MSN Capstone Project Proposal Form

Soap note cyst of Bartholin’s gland Assignment

SOAP NOTE: Post-Menopause  bleeding.

STUDENT NAME

 

MRU

MSN6050 ADVANCE PRACTICE IN PRIMARY CARE- WOMEN’S HEALTH.

PATIENT INFORMATION

Name: Ms. TM

Age: 57 years old

Race: Hispanic

Gender at birth: Female.

Gender identity: Female.

Source: Patient.

Allergies: Penicillin.

Current medications: Lisinopril 10 mg tab, 1tab daily.

Atorvastatin 20 mg tab, 1 tab daily.

Insurance: PPO.

PMH: Denies.

Surgical History: Appendectomy at 13 y/o.

Immunizations: Influenza. December 2020.

Preventive care: Last PAP smear August 2018. Normal.

Mammogram: Normal. BIRADS 0

Exposure: No knows HIV exposure during the last year. No blood transfusions or            received other blood components or tissues.

Environmental exposure was unknown to asbestos, radiations or other chemical substances. No exposure to the sunlight during day activities for long periods of time.

Family History: Father deceased CAD.

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                            Mother alive: 85 y/o, HTN.

Social History: Patient is heterosexual, single, and lives with her husband, roommate, and has a daughter 35 y/o. No domestic violence suspected or negligent behaviors. Client denies using drugs she said that she drinks alcohol only socially. Patient denies smoking tobacco or marihuana.

Nutrition history: She reports a healthy diet, low in sugar and salt.  Soap note cyst of Bartholin’s gland Assignment

Chief complaint: “I have my period again”

History of present illness: The patient is a Hispanic female, 57 y/o, G1T1P0A0L1, that

comes to the office staying “I have my period again”. She reports that she has watery, bloody

vaginal discharge for 2 weeks. This never happen before. Her last menstrual period was around 8

years ago. The client denied having had vaginal discharge. She is divorced for three years ago

and she did not have sexual activity since that time. The las pap test was in 2018, and the result

comeback negative. She denies history of sexual assault or trauma, also reports mild

discomfort on pelvic area, no fever or chills. There is not change on her appetite, no weight loss, malaise or weakness.

No previous hospitalizations or invasive procedures in the past twelve months. No history of

mental illness. No physical trauma or falls reported during the last year.

 

HPI- Women’s Health part:

Menstrual history: Monthly, denies clot or  bleeding.

Age of Menarche: 11 yo

Last menstrual period: 2013.

Bleeding pattern. Reports vaginal bleeding during the last 2 weeks.

Associated pain (dysmenorrhea): N/A.

Break through bleeding: N/A.

Length of cycle: N/A.

Average number of days of menses: N/A

Pre-menopause/menopause: Yes. Vasomotor symptoms: Yes.

Hormone replacement therapy: No.

Condom use: No.

Vaginal douches: No.

Level of satisfaction with sexual activity: good

History of sexual assault: no

Contraceptive use: N/A.

Previous method, including complications, reason discontinued: Same method.

Cervical and vaginal cytology: 2013. Normal

Most recent PAP Smear: Normal.

History of abnormal PAP Smear? Denies.

History of sexually transmitted infections: She denies having had any sexually transmitted disease. Soap note cyst of Bartholin’s gland Assignment

Vaginitis: Denies. History of Pelvic inflammatory disease? Denies.

Any difficulty conceiving in the past? Denies.

Sexually active: Yes, she has a fixed partner for the last 35 years.

History of sexual abuse or sexual assault: Denies.

 

 

 

Obstetric history:

G 1

T 1

P 0

A 0

L 1

Describe any maternal, fetal, or neonatal complications? Denies.

REVIEW OF SYSTEMS:

CONSTITUTIONAL: Denies fever, chills or malaise. Denies low energy in the past two weeks as identified in the PHQ-9 questionnaire. Denies weight loss, change of appetite.

NEUROLOGIC: Denies headache, changes in LOC, history of tremors or seizures, weakness, numbness, dizziness, headaches. Denies trouble walking, syncope, sleep disorder, memory problems.

PSYCHIATRIC:  Mood was euthymic, not feeling restless or anxiety. No feeling hopelessness or depressed. No sleep disturbances, trouble falling or staying asleep. Normal enjoyment of activities. Not easily distracted and no change in thought patterns.

