The best plan of action, as a leader, assigned to make a change to a problem or issue in your place of work

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PowerPoint Slideshow Guidelines

Updated 3/2019

Purpose

The purpose of this PowerPoint presentation is to present the best plan of action, as a leader, assigned to make a change to a problem or issue in your place of work. If you are not presently working, use information from your prelicensure experience or previous healthcare experience. You will be using the Joint Commission National Patient Safety Goals to align with the problem or issue that you see in your workplace or most recent place of employment. You will prepare a PowerPoint presentation and share how you will meet one of the goals in your place of work that will solve the problem or issue you have selected.

Course Outcomes

Completion of this assignment enables the student to meet the following course outcomes.

CO1: Apply leadership concepts, skills, and decision making in the provision of high-quality nursing care, healthcare team management, and the oversight and accountability for care delivery in a variety of settings. (PO2)

CO2: Implement patient safety and quality improvement initiatives within the context of the interprofessional team through communication and relationship building. (PO3)

CO3: Participate in the development and implementation of imaginative and creative strategies to enable systems to change. (PO7)

CO7: Apply leadership concepts in the development and initiation of effective plans for the microsystems and system-wide practice improvements that will improve the quality of healthcare delivery. (POs 2 and 3)

CO8: Apply concepts of quality and safety using structure, process and outcome measures to identify clinical questions as the beginning process of changing current practice. (PO8)

Due Dates

This assignment is to be submitted by Sunday, 11:59 p.m. MT, end of Week 6.

Points

This assignment is worth 200 points.

Directions

1. Develop a PowerPoint slideshow consisting of 8-15 slides. Include the following. Title slide, written speaker notes, and Reference slide. Do not use Voice Over recordings. All information needs to be written in slides and notes.

2. You are required to complete the assignment 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 “.pptx” format. 

3. As the leader, you have identified a problem or issue related to one of the National Patient Safety Goals 2018 created by the Joint Commission that will lead to quality improvement. You will find the National Patient Safety Goals using this link: NPSG (Links to an external site.)Links to an external site.

4. Assess the problem or issue. State the problem/issue and identify three rationales (reasons) that the problem exists. 

5. Determine the people who are involved in the issue and explain three reasons as to how their role will contribute to the problem or issue solution. 

6. Identify three solutions and discuss the purpose, cost and desired outcome.

7. Pick one solution to share with the director and discuss why this solution was chosen over the others.

8. Make an action plan to share the solution with the director or staff.

9. Summarize issue, plan and desired outcome and purpose for quality improvement on slide.

10. Summarize your learning and value of doing the assignment.

11. Include written speaker notes for all slides except title slide and reference slide.

12. Submit your PowerPoint slideshow by 11:59 p.m. MT, Sunday, end of Week 6.

Best Practices in Preparing PowerPoint Presentations

The following are best practices in preparing this presentation.

· Be creative.

· Incorporate graphics, clip art, or photographs to increase interest.

· Make easy to read with short bullet points and large font.

· Review directions thoroughly.

· Proofread prior to final submission.

· Spell check for spelling and grammar errors prior to final submission.

· Abide by the Chamberlain academic integrity policy.

**Academic Integrity Reminder**

College of Nursing values honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.

By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment.

Please see the grading criteria and rubrics on this page.

NOTE: Please use your browser’s File setting to save or print this page.

How existing laws or regulations may affect how you proceed in advocating for your proposed policy

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Application Assignment 2: Part 2 – Developing an Advocacy Campaign

                                                To prepare:

Review Chapter 3 of Milstead, J. A. (2016). Health policy and politics: A nurse’s guide (5th ed.). Burlington, MA: Jones and Bartlett Publishers.

    In the first assignment( HEALTH ADVOCACY CAMPAIGN DOCUMENT ATTACHED BELLOW), you reflected on whether the policy you would like to promote could best be achieved through the development of new legislation, or a change in an existing law or regulation. Refine as necessary using any feedback from your first paper.

    Contemplate how existing laws or regulations may affect how you proceed in advocating for your proposed policy.

