Imagine caring for a person who do not wish to the ‘rescued’. Ethical dilemmas are encountered by nurses every day in practice.

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Imagine caring for a person who do not wish to the ‘rescued’. Ethical dilemmas are encountered by nurses every day in practice.

Imagine caring for a person who do not wish to the ‘rescued’. Ethical dilemmas are encountered by nurses every day in practice. ‘Failure to rescue’ can happen when nurses miss vial cues and fail to detect patient deterioration. But sometimes the opposite occurs. That is, cues that patients are trying to refuse treatment might also be overlooked. Not all attempts at ‘rescue’ are appropriate, particularly if the treatment is futile and burdensome, is not in the person’s best interests, or is not in accordance with the person’s wishes (Levett-Jones 2013).

Whatever the reasons, decisions to withhold potentially life-saving treatments—not to rescue—are among the most frequent and difficult moral problems that nursed encounter in practice (Johnstone, DaCosta&Turale 2004). They require excellent clinical reasoning and decision-making skills and a sound understanding of the relevant legislation and case law. The clinical reasoning cycle can be used to assist in the moral reasoning process associated with a situation involving the withholding of CPR for example.

Suggested readings

Readings (ethics)
Forrester, K & Griffiths, D 2010, chapter 7 ‘Refusal of treatment’, in Essentials of law for health professionals, 3rd edn, Elsevier, Sydney, Australia.

Johnstone, M-J 2009, chapter 12 ‘End-of-life decision-making and the nursing profession’, in Bioethics: a nursing perspective, 5th edn, Elsevier, Sydney, Australia.

Kerridge, I, Lowe, M & Stewart, C 2009, chapter 18 ‘CPR and no-CPR orders’, in Ethics and law for the health professions, 4th edn, Federation Press, Sydney, Australia.

 

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Module 2 topic reflection 3: Re-examining our (racial, ethnic and/or religion) sporting lives

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Module 2 topic reflection 3, Re-examining our (racial, ethnic, and/or religious) Sporting Lives

Assignment Criteria

Module 2 topic reflection 3 (10 points) will be evaluated on the following criteria. Each of the criteria will be graded as complete, incomplete, or absent.
Synthesis (8 points)
Synthesize your personal empirical (lived) experiences (Module 2 topic reflection 1) with race, ethnicity and/or religion with your selected scholarly source (Module 2 topic reflection 2) (approx. 250 words; paragraph format; in the following order)
Paragraph 1 (approx. 100 words)
2 points; Briefly (1-2 sentences) re-state the reflection you provided in Part 2 (see below in blue) of your Module 2 topic reflection 1.
First, reflect on your answers in regards to your self-identified race, ethnicity, national origin, first language, and/or religious or spiritual affiliation group memberships (e.g. were they assigned as an identity “you think about most often”, “you think about least often”, “you would like to learn more about”, “has the strongest effect on how you perceive yourself”, “has the greatest effect on how others perceive you”, all of the above, some of the above, or none of the above), and discuss how your answers compare to those provided about your gender, sex, sexual orientation, and/or physical, emotional, developmental (dis)ability group memberships.
How then, do these ‘effects’ apply to your personal experiences with sport, recreation, and physical activity? Discuss an experience (or experiences) that you have personally had, have personally witnessed, or have been experienced by people you know, that illustrates the role race, ethnicity, religion etc. plays in your sporting life. How have, or might, the intersection of your gender, sex, sexual, or ability identity further impact these roles? (e.g. compound or contradict discrimination or privilege). 
2 points; Discuss (in 2-3 sentences) the way(s) in which your selected scholarly source illustrates others’ sporting experiences with race, ethnicity and/or religion
e.g. briefly revisit your Module 2 topic reflection 3 submission
Paragraph 2 ( approx. 150 words)
Discuss the way(s) in which your selected scholarly source provides further insights to, and understandings of, your own personal sporting experience(s) with race, ethnicity, and/or religion
Connect your personal experience(s) to key points from your selected scholarly source to re-examine your initial reflection (e.g. how does it allow you to further critically reflect on your sporting experiences?)
You may want to revisit what you wrote for the critique portion of your Module 2 topic reflection 2 contribution (e.g. how will the article be useful to reflect on your own sporting experience(s)?)
Support (2 points)
Support the connections between your personal experience and selected scholarly source through paraphrasing (Author, Year) or direct citations (Author, Year, p. #).

capstone first draft

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In the annex, you will find the idea of my capstone which is a game about applying run, hide, and fight. You will be working on the first draft, which your job basically is research and writing section. I will provide you with a large number of references in order to answer the following questions which you would include in your literature review. you need to do further research if you did not find the answer within the material already submitted

Review last 15 years mass shooting events within educational institutions

How they reach this concept of run, hide, fight?

what are the best ways to practice run, hide, and fight? should it be in this sequence?