HEENT: Head:  Denies head injuries, or change on LOC. Eyes: No irritation, no drainage, no dry eyes, no pain on eyes’ structures or retro-orbital, no vision changes, no diplopia, or blurred vision. Ears: Denies loss of hearing, no ear pain, no drainage, no sensation of ears feeling full, no ear ringing, or ears’ trauma. Nose: Denies nasal congestion, no nasal drainage, no nosebleeds, and normal smell sense. Throat/Mouth: Denies sore throat, no hoarseness, no difficulty swallowing, or postnasal drip. No mouth sore, no thrush, no bleeding gums, no lips sore, no teeth problems.

NECK: Denies neck pain, no masses, no nodules, no history of thyroid abnormality.

RESPIRATORY: Denies chest congestion or wheezing, coughing, shortness of breath.

CHEST/ BREAST: Denies chest abnormalities, no breast lumps, no nodules, no nipple drainage, or nipple retraction.

CARDIOVASCULAR: Denies chest pain, palpitations. No orthopnea, or paroxysmal nocturnal dyspnea. Denies edema, irregular heartbeat, low or high blood pressure, poor circulation, cold extremity, or claudication.

GASTROINTESTINAL: Normal appetite as identified in the PHQ-9 questionnaire. No dysphagia or heartburn. No nausea, vomiting or abdominal pain. No hematochezia. No diarrhea or constipation.

GENITOURINARY: Denies dysuria, frequency, urgency, hesitancy, incontinence, nocturia, or

hematuria. No history of UTI and kidney infections

EXTERNAL GENITALS: The patient reports watery, bloody vaginal discharge for 2 weeks Soap note cyst of Bartholin’s gland Assignment

and mild discomfort over the pelvic area. No history of STD.

MUSCULOSKELETAL: Denies fall, muscle or joint pain. Denies hearing a clicking or snapping sound. Denies numbness, hemiplegia o paresthesia, muscular atrophy or weakness. Denies limited range of mobility, joint pain or limited ROM.

HEMATOLOGIC: Denies easy bruising, loss of hair, heat/cold intolerance, changes in nails, enlarged glands, prolonged bleeding, increased thirst, or hunger.

SKIN: Denies skin rash, no wound, no change on skin color or texture, no change in a mole, no unusual growth, no dry skin, no itching, or jaundice. Hair: Denies hair loss, no hair abnormalities. Nails: Denies nails abnormalities, no discoloration, no clubbing, no cyanosis, or longitudinal ridges.

OBJECTIVE DATA:

VITAL SIGNS: Temperature: 97.9 F⁰, Pulse: 86 BPM, BP: 123/77., RR: 18 per min.

 

PO2- 98 % on room air.

 

Gynecological examination was performed in the office.

 

GENERAL APPEARANCE:  Patient alert and oriented. Speech fluently. Patient does reflex discomfort in her face and posture secondary to the pain on her genitals

NEUROLOGIC: Alert, CNII- XII grossly intact, Oriented to person, place and time. Sensation: Intact to Bilateral upper and lower extremities. Bilateral UE/LE strength 5/5. Romberg is negative and the patient has stable and balance gait. Reflexes 2 + symmetrical with negative Babinski. No asterixis. Proprioception was normal

PSYCHIATRIC: Cooperative but stressed about her genital condition. Patient is euthymic. The affect was normal.

HEENT: HEAD:  Normocephalic, atraumatic. Symmetric, nontender. Maxillary sinuses, no tenderness. Scalp pink and dry. EYES: No conjunctival secretion or injection, no icterus, extraocular eye movement intact.  No nystagmus noted. Symmetrical pupils, light reactive, Visual acuity 20/20 with the use of reading glasses. EARS: Bilateral canals patent without erythema, edema, or exudate. Bilateral tympanic membranes intact, pearly gray with sharp cone of light.  Maxillary sinuses no tenderness. NOSE: Nasal mucosa moist without bleeding. Clear nasal discharge. MOUTH AND THROAT: Oral mucosa moist without internal lesions such as canker sores, ulcers or vesicle. Tongue and uvula movement preserved without deviations.

NECK:  No pain, no cervical lymphadenopathy, no jugular vein distention the palpation thyroid is mobile when the patient swallows, centrally located without evidence, or increased in size, trachea is midline. No murmur at the level of the carotid arteries. No visible mass and skin with normal coloration. No palpable masses or tenderness, thyroid without nodules, no JVD, no lymph nodes. Pharynx: Moist and pink without tonsillar enlargement. No noted lesions or exudate. Soap note cyst of Bartholin’s gland Assignment

CARDIOVASCULAR: S1S2, regular rate and rhythm, no S3 or S4, no murmurs or gallop noted, PMI at 5th intercostal space, midclavicular line. No pericardial friction rub heard.

