The practice of health care providers at all levels brings you into contact with people from a variety of faiths. This calls for knowledge and acceptance of a diversity of faith expressions.

The purpose of this paper is to complete a comparative ethical analysis of George’s situation and decision from the perspective of two worldviews or religions: Christianity and a second religion of your choosing. For the second faith, choose a faith that is unfamiliar to you. Examples of faiths to choose from include Sikh, Baha’i, Buddhism, Shintoism, etc.

In your comparative analysis, address all of the worldview questions in detail for Christianity and your selected faith. Refer to Chapter 2 of Called to Care for the list of questions. Once you have outlined the worldview of each religion, begin your ethical analysis from each perspective.

In a minimum of 1,500-2,000 words, provide an ethical analysis based upon the different belief systems, reinforcing major themes with insights gained from your research, and answering the following questions based on the research:

1. How would each religion interpret the nature of George’s malady and suffering? Is there a “why” to his disease and suffering? (i.e., is there a reason for why George is ill, beyond the reality of physical malady?)
2. In George’s analysis of his own life, how would each religion think about the value of his life as a person, and value of his life with ALS?
3. What sorts of values and considerations would each religion focus on in deliberating about whether or not George should opt for euthanasia?
4. Given the above, what options would be morally justified under each religion for George and why?
5. Finally, present and defend your own view.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is 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 Turnitin. Please refer to the directions in the Student Success Center.

Rubric:

Identification of Ethical Issues as They Relate to the Four Principles of Principlism:

Ethical issues are organized according to the four principles of principlism. A distinction between the four principles and the reasoning of the categorization is clearly stated.

Description of the Christian Worldview and the Other Worldview:

The description of the Christian worldview and the selected worldview address all seven worldview questions with evidence of a deep understanding utilizing a detailed description.

Analysis of Ethical Issues through Christian Worldview and the Other Worldview:

The primary principles and values are clearly distinguished in the decision making process of each worldview. Ethical reasoning is clearly delineated from the worldview considerations. The implications of the principles and values are given complete consideration.

Personal Recommendation:

The personal recommendation from the student’s worldview is stated with proper justification. The primary principles of the student’s worldview are clearly described with all implications explained.

Thesis Development and Purpose:

Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.

Argument Logic and Construction:

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

Mechanics of Writing (includes spelling, punctuation, grammar, language use);

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

Paper Format (use of appropriate style for the major and assignment);

All format elements are correct.

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style):

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

Project: Promoting Health Care Quality  Section 3:

Quality Measurement and Assessment  Measuring and assessing quality provides a foundation for identifying needs for improvement, developing effective interventions, and then monitoring progress toward desired results.   In the Sadeghi, Barzi, Mikhail, and Shabot text, the authors assert that an effort to improve quality “calls for setting outcome and performance targets (goals and expectations) beginning with the end in mind, and then formulating initiatives and actions (processes) that can serve as a bridge to take the organization from its current performance to its desired performance” (p. 182).   Having this “end in mind” can provide justification for dedicating valuable resources toward the effort, and help to lay a clear, concrete path that takes the organization from uncovering gaps between current performance and evidence-based targets to actually achieving those goals.  In this section of the Course Project, you focus on what you would measure—and how you would measure it—relative to your previously identified quality improvement issue. Note: This section of the Course Project will serve as the Portfolio Assignment for this course.       Course Project: Section 3: Quality Measurement and Assessment: write a 3-5 page paper to introduce your quality improvement plan. For more details on this project, see the Week 7 Project area for specifics to include for this paper.     I have attached my paper from week 4 for the continuation of the project.     To prepare: •Review the Learning Resources. Also conduct a search of the literature related to your selected quality improvement issue and complete the Evidence Matrix (provided in this week’s Learning Resources).   •Evaluate the evidence presented in the research literature and the quality standards proposed by various organizations, including the IOM’s six aims for quality improvement.   •Based on this review and your knowledge of the organization that you have selected, determine appropriate measures and indicators of performance related to your identified quality improvement issue.   •Consider how you could gather and use historical evidence of the organization’s performance related to the quality improvement issue. Also consider methods for gathering and assessing current quantitative and qualitative data, including those currently in use by the organization (e.g., chart audit data, staff surveys, quality indicators that are monitored, observations). If possible, examine actual data to assess your selected organization’s performance related to the issue.   •Think about what, specifically, you would like to achieve related to this issue. Establish realistic, evidence-based quality performance targets.   •Analyze gap(s) between the organization’s current performance and the performance targets.   •As you do this, you may wish to create a graphic organizer/alignment chart for your own use that illustrates:   •The measures and indicators that you would evaluate   •Current and historical data related to this quality issue—either actual data or methods for how you would collect and analyze the data   •Methods for collecting and analyzing data in the future (including when you would do this)   •Realistic, evidence-based targets

*****PLEASE INSTRUCTIONS ARE VERY CLEAR FOLLOW THEM THIS IS MY SECOND TIME REQUEST****

*****PLEASE COMPLETE THIS INFORMATION ON ALL OF THE  8 REFERENCES ATTACHED *****

· Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of 

· Design (Type of Quantitative, or Type of Qualitative)

· Setting/Sample

· Methods: Intervention/Instruments

· Analysis

· Key Findings

· Recommendations

· Explanation of How the Article Supports EBP/Capstone Project

References

1- Butcher, L. (2016). Stepping up against SEPSIS. H&HN: Hospitals & Health Networks, 90(1), 38-42.

2- Clarke, R., Bird, S., Kakuchi, I., Littlewood, T., & Hamel Parsons, V. (2015). The signs, symptoms and help-seeking experiences of neutropenic sepsis patients before they reach hospital: a qualitative study. Supportive Care in Cancer, 23(9), 2687-2694. doi:10.1007/s00520-015-2631-y

3- Ford, A., & Marshall, E. (2014). Neutropenic sepsis: a potentially life-threatening complication of chemotherapy. Clinical Medicine (London, England), 14(5), 538-542. doi:10.7861/clinmedicine.14-5-538

4- Knight, T., Ahn, S., Rice, T. W., & Cooksley, T. (2017). Acute Oncology Care: A narrative review of the acute management of neutropenic sepsis and immune-related toxicities of checkpoint inhibitors. European Journal of Internal Medicine, 4559-65. doi: 10.1016/j.ejim.2017.09.025

5- Raz, B. (2017). Neutropenic sepsis. Nursing Standard (Royal College of Nursing (Great Britain): 1987), 31(48), 64-65. doi:10.7748/ns.31.48.64. s47

6- Vossen, M. G., Milacek, C., & Thalhammer, F. (2018). Empirical antimicrobial treatment in haemato-/oncological patients with neutropenic sepsis. ESMO Open, 3(3), e000348. doi:10.1136/esmoopen-2018-000348

7- Wells, T., Thomas, C., Watt, D., Fountain, V., Tomlinson, M., & Hilman, S. (2015). Improvements in the management of neutropenic sepsis: lessons learned from a district general hospital. Clinical Medicine (London, England), 15(6), 526-530. doi:10.7861/clinmedicine.15-6-526

8- Wild, T. (2017). Improving door-to-needle times for patients with suspected neutropenic sepsis. Emergency Nurse: The Journal of The RCN Accident and Emergency Nursing Association, 25(7), 24-30. doi:10.7748/en. 2017.e1755

 Technology is integral to successful implementation in many projects, through either support or integration or both. Name at least one technology that could improve the implementation process and the outcomes of your EBP project. Do you plan to use this technology? If not, what are the barriers that prevent its use?  200 words APA