What are the alternatives to the concept of ” run, hide, fight”?

What are the limitations of the concept?

Does the school’s design help to apply this concept?

has the concept of run, hide and fight tested in the real situation ever? If so what are the results?

how many educational institutions did active shooter drills, if not what is the reason for that?

How video games are an effective educational tool? Any why? And for who?

How is the fear factor impact on the implementation of the concept of “run, hide, fight”?

Scientific Research Method:

You will be on a number of stages

First: the design of the game will be based on the environment adjacent to campus, in terms of classroom designs, area, the capacity of the semester, the size of the map play, services available on campus, and others. Under the follow-up of the Shan owners in the management specialty. The flow of the game: The player will be in the firing zone and will have a full free disposition, where the player will decide whether he will run, hide, or fight. A range of tools will be available, just like in most universities and schools such as fire extinguishers, books, chairs, etc. for use as a means of self-defense. The player must survive shooting in order to succeed in the game. At the end of the tour, the results will show the behavior of the players in terms of running, or hiding, fighting attempts, jogging mode, picking places to hide as per possibility.

Second: a questionnaire to assess the knowledge of the players about what they do during the disaster shooting before using the game and then repeat the questionnaire itself after testing the game in order to compare the results and see how effective the game in the self – education of the student.

Third: Analyze the questionnaire data and compare the results of the player himself, in order to see what can be improved in the game in order to link to the result that the player will be applicable to what he learned in a real accident.

statement of purpose:

Due to the many shooting events in the academic institutions over the past decade, experts have proposed the concept of “run, hide, fight” in order to avoid injury and the direction of the situation. One of the biggest problems facing this concept is that the methods of training are limited by either a full exercise, which is very expensive. It needs the cooperation of many government agencies in order to successfully train. However, most participants in the training are taught from the outset what is the quality of the risk, the absence of the element of surprise, which is the most important factor in fact, since everyone knows what is. Accordingly, a simulation game has been designed to help practice the application of the concept and ensure its effectiveness.

for the draft you will write the following sections; intro, statement of purpose, literature review, Methods.

15 pages, APA style.

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HERE IS THE MAIN POST

It is likely that you will encounter a patient that experiences chronic fatigue. After reading your textbook and the Luyten and Van Houdenhove (2013) article, how might you approach treating such a patient? How would you build a strong working alliance? What interventions would you include?

Here the respond to the main post

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According to the Mayo Clinic (2020) chronic fatigue syndrome is characterized by fatigue that lasts more than six months and can’t be explained by any underlying conditions. Individuals who suffer from chronic pan likely experiences deficits in sleep quality, memory, and increased dizziness with movement. Furthermore, there is no specific known cause of chronic fatigue. Research suggests that some contributing factors may include: viral infections, immune deficits, hormonal imbalances, and trauma (May Clinic, 2020).

Should I encounter a client who is experiencing chronic fatigue, I will likely follow the three phases of treatment from Luyten and Van Houdenhove (2013). The first phase involves creating a unique treatment, at this phase I am likely to work from a strength-based approach. The second phase involves supporting patients in the process of change. Focusing on one’s strengths can help clients perceive change in a positive light (McKenzie et al., 2016). The third phase involves empowering clients. The strength based approach can also be effective here in that it can help foster a positive mindset towards autonomy and resilience. As such I will closely work with the client to identify their strengths. Research conducted by O’Donnell (2013) assessed the efficacy of a 7-day strength-based intervention for inpatient adults with chronic physical disabilities. 38 participants aged over 60 years participated in the 7-day program and completed surveys prior and post program measuring their levels of distress, life satisfaction, resilience and pain. It was found that those who participated in the 7-day program had a significant improvement in levels of distress.

Luyten, P., & Van Houdenhove, B. (2013). Common and specific factors in the psychotherapeutic treatment of patients suffering from chronic fatigue and pain. Journal of Psychotherapy Integration, 23(1), 14.

Mayo Clinic. (2020, September 24). Chronic fatigue syndrome. Mayo Clinic. https://www.mayoclinic.org/diseases-conditions/chronic-fatigue-syndrome/symptoms-causes/syc-20360490.

McKenzie, H.A., Dell, C.A. & Fornssler, B. (2016) Understanding Addictions among Indigenous People through Social Determinants of Health Frameworks and Strength-Based Approaches: a Review of the Research Literature from 2013 to 2016. Curr Addict Rep 3, 378386

O’Donnell, P. J. (2013). Psychological effects of a strength-based intervention among inpatients in rehabilitation for pain and disability (dissertation). Prescott Valley, Arizona.  September 2