All pulses 4+ palpable and equal. No clubbing, cyanosis or edema noted. Bilateral carotid arteries without bruits. Capillary refill test < 2 sec.

RESPIRATORY:  Respirations are regular, equal, and unlabored with symmetrical chest expansion. No egophony whispered pectoriloquy, or tactile fremitus, on palpation. Breath sounds presents and clear bilaterally, on auscultation. No wheezing, stridor, crackles, or rhonchi noted. No increased tactile fremitus noted. Lungs resonant.

CHEST: Breast: Normal in size. Symmetric. Two normal nipples without discharge. No skin changes (rashes, lesions, dimpling or retraction).  No masses or tenderness.

GASTROINTESTINAL: Inspection: Symmetric, no distended no visible masses. The skin

is normal, appendectomy 4 cm scar located on RLQ. Auscultation: Bowel sound active in all 4

quadrants. No bruits. Palpation: Abdomen soft, mild tenderness on lower abdomen, non

distended, no masses, herniation, guarding, rebound tenderness. No hepatomegaly or

splenomegaly. Percussion: Normal.

GENITOURINARY:

External genitalia: Mons normal hair distribution, no lesions. Labia majora, minora and

clitoris normal. Bartholin’s and Skene’s glands normal. Urethra WNL.

Vagina: Rugate, pink/red, inflamed wall, no discharge, good tone, no cystocele,

rectocele or masses.

Kidneys: Both kidneys have normal size, they are not palpable. Costovertebral angles are

not tender on palpation and percussion. The bladder is not palpable or tender.

Cervix: Small, no lesions, masses, inflammation, bloody discharge, negative for cervical

motion tenderness, no ectropion.

Uterus: Big firm, lateral, hard and not mobile, tender to motion.

Adnexa: Thickness of right parametrium. Ovarium not palpable.

MUSCULOSKELETAL: No evidence of atrophy, tumor. No pain to palpation.  Active and passive ROM within normal limits, no stiffness. No peripheral edema. Stable gait.

INTEGUMENTARY: Intact, no cyanosis or jaundice, Nail without alterations: no mycosis, angle 160 degrees (no clubbing). Hair distribution in the preserved leg area, no area of paleness or redness, symmetrical calf diameter. Soap note cyst of Bartholin’s gland Assignment

 

ASSESSMENT:

Main Diagnosis: Postmenopausal bleeding. ICD 10 N95.0-). Postmenopausal bleeding: refers to any uterine bleeding in a menopausal woman, it occurs on 5% of the postmenopausal population, and between 6-19 % is due to Endometrial cancer. In general, all postmenopausal women with unexpected uterine bleeding, should be evaluated for endometrial carcinoma, which is a lethal disease cause of bleeding, however, the most common cause of bleeding in these women is atrophy of the vaginal mucosa or endometrium; in the early menopausal years, endometrial hyperplasia, polyps, and submucosal fibroids are also common etiologies. (Goodman et al 2021). This patient present to the office after her menopause years ago, with symptoms, signs, and physical examination correlated with Post-menopausal bleeding. We must rule out the Endometrial Carcinoma as a cause of postmenopausal vaginal bleeding, discomfort on lower abdomen.

Also, the positive findings at bimanual vaginal examination of big firm, hard, lateral uterus, not mobile, tender to motion, thickness of right parametrium place that option the first in line.

The Differential diagnosis are with:

Cervical polyps: The cause is unknown, but inflammation play an etiologic role, the

principal symptoms are discharge and abnormal vaginal bleeding, the polyps are visible in the

cervical os on speculum examination. (Papadakis &amp; McPhee, 2017)

Post-coital vaginal laceration: Appears frequently in postmenopausal women with

atrophic vagina due to low levels of estrogens. It is not uncommon to experience some amount

superficial trauma or tears to the vagina especially after a lengthy session of intercourse. It is

usually, painless. However, at times, the trauma to the vagina can be quite extensive, requiring

emergency intervention (Domino, 2017).