    Consider how you could influence legislators or other policymakers to enact the policy you propose.

    Think about the obstacles of the legislative process that may prevent your proposed policy from being implemented as intended.

                                           To complete:

Part Two will have approximately 3–4 pages of content plus a title page and references. Part Two will address the following:

Explain whether your proposed policy could be enacted through a modification of existing law or regulation or the creation of new legislation/regulation.

    Explain how existing laws or regulations could affect your advocacy efforts. Be sure to cite and reference the laws and regulations using primary sources.

    Provide an analysis of the methods you could use to influence legislators or other policymakers to support your policy. In particular, explain how you would use the “three legs” of lobbying in your advocacy efforts.

        Summarize obstacles that could arise in the legislative process and how to overcome these hurdles.

        Paste the rubric at the end of your paper.

The impact of clinical systems on outcomes and efficiencies within the context of nursing practice and healthcare delivery

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In this Assignment, you will review existing research focused on the . After reviewing, you will summarize your findings.

To Prepare:

  • Review the Resources and reflect on the impact of clinical systems on outcomes and efficiencies within the context of nursing practice and healthcare delivery.
  • Conduct a search for recent (within the last 5 years) research focused on the application of clinical systems. The research should provide evidence to support the use of one type of clinical system to improve outcomes and/or efficiencies, such as “the use of personal health records or portals to support patients newly diagnosed with diabetes.”
  • Identify and select 5 peer-reviewed articles from your research.

The Assignment: (4-5 pages)

In a 4- to 5-page paper, synthesize the peer-reviewed research you reviewed. Be sure to address the following:

  • Identify the 5 peer-reviewed articles you reviewed, citing each in APA format.
  • Summarize each study, explaining the improvement to outcomes, efficiencies, and lessons learned from the application of the clinical system each peer-reviewed article described. Be specific and provide examples.

Leadership skill set to advocate for change in your workplace

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Combining Nurse Leader With Advocacy

Rate yourself using the results from the “Nurse Manager Skills Inventory”:

http://www.aone.org/resources/online-assessments.shtml

Write a reflection of 750‐1,000 words in which you identify your strengths and weaknesses related to the four content areas below:

  1. Personal and professional accountability
  2. Career planning
  3. Personal journey disciplines
  4. Reflective practice reference behaviors/tenets

Discuss how you will use your current leadership skill set to advocate for change in your workplace.

Identify one personal goal for your leadership growth and discuss your implementation plan to achieve that goal.

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.

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

Rubic_Print_Format

Course Code Class Code
NRS-440VN NRS-440VN-OL191 Combining Nurse Leader With Advocacy 150.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (75.00%) Satisfactory (79.00%) Good (89.00%) Excellent (100.00%) Comments Points Earned
Content 80.0%
Identification of strengths and weaknesses related to the four content areas listed. 30.0% Provides strengths and/or weaknesses based on some of the listed content areas. Lists strengths and weaknesses based on each of the listed content areas, but does not draw on evidence from the given Web site. Lists strengths and weaknesses based on each of the listed content areas, and draws on evidence from the given Web site for some of the content areas. Lists strengths and weaknesses based on each of the listed content areas, and draws on evidence from the given Web site. Lists and analyzes strengths and weaknesses based on each of the listed content areas, and draws on evidence from the given Web site.
Discussion of use of current leadership skills to advocate change in the workplace. 25.0% Fails to mention either change in the workplace and/or personal skill set. Discusses one change that can be made in the workplace, without providing examples or evidence. Makes brief mention of personal skill set, but does not effectively demonstrate how it can be used to effect change. Discusses one change that can be made in the workplace, without providing examples or evidence. Evaluates how personal skill set can be used to effect change in workplace. Discusses one change that can be made in the workplace, while giving a clear and relevant example for why the change is necessary. Evaluates how personal skill set can be used to effect change in workplace. Discusses specific changes that can be made in the workplace are discussed, while giving clear and relevant examples for why changes are necessary. Evaluates how personal skill set can be used to effect change in workplace.
Reflection on personal goal for leadership growth and development of implementation plan to reach goal. 25.0% Pinpoints a goal for leadership growth, but does not provide a plan for attaining the goal. Pinpoints a goal for leadership growth, but the plan for attaining goal is not aligned to the final outcome. Provides a surface-level reflection on areas of growth. Pinpoints at least one specific goal for leadership growth, but provides an oversimplified plan for attaining goal. Reflects on areas for growth. Pinpoints at least one specific goal for leadership growth, and outlines a clear implementation plan to meet the goal. Provides a thoughtful reflection on areas for growth. Pinpoints at least one specific goal for leadership growth, and outlines a well-organized and realistic implementation plan to meet the goal.
Organization and Effectiveness 15.0%
Thesis Development and Purpose 5.0% Paper lacks any discernible overall purpose or organizing claim. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Thesis and/or main claim are apparent and appropriate to purpose. Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.
Paragraph Development and Transitions 5.0% Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose. There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. Some mechanical errors or typos are present, but 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.
Format 5.0%
Paper Format (1- inch margins; 12-point-font; double-spaced; Times New Roman, Arial, or Courier) 2.0% 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.
Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment) 3.0% No reference page is included. No citations are used. Reference page is present. Citations are inconsistently used. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and GCU style is usually correct. In-text citations and a reference page are complete. The documentation of cited sources is free of error.
Total Weightage 100%

