will need to save the document first in order to use it.

Submit the assignment to the instructor. You also reserve the right to submit your completed proposal to the respective government official. However, this is optional. If you select to submit your proposal as a part of the legislative process, refer to “Find Your Representative” or research the contact information on your own.

APA format is not required, but solid academic writing is expected.

You are not required to submit this assignment to Turnitin.