Atrophy of the endometrium and vagina: Secondary to the hormonal changes of the

menopause the hypoestrogenism could cause changes included atrophy of the endometrium and

vagina. It produces micro erosions of the epithelium, associated to chronic inflammation, and it

facilitate the bleeding. Then during the examination, you can find a dry vaginal epithelium that it

is smooth and shiny with loss of most rugation. Then, the blood vessels could be visible, and

there is a chance of bleeding. (Goodman et al 2021).

Endometrial Hyperplasia: It is a frequent cause of vaginal bleeding on menopause women.

Despite the expected decrease of the endogenous estrogen production, secondary to ovarian or

adrenal tumors or exogenous estrogen therapy, we can find endometrial hyperplasia, therefore,

patient can present with vaginal bleeding. (Goodman et al 2021).

 

Differential Diagnosis:  

• Endometrial Hyperplasia (ICD 10 N 85.00)
• Atrophy of the endometrium and vagina (ICD 10 N95.2)
• Cervical polyps: (ICD10. N84.1)

 

Plan:

Lab/Tests: CBC with Diff, CMP, Lipid Panel, SR, UA, Vaginal and cervix culture, Pap Soap note cyst of Bartholin’s gland Assignment

smear test, Abdominal and Transvaginal US.

Pharmacological treatment:

None at this moment

Non-Pharmacological treatment:

None at this moment.

Education: Patient is educated on possible causes of post-menopausal bleeding,

importance of lab/test ordered to set diagnosis, management, when to contact physician. Also,

the client is advised that the bleeding becoming heavy or she feels weakness contact the

physician or go to the near emergency room. The patient is instructed on the importance to

regular screenings. This can help detect conditions before they become more problematic.

Maintain a healthy weight, following a healthy diet and exercising regularly. This alone can

prevent a variety of complications and conditions throughout the entire body.

Follow-ups/Referrals. Return in 3 days after lab/test done to be re-evaluated and referral

to gynecologist if required.

References

1. Domino, F. J. (2017). The 5- minute clinical consult. (25th ed.). Philadelphia, PA: Wolters

Kluwer.

2. Goodman, A., & Barbieri, R. L. (2021, February 2). Postmenopausal uterine bleeding. Retrieved February 06, 2021, from https://www.uptodate.com/contents/postmenopausal-uterine-bleeding?search=Postmenopausal%20bleeding&source=search_result&selectedTitle=1~79&usage_type=default&display_rank=1
3. Hacker, N. F., Joseph, G. C., &amp; Calvin, H. J. (2016). Hacker &amp; Moore' s Essentials of Obstetrics and Gynecology. (6 ed.). Missouri: Elsevier.
4. Papadakis, M. A., &amp; McPhee, S. J. (2017). Medical diagnosis and treatment (56th ed.). San Francisco, CA: Mc Graw Hill Education.

Soap note cyst of Bartholin’s gland Assignment

Good to Great Techniques Assignment

Main Post: Share “Good to Great” Techniques You Picked up in Your Textbook Readings

To begin, look over the readings (sample essays/articles) of the text – Read, reason, write: An argument text and reader. (pp. 402-422). McGraw-Hill..

Read as many as you’d like; you do not need to choose just one. You are not evaluating one essay in this discussion (although you may work with just one if you would like). Rather, you are evaluating argument techniques, effective word choice and transitions, the author’s voice, and the development of points with evidence. Not everything in these readings will be relevant for you; it is your job to find those powerful gems of wisdom that make you think, “Yes! I can apply this same technique!”

So, as you look through the readings and choose single items and sections to focus on, take your own notes and jot down your own thoughts before writing and posting your formal response to the following:

Quote one exact passage from a reading explaining the technique that appealed to you. This may be a particular use of logic, the way an author puts flair on a synthesis of support and opposition, a transition technique you had not considered, the way an author discusses (concedes and refutes) an opposing viewpoint, how an author drives the writing with voice, or any argument technique that “spoke to you.” Next, explain in as much detail as possible how you will use this technique in your own argument research essay. Which portion of your essay and/or with which source? How will you apply it to strengthen your essay?

Example structure:

• Quotation: (quote, cite in-text, and include at the end of your post a full reference)
• Technique that appealed to you in this quotation and why (being as detailed as possible).
• How you will use the technique: Be very specific and detailed, explaining exactly where in your essay you would like to use it, in which section, with sources, for voice, for anything that contributes to the effectiveness of your essay. Good to Great Techniques Assignment
  

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Example:

Quotation 1: McCloskey (2016) asserts: “In any case, the problem is poverty, not inequality as such—not how many yachts the L’Oréal heiress Liliane Bettencourt has, but whether the average Frenchwoman has enough to eat” (p. 499).