Christian view of the nature of human persons

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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:

  1. 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?
  2. 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?
  3. How does the theory determine or influence each of their recommendations for action?
  4. 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.

Case Study: Fetal Abnormality

Jessica is a 30-year-old immigrant from Mexico City. She and her husband Marco have been in the United States for the last three years and have finally earned enough money to move out of their Aunt Maria’s home and into an apartment of their own. They are both hard workers. Jessica works 50 hours a week at a local restaurant and Marco has been contracting side jobs in construction. Six months before their move to an apartment, Jessica finds out she is pregnant. Four months later, Jessica and Marco arrive at the county hospital, a large, public, nonteaching hospital. A preliminary ultrasound indicates a possible abnormality with the fetus. Further scans are conducted, and it is determined that the fetus has a rare condition in which it has not developed any arms and will not likely develop them. There is also a 25% chance that the fetus may have Down syndrome. Dr. Wilson, the primary attending physician, is seeing Jessica for the first time, since she and Marco did not receive earlier prenatal care over concerns about finances. Marco insists that Dr. Wilson refrain from telling Jessica the scan results, assuring him that he will tell his wife himself when she is emotionally ready for the news. While Marco and Dr. Wilson are talking in another room, Aunt Maria walks into the room with a distressed look on her face. She can tell that something is wrong and inquires of Dr. Wilson. After hearing of the diagnosis, she walks out of the room wailing loudly and praying aloud. Marco and Dr. Wilson continue their discussion, and Dr. Wilson insists that he has an obligation to Jessica as his patient and that she has a right to know the diagnosis of the fetus. He furthermore is intent on discussing all relevant factors and options regarding the next step, including abortion. Marco insists on taking some time to think of how to break the news to Jessica, but Dr. Wilson, frustrated with the direction of the conversation, informs the husband that such a choice is not his to make. Dr. Wilson proceeds back across the hall, where he walks in on Aunt Maria awkwardly praying with Jessica and phoning the priest. At that point, Dr. Wilson gently but briefly informs Jessica of the diagnosis and lays out the option for abortion as a responsible medical alternative, given the quality of life such a child would have. Jessica looks at him and struggles to hold back her tears. Jessica is torn between her hopes of a better socioeconomic position and increased independence, along with her conviction that all life is sacred. Marco will support Jessica in whatever decision she makes but is finding it difficult not to view the pregnancy and the prospects of a disabled child as a burden and a barrier to their economic security and plans. Dr. Wilson lays out all of the options but clearly makes his view known that abortion is “scientifically” and medically a wise choice in this situation. Aunt Maria pleads with Jessica to follow through with the pregnancy and allow what “God intends” to take place and urges Jessica to think of her responsibility as a mother.

