Hi, please assist writing an initial post for each discussion (5 in total). 150-200 words each, include in-text citations and reference list if needed. Do not use AI (artificial intelligence). Do not plagiarize.
1. NURS 521
“The ethical dimensions of this week’s discussion involve the rights of a minor patient and the role and responsibilities healthcare team members have in providing care. Click the video below to watch this Practice and Principle episode. “
VIDEO: (could not find link so here is a copy and paste of entire script)
- NP: Hey, Mary. Are her results in positive?
- RN: Positive
- NP:Thanks.
- NP to PT: So your pregnancy test did come back positive.0:41
- NP to PT: How are you feeling? Do you want me to talk to your mother for you?0:56
- PT: No, I don’t want you to talk to my mom. Do you need to tell my mom?
- NP: No, I don’t. Girls in this state when they’re pregnant are considered medically emancipated.1:09
- PT: What does that. What does that even mean?1:18
- NP: It means because you’re pregnant, you’re legally able to make your own decisions about your medical treatment moving forward without your parents.1:27
- NP: Okay. The decision on how to move forward It’s up to you. You’re my patient and I’m going to talk you through all your options.And anything that we talk about is just between us.
- PT: Okay.1:47
- NP: Do you need to use the bathroom? Okay. It’s right down the hall. I’ll be right here waiting for you.1:52 Just let me know if you need anything.
- NP: Hey.1:56
- DR: Hey. How’s it going so far?
- NP: Miss Martin’s pregnancy test came back positive.2:08
- DR: How bad is her nausea?
- NP: It’s pretty severe. She’s in the bathroom right now.2:15 I’d like to write her a prescription for a promethazine and a prenatal meal time.2:19
- DR: Okay. Run a blood panel and set up an ultrasound for her as well.2:23 You said she came in alone, right?
- NP: Yeah. She doesn’t want her mom involved.2:27
- DR: And let’s find out what kind of other support system she may have at home. If it’s not great, we may need to call in a social worker as well.2:32
- NP: Okay. Thank you.
- NP:Feeling better?2:38
- PT:Sort of. Not really.
- NP: Are you able to get to the pharmacy today?2:48 I wanted to prescribe you something that would help you with the nausea and2:54 some multivitamins to get your strength back up
- PT: and make me stop throwing up? 2:58
- NP: It should. But if it doesn’t, just let us know. Okay?3:03
- PT: Okay. Thanks, I guess.
- NP: Of course.3:07 And you can start taking that right away. Is there someone that can go to the pharmacy with you just in case you feel sick again?3:12
- PT: My friend Alexis.
- NP: Oh, is Alexis a good friend?3:20
- PT: Yeah.
- NP: Good friends are important, right?
- PT: Yeah.3:25
- NP: How about a boyfriend? Well, do you have a boyfriend?3:31
- PT: Yes.
- NP: Is he supportive?3:35
- PT: Yes.
- NP: Is he someone that you can talk to about this?
- PT: I guess.3:40
- NP: Is there a reason you don’t want your mom to know, Jasmine?
- PT: She’d get mad
- NP: as she might, but she might not get that mad.3:48
- PT: Trust me, you don’t know her.3:59
- NP: Or she might want you to let her help you through this.
- PT: No, She wouldn’t.
- NP: I hear you.4:11 Think about it before you rule it out. But we’re here for you regardless.4:20 And it sounds like Alexis has to. I can also refer you to a nurse who trained to talk to you about the emotions you might be feeling.4:25 But we also need to run some bloodwork and do a physical exam.4:38
- PT: Why?
- NP: Because we need to know if you’re anemic or not. And if the embryo was in the right place, see how far along you are?4:42 That information will help us determine next steps.
- PT: Next steps?4:51
- NP: I want to find out. Do you have any idea what you’re going to do next?4:57
- PT: You’re asking if I want to keep it. I don’t know.5:03
- NP: That’s okay. You don’t have to know right now. Take some time to think about it.5:14 Discuss it with people you trust. And in the meantime, we’ll get that blood work done in an ultrasound done.5:19 We’re going to support you through this, Jasmine. I promise.
How might the statement, “What may be an ethical dilemma for one registered nurse may not be an ethical dilemma for another registered nurse.” apply to this episode? Define the term ethical dilemma in your response.
Apply the framework of The Five R’s approach (Recognize, Reflect, Resolve, Respond, Reflect on Outcomes) to ethical nursing practice from this week’s reading to answer the questions about values and choices. In your posts, feel free to agree, disagree, question, compare, and discuss each other’s responses in a way that fosters thoughtful and respectful dialog.
What are values?
Q. What are your core values?
Q. Why do you value them?
Q. What are the values in your society?
Q. How do your core values impact your personal choices?
What are the limits to personal choice?
Q. Who or what limits your choices?
Q. Do you find limits to choices to be beneficial or harmful? Explain why.
Q. Should a health care organization or the government limit people’s choices? If so, how and under what circumstances?
2. NURS 535 WEEK 2 DISC 1
“As you view the video about clinical teaching and learning, there are a number of things to consider. Students need and want opportunities to learn and participate as part of the healthcare team. If ignored or not included in inpatient care, they become frustrated and feel cheated by the clinical experience. The nursing faculty should guide the clinical learning process, assist students with administering medications and treatments when needed and ensure that students are learning. Students view the RN preceptor as the clinical expert and role model, as well as the person nursing students look up to.
Identify the problems and challenges presented in the video and discuss how you would respond to and handle the problems and challenges from 1) the faculty role: had student find RN herself and made her wait to find nurse herself. faculty was dismissive, late in the morning and rushed to go to other patients to assign their role and left her hanging. Then comes back and reprimands for student not sticking with nurse and gave her instructions to stick with RN and tell RN to help student insert folley 2) the RN preceptor role: busy, was called in because floor was jammed, cannot spend time with student because she is busy, dismissed her, told her she had report already and didnt have time and told student to pull charts and read about patients insetad