Technique that appeals to me: The technique that appeals to me in this passage is the stark contrast between rich and poor and the very specific example, not just of rich people, but of a specifically named rich person. This appealed to me because seeing an author paint a picture in my own mind helped me to understand that I can easily improve my essay with this simple technique. I also love the transition here and the clarification of the problem. It’s a good transition to show a shift to what really matters, and I hadn’t thought about defining what the problem “is” and “is not.”

How I will use the technique in my draft: I will use this technique in a few places in my essay where I give general examples but could be much more powerful for my reader by offering something precise. One particular point in my essay addresses the problems some people have with no transportation to local clinics. In my essay, I wrote, “Consider, for example, those single mothers who cannot afford a vehicle and whose hands are tied when their children suddenly become very ill.” To apply McCloskey’s technique, I might instead say, “Consider, for example, the single mother who lives five miles from the nearest local clinic. Her three-month-old baby suddenly spikes a fever of 101 degrees, she has no car, all of her relatives live in other states, and it is below freezing outside.” In addition, I looked for places in my essay in which I could use this stronger transition and definition of problem technique. I found in my third paragraph, this: “If a clinic is more than a mile away, walking there with a child is an unreasonable expectation but necessary.” I realized that while this is a good argument, I could make it clear that distance is not the central issue, like McCloskey did with inequality. My idea for adding clarity is: “However, precise distance is not the key concern; the real concern is the peace of mind that local access brings to families.” I’m still working on the wording of this, but I will definitely apply this technique. Good to Great Techniques Assignment

Reference for source used in this example:

McCloskey, D. N. (2016). The formula for a richer world? Equality, liberty, justice and wealth. In S.U. Seyler, & A. Brizzee (Eds.), Read, reason, write: An argument text and reader. (pp. 497-502). McGraw-Hill.

Good to Great Techniques Assignment

Neurobiological basis for PTSD illness discussion essay

• Briefly explain the neurobiological basis for PTSD illness.
• Discuss the DSM-5 diagnostic criteria for PTSD and relate these criteria to the symptomology presented in the case study. Does the video case presentation provide sufficient information to derive a PTSD diagnosis? Justify your reasoning. Do you agree with the other diagnoses in the case presentation? Why or why not?
• Discuss one other psychotherapy treatment option for the client in this case study. Explain whether your treatment option is considered a “gold standard treatment” from a clinical practice guideline perspective, and why using gold standard, evidence-based treatments from clinical practice guidelines is important for psychiatric-mental health nurse practitioners.

Need 3 sources and must attach the 3 sources.

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https://www.youtube.com/watch?v=RkSv_zPH-M4. – Give an example from this video.

• Briefly explain the neurobiological basis for PTSD illness.
• Discuss the DSM-5 diagnostic criteria for PTSD and relate these criteria to the symptomology presented in the case study. Does the video case presentation provide sufficient information to derive a PTSD diagnosis? Justify your reasoning. Do you agree with the other diagnoses in the case presentation? Why or why not?
• Discuss one other psychotherapy treatment option for the client in this case study. Explain whether your treatment option is considered a “gold standard treatment” from a clinical practice guideline perspective, and why using gold standard, evidence-based treatments from clinical practice guidelines is important for psychiatric-mental health nurse practitioners.

Need 3 sources and must attach the 3 sources.  Neurobiological basis for PTSD illness discussion essay

https://www.youtube.com/watch?v=RkSv_zPH-M4. – Give an example from this video.

• Briefly explain the neurobiological basis for PTSD illness.
• Discuss the DSM-5 diagnostic criteria for PTSD and relate these criteria to the symptomology presented in the case study. Does the video case presentation provide sufficient information to derive a PTSD diagnosis? Justify your reasoning. Do you agree with the other diagnoses in the case presentation? Why or why not?
• Discuss one other psychotherapy treatment option for the client in this case study. Explain whether your treatment option is considered a “gold standard treatment” from a clinical practice guideline perspective, and why using gold standard, evidence-based treatments from clinical practice guidelines is important for psychiatric-mental health nurse practitioners.

Need 3 sources and must attach the 3 sources.

https://www.youtube.com/watch?v=RkSv_zPH-M4. – Give an example from this video.

Neurobiological basis for PTSD illness discussion essay

Mandatory Vaccination Discussion Assignment

Required Resources
Read/review the following resources for this activity:

• Textbook: pp. 293-318 and 337-356
• Lesson
• Minimum of 5 sources

Instructions

 

TOPIC  Mandatory Vaccination

 

This assignment is a full draft of your

 

This draft will demonstrate the argument and writing techniques studied in the course and will build upon the steps you have taken in all the previous weeks toward developing your Argument Research Paper. This draft is expected to meet all of the Argument Research Essay requirements for writing, content, length, and sources.

Writing Requirements for the Argument Research Essay First Draft, Due in Week 5, and for the Argument Essay Final Draft, Due in Week 7

• Correct use of APA guidelines for the following:
• Headers with pagination
• Title Page
• Margins, spacing, and paragraph indentation
• APA in-text citation and referencing for all sources
• Do notdivide your essay into sections.
• Do notuse headings within your paper to indicate changes in topic. While longer APA essays and particular types of APA writing, such as scholarly articles, employ APA-style bolded headings to divide portions of the writing, you are writing a shorter academic essay. Your shift from one paragraph to the next should be signaled through your use of the effective transition and topic sentence rules we have practiced.
• 6-8 full pages for the essay itself, not including title page or references
• Effective structure, including your introduction paragraph, your body paragraphs, and your conclusion paragraph
• Use of third-person throughout. Focus on the topic, not on you nor on the essay. In other words: no first-person “I,” and no referring to the essay, such as “In this essay.”
• At least 5 scholarly sources visibly used, cited, and referenced
• Refer to the full Argument Research Essay Rubric

Mandatory Vaccination Discussion Assignment

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The Full Essay Assignment (first full draft due in Week 5, and final draft due in
Week 7)
Your Argument Research Paper will present your argumentative claim, or stance, on a
specific, focused, debatable topic. The final draft will demonstrate the argument, writing,
and revision techniques studied in the course and will build upon the steps you will have
taken in previous weeks toward thoroughly and carefully revising your Argument
Research Paper Draft, originally composed and submitted in Week 5.
Writing Requirements for the Argument Research Essay First Draft, Due in Week
5, and for the Argument Essay Final Draft, Due in Week 7
· Correct use of APA guidelines for the following:
o Headers with pagination
o Title Page
o Margins, spacing, and paragraph indentation
o APA in-text citation and referencing for all sources
o Do not divide your essay into sections.
o Do not use headings within your paper to indicate changes in topic. While longer
APA essays and particular types of APA writing, such as scholarly articles,
employ APA-style bolded headings to divide portions of the writing, you are
writing a shorter academic essay. Your shift from one paragraph to the next
should be signaled through your use of the effective transition and topic sentence
rules we have practiced.
· 6-8 full pages for the essay itself, not including title page or reference
· Effective structure, including your introduction paragraph, your body paragraphs,
and your conclusion paragraph
· Use of third-person throughout. Focus on the topic, not on you nor on the essay.
In other words: no first-person “I,” and no referring to the essay, such as “In this
essay.”
· At least 5 scholarly sources visibly used, cited, and referenced
· Refer to the full Argument Research Essay Rubric (located in Week 7
Assignment)
Grading: This activity will be graded using the Argument Research Essay Rubric.
Weekly Building Step Assignments:
Week 1: Topic Selection and Proposal Submission with Scholarly Sources Mandatory Vaccination Discussion Assignment

Mandatory Vaccinations

Oscar L Perez Torres

Chamberlain University

ENGL147N-10149

Professor Chimere Parker

Mandatory Vaccinations

Please complete all 3 parts of this template, using the example proposal template from the assignment instructions as your guide.

1. Based on our Week 1 Discussion and your current favorite choice for a topic/debate within the course theme announcement, answer the following:
2. State your stance within the debate you chose, without using “I.” (1 sentence)

The mandatory vaccination in many of the jobs in the United States puts many of the ideologies of the employees into controversy, so instead of being mandatory, security measures should be taken, and people left to decide for themselves if they want to get vaccinated or not.

1. Why is your stance a good one for an argument research essay? (at least 3 sentences)

I believe that I have a good position regarding the argument due to the inequality of ideas, where the vaccine should not be mandatory, but optional for everyone respecting their cultures, ideologies, and position in the current situation. So, to maintain a balance of general health safety according to different opinions, efficient safety measures should be implemented for those individuals who decide not to be vaccinated. In this way, respect would be maintained in the inequality of opinion and the decision of each person would be respected according to their ideals.

1. Who might disagree with your stance and why? (at least 3 sentences)

There are opposing points of view since all the vaccines on the market for the disease were created, the reasons for others to disagree with my opinion can be endless. People who have suffered from the disease, leaving them aftereffects on their health, could be an example of disagreement with me for thinking that their health problem has been not implement the mandatory vaccination. In conclusion, it would be an interesting topic to discuss in depth the different opinions and ideologies.

 

 

1. Who do you imagine your audience will be? (at least 2 sentences)

I imagine my audience will be people who want their thinking respected. Most individuals who are concerned about receiving a vaccination that they do not consider is within their ideology.

Mandatory Vaccination Discussion Assignment

1. In a full paragraph of 7-9 sentences, and without performing any research, please note what you already understand about the debate and what you do not already understand about the debate:

 

 

Vaccination is a medical procedure conducted to reduce or eliminate the risk of contracting an infectious disease. In other words, vaccination is a safe, effective, and simple way of protecting individuals from harmful illnesses before they come into contact with them. Vaccination usually boosts the body’s natural defenses to create resistance to infections and strengthen the immune system. But despite these benefits, many individuals are hesitant to get a vaccination. Although many individuals are still hesitant to take the shots, research indicates that the vaccines are safe and effective for driving down hospitalizations and deaths. The part that I do not understand is that it is still not possible to satisfactorily respect the rights of thoughts of people who do not choose to be vaccinated, even though it has been proven that with a good application of sanitary measures it manages to contain the disease. Due to the controversy that this topic has, it is very difficult to orient it to one opinion side, it would be practically impossible. Focusing on respecting the inequality of ideas and managing to live with the correct sanitary measures to avoid discrimination on both sides, I think it would be the best solution, to continue facing this disease that has affected us all in general in some way or another in our lives.

III. Next week, in Week 2, you will begin scholarly research in the library. This research will help you find opposing viewpoints (sources that disagree with you) and supporting viewpoints (sources that agree with you), as well as information to fill in missing gaps in knowledge you may have. With all three of these goals in mind, please list five possible search phrases you might use when you begin searching in the library.

 

• How much does mandatory vaccination affect in United States?
• Vaccinated people should be socially separated from those who are not
• People who are vaccinated have more privileges than those who are not
• Discrimination due to different thoughts should be avoided in society.
• How the law protects people from mandatory vaccination?

 

Guided Annotated Bibliography- Mandatory Vaccination

Oscar L Perez Torres

Chamberlain University

ENGL147N-10149

Professor Chimere Parker

January 23, 2022

 

Mandatory Vaccination Discussion Assignment

Approach and Purpose Paragraph

 

Mandatory vaccination has become a common and familiar term as the world is increasingly being exposed to various diseases. Professionals in the medical field have been compelled to encourage members of public to get vaccinated against a specific or a number of diseases. The overall purpose of vaccination is to increase the rate of antibodies production in the body directly boosting immunity levels against a causative agent of a disease. Many people having understood this reality has remained supportive of the mandatory vaccination. However, there are other people who feel that bodies have a natural way of fighting diseases and that vaccines should not be mandatory not ignoring massive deaths that occurs even after vaccination. All the same, a majority of governments across the world including US have a firm stand on mandatory vaccination like against diseases like polio, tetanus, pertussis, influenza, measles, mumps, rubella, hepatitis A and B and HPV. From the contrasting two aspects of the issue, the overall goal of the research is to understand whether it is necessary to have mandatory vaccines or people should be granted human rights to decide on whether to go for the vaccine or not. I have been successful in seeking for the sources since information is easily accessible and the good thing being that I do not have a plan of changing the strategies for the purpose of remaining focused to the goal.

Gualano, M. R., Olivero, E., Voglino, G., Corezzi, M., Rossello, P., Vicentini, C., … & Siliquini, R. (2019). Knowledge, attitudes and beliefs towards compulsory vaccination: a systematic review. Human Vaccines & Immunotherapeutics, 15(4), 918-931.