Clinical Decision Support And Evidence-Based Practice

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Assignment: Clinical Decision Support and Evidence-Based Practice

Just as global positioning systems (GPS) provide drivers with directions, detours, alternative routes, and alerts, clinical decision support (CDS) systems provide health care professionals with guidance for important decisions related to patient care. CDS systems have many capabilities, such as synthesizing patient information, recommending diagnostic tests, presenting alerts for life-threatening conditions, suggesting options for treatment, and offering relevant evidence and best practices. However, like GPSs, CDS systems are not always perfect, and many of their design specifications and functionalities are still evolving. In particular, issues such as alert fatigue and the integration of evidence-based practice (EBP) resources and clinical guidelines are still developing for CDS systems.

In this Assignment (due this Thursday), you identify the established EBP databases and clinical guidelines for your specialization area. You also consider how to integrate these elements into a CDS system specific to your specialization area. In addition, you analyze the benefits and drawbacks of integrating EBP and clinical guidelines within specialized CDS systems.

To prepare:

  • Review this week’s Learning Resources on CDS systems, EBP, and clinical guidelines. Focus on the Hammond, Jaffe, and Kush article, “Healthcare Standards Development: The Value of Nurturing Collaboration”(http://library.ahima.org/xpedio/groups/public/documents/ahima/bok1_043995.hcsp?dDocName=bok1_043995) and consider how CDS systems could be used to achieve integration of standards, guidelines, and EBP within your specialization area.
  • Identify at least two databases that can be considered “gold standards” for current research and EBP recommendations within your specialization area (Cardiology, I’m a cardiac nurse).
  • Identify at least two condition-specific clinical guidelines that are applicable to your specialization area. One possible resource for locating clinical guidelines is http://www.guidelines.gov
  • Consider how the databases and guidelines you identified could be integrated into a CDS system. For example, would you recommend an alert system, a side panel within an electronic health record (EHR) system, a separate computer or device for health care professionals to consult at their discretion, or an alternative system?
  • Reflect on the benefits and disadvantages of the type of CDS system you selected to integrate your EBP databases and clinical guidelines.

To complete:

Write a 3-page paper in APA format, due on Thursday 9/15/16, that addresses the following:

  1. Identify the two databases you selected as “gold standards” for EBP within your specialization area ( My specialization is Cardiac nursing ). Justify your selections.
  2. Identify the two condition-specific clinical guidelines you selected, and explain their significance within your specialization area. (http://www.guidelines.gov)
  3. Explain how the databases and guidelines you identified could be integrated into a CDS system. Describe the type of system you would recommend, and justify your recommendation.
  4. Identify at least two benefits and at least two challenges of the CDS system you recommended.Cite at least 4 references using APA style.This Assignment is due by Thursday 9/15/2016 by 12 noon Required ReadingsBredemeyer, J., & Androwich, I. (2012). Transitional research: Generating evidence for practice. In D. McGonigle & K. G. Mastrian (Eds.), Nursing informatics and the foundation of knowledge (pp. 471–485). Burlington, MA: Jones and Bartlett.  This chapter describes information gathering and application processes of translational research. The authors also identify the importance of self-critique and persistent answer-seeking in evidence-based practice. McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.
  • Chapter 25, “Translational Research: Generating Evidence for Practice”
  • Chapter 16, “Informatics Tools to Promote Patient Safety and Clinical Outcomes”

 Ensuring the safety of patients is the responsibility of everyone within a health care organization. This chapter analyzes the role that technological advancements in information storage and delivery plays in supporting safety practices.

Brokel, J. M. (2009). Infusing clinical decision support interventions into electronic health records. Urologic Nursing, 29(5), 345–352.

Retrieved from the Walden Library databases.

This article describes a variety of decision support systems interventions that are available to nurses while using electronic health records. The author suggests how these interventions can be used by nurses for assessments, for diagnosing problems and identifying preferences, for performing interventions, and for evaluating outcomes.