The article goes against mandatory vaccination as the authors’ claims that vaccinations should not be compulsory but rather voluntary. Sharing insights form an interview conducted, the researchers realized that many people are against mandatory vaccination as they feel that they have what is naturally needed to fight any disease causing agent in the body. Many people do not seem to understand the impact of vaccine in their bodies more so because they are able to overcome diseases that they contract even without the help of medication. They argue against mandatory vaccination claiming that it is a way for the government to abuse its powers with intentions of avoiding investing in the healthcare sector.

Morganstein, J. C., Fullerton, C. S., Ursano, R. J., Donato, D., & Holloway, H. C. (2017). Pandemics: health care emergencies. Textbook of disaster psychiatry, 270-284.

This article argues in support of mandatory vaccinations claiming that this is the only effective solution to pandemics that have a tendency of overwhelming the healthcare sector. in this article, the authors claims that whenever a pandemic is realized as a result of a health outbreak, medical facilities gets overcrowded the risks increases since the spread is easier when people are together. Vaccines are designed in a manner they would deal with a specific agent causing the disease without interfering with other body operations. it is for this reason that once a person gets vaccinated against a disease, he/she remains safe from contracting the disease despite any form of exposure. A perfect example shared is measles vaccinations that make it hard any vaccinated person to fall ill despite living and taking care of an infected adult or child. Hence, mandatory vaccination is meant to contain healthcare emergencies

Pierik, R. (2017). On religious and secular exemptions: A case study of childhood vaccination waivers. Ethnicities, 17(2), 220-241.

The article also goes against mandatory vaccination basing its arguments from a religious perspective that it is God alone who determines that that should live and those to die and not vaccination. In this article, the author claims that it is the lack of faith in God that makes people desperate and feel like they need vaccinations for protection. He explains that the reason why some people die of the same disease they have been vaccinated against or tends to get a booster shot is because vaccinations are not effective and making them mandatory does not change the reality.

Savulescu, J. (2021). Good reasons to vaccinate: mandatory or payment for risk?. Journal of Medical Ethics, 47(2), 78-85.

In this article, the author shares some of the important and valid reasons why vaccination should be mandatory. In the article, the author supports government claims that the world we are living in is highly exposed to viruses and bacterias that causes diseases and the challenge is that the environment accommodates the development of new and barely known viruses and bacterias. When a new medical challenge arises, there are a lot of people that gets affected and the only way the government can use to save people’s life is by developing a vaccine that would provide the body with necessary defense against the new threat. By making vaccination mandatory, the government means good to its people. The article shares historical examples of vaccines like influenza, hepatitis A and B and polio among others. it claims that were it not for the mandatory vaccinations, many children could not be getting past the age of five years as they could be succumbing to various diseases their bodies could be getting exposed to before their bodies could get a chance to develop ample immune. By going through mandatory vaccinations, children immune have been boosting increasing survival rate.

Tahamtan, A., Charostad, J., Hoseini Shokouh, S. J., & Barati, M. (2017). An overview of history, evolution, and manufacturing of various generations of vaccines. Journal of Archives in Military Medicine, 5(3). Mandatory Vaccination Discussion Assignment

The article highly supports mandatory vaccinations basing its arguments from the irreversible body effects of some diseases that the government has stated that vaccination against them should be mandatory. According to the authors’ there are diseases once they strike they leave the patient with permanent marks and effects on the body that cannot be remedied. The author raises an important question of why the government has not claimed that all diseases should be vaccinated against. They claim that governments being in charge of public health are more concerned on diseases that can have irreversible effects on the body as this is the only way they can support and maintain a positive public health status. Readers are encouraged to perceive the issue of mandatory vaccination from a positive perspective and remain supportive as a way of boosting their health systems.

Vrdelja, M., Učakar, V., & Kraigher, A. (2020). From mandatory to voluntary vaccination: intention to vaccinate in the case of policy changes. Public health, 180, 57-63.

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The article shares neutral views as it supports vaccination as being important in regards to boosting immunity and at the same time going against the government and international medical bodies like WHO for making vaccination mandatory. In this article, the author claims that since vaccinations have proven to possess a lot of benefits when it comes to saving lives, people should be enlightened about them and not compelled to get vaccinated without clear understanding. The author suggests that there are a lot of facts the government can use for instance living cases of people affected by polio and those that got vaccinated since the difference is clear. Such examples can be used to change the mandatory vaccination to voluntary. The article shares neutral grounds and offers a suggestion that of implemented can reduce the rate of resistance against vaccination from the public.

Mandatory Vaccination Discussion Assignment