Glaser, J. (2008). Clinical decision support: The power behind the electronic health record. Healthcare Financial Management, 62(7), 46–48, 50–51.

Retrieved from the Walden Library databases.

 In this article, the author considers the impact that clinical decision support has on patient care by establishing the relationship between EHR-based patient care and CDS-based applications.

Kesselheim, A. S., Cressweel, K., Phansalkar, S., Bates, D. W., & Shiekh, A. (2011). Clinical decision support systems could be modified to reduce “alert fatigue” while still minimizing the risk of litigation. Health Affairs, 30(12), 2310–2317.

Retrieved from the Walden Library databases.

 Clinical decision support (CDS) systems implemented to assist health care personnel with decision making help health care organizations use their resources most effectively. This article deals specifically with the ways CDSSs can help health care organizations save money.

Agency for Healthcare Research and Quality. (n.d.). National Guideline Clearinghouse. Retrieved January 2, 2014, from http://www.guideline.gov/

 NGC is a public resource for evidence-based clinical practice guidelines. Provided by the Agency for Healthcare Research and Quality (AHRQ) a part of the U.S. Department of Health & Human Services.

Hammond, W. E., Jaffe, C., & Kush, R. D. (2009). Healthcare standards development: The value of nurturing collaboration. Journal of AHIMA, 80(7), 44–52. Retrieved from http://library.ahima.org/xpedio/groups/public/documents/ahima/bok1_043995.hcsp?dDocName=bok1_043995

 The authors examine how standards developing organizations (SDOs) collaborate to create technical standards. Those standards clarify communication between health care personnel and improve patient care.

McMaster University. (2012). Evidence-based practice resources. Retrieved from http://hsl.mcmaster.ca/resources/topic/eb/

 This collection of resources on evidence-based practice (EBP) covers basic information about its methodologies. This includes a list of useful references, charts, and definitions pertaining to different facets of EBP application in health care organizations.

Charles Horton Cooley’s concept of "the Looking-Glass Self."

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  1. Explain Charles Horton Cooley’s concept of “the Looking-Glass Self.” Then apply the concept of “the looking-glass self” to describe hypothetically how a person who has an eating disorder could have been influenced by others.

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  2. According to your text, parents of different social classes socialize children differently. For example, middle-class parents are more likely to stress independence and self-direction, whereas working-class parents prioritize obedience to external authority. Research shows that such socialization through families potentially reproduce inequality. Do you agree or disagree? Substantiate your argument with at least 2-3 examples from academic sources Charles Horton Cooley’s concept of "the Looking-Glass Self.".
  3. Define what an ‘ascribed status’, an ‘achieved status’, and a ‘master status’ are. Describe some ascribed statuses, achieved statuses, and a master status from your life. How do these statuses make you feel? Examine the positives and negatives of these statuses? How did the example you gave become to be your master status? Is the master status within your control to change, or is it a matter of others’ perceptions?
  4. What is ‘Social construction of Reality?’ Provide a couple of examples either from your life or those found in the society to elucidate the concept well.
  5. Pick either Erving Goffman’s “Dramaturgical Theory” or Harold Garfinkel’s “Ethnomethodology” & ‘Breaching Experiments’ and explain it in detail. Provide 2 detailed examples to substantiate the theory you choose to explain Charles Horton Cooley’s concept of "the Looking-Glass Self.".

The biophysical, psychological, physical environmental, sociocultural, behavioral, and health system factors

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Case Study – The Elderly 

Scenario:As a community health nurse, you are working in an outpatient clinic in a community that serves mainly elderly clients.This year, you noted that 85 percent of the visits resulting in hospitalization resulted from bronchitis, asthma, pneumonia, and influenza as compared to last year. At that time; the visits weredue to  colds, sore throats, influenza, bronchitis, and pneumonia, in order of frequency.Maria Perez, a 73-year-old Cuban American woman has been referred for community health nursing services following her discharge from the hospital. She smokes two packs of cigarettes per day. She was recently hospitalized as a result of a severe shortness of breath due to an asthma attack. The primary care provider prescribed respiratory treatments using Albuterol via jet nebulizer every 4-6 hours as needed. Mrs. Perez lives alone and has three cats to take care of.

Instructions:

  1. Read the scenario above and answer the following questions:  

    • What are the biophysical, psychological, physical environmental, sociocultural, behavioral, and health system factors influencing Mrs. Perez’s health?
    • Describe at least three primary, secondary, and tertiary prevention strategies that would be appropriate in resolving Mrs. Perez’s health problems. Why would they be appropriate?
    • What activities related to health promotion and disease prevention would you plan for the late fall?
    • How would you evaluate your nursing interventions? What criteria would you use to evaluate care?
  2. Your response should be 50 – 100 words. 

The pathogenesis of diarrhea

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You are an RN working in an Urgent Care. Below is just a brief history of a client with information limited on purpose to encourage you to utilize your critical thinking skills.

Subjective information: Miranda is a 26-year-old female who presents to the office with the complaint of diarrhea for 6 days. She states she has lost 8 pounds in one week. She is not currently taking any medications. She has tried over-the-counter remedies for the treatment of her diarrhea with minimal improvement. She is generally healthy with only a sinus and bladder infection on occasion.

Objective information: She does not have a temperature, BP is 102/60, Pulse is 98, and her bowel sounds are present in all quadrants and are hyperactive. Her abdomen is soft and mildly tender.

In a 2-3 page paper, answer the following questions. Include, at minimum, two peer reviewed sources (in-text citation), and provide a Reference page (not included in the page count) using APA Editorial format.

  1. What is the pathogenesis of diarrhea?
  2. Describe the different mechanisms of diarrhea (osmotic, secretory and motility).
  3. With the limited information provided, what additional information would you like to obtain from her history and physical to help direct your care plan? Describe why obtaining this information would be helpful in leading you to a nursing diagnosis.
  4. What infectious or inflammatory conditions could she be suffering from?

Health Policy, Politics, and Professional Ethics

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Read the section titled “Reflective Practice: Pants on Fire” from chapter “Health Policy, Politics, and Professional Ethics” and address the questions below:

  • How do you judge Palin’s quote? [“And who will suffer the most when they ration care? The sick, the elderly, and the disabled, of course. The America I know and love is not one in which my parents or my baby with Down Syndrome will have to stand in front of Obama’s death panel so his bureaucrats can decide, based on a subjective judgment of their level of productivity in society, whether they are worthy of health care. Such a system is downright evil.] Effective strategy to oppose Democrats’ plans for health care reform or unethical scaremongering?
  • Reflect on what informs your judgment: commitment to advance care planning, analysis of facts, and/or political party loyalties?
  • Is it right for nurses to endorse health reform legislation even if the legislation is not perfect? Does this apply to the recently failed American Health Care Act?

Reflective Practice: Pants on Fire

Sarah Palin is famous for urging her supporters to oppose Democratic plans for health care using the scare tactic of death panels. She said the Democrats plan to reduce health care costs by simply refusing to pay for care:

And who will suffer the most when they ration care? The sick, the elderly, and the disabled, of course. The America I know and love is not one in which my parents or my baby with Down Syndrome will have to stand in front of Obama’s death panel so his bureaucrats can decide, based on a subjective judgment of their level of productivity in society, whether they are worthy of health care. Such a system is downright evil.

In fact there was no panel in any version of the health care bills in Congress that judges a person’s level of productivity in society to determine whether they are worthy of health care.

The truth is that the proposed health bill would have allowed Medicare, for the first time, to pay for optional doctors’ appointments for patients to discuss living wills and other end-of-life issues with their physicians. PolitiFact awarded Palin with the 2009 Lie of the Year for the death panel claim, but the political impact of her statement is hard to overstate. In 2011, the Obama administration even deleted all references to end-of-life planning in a new Medicare regulation when opponents interpreted the move as a back-door effort to allow such planning. So even, in the regulations Palin achieved her goal (Holan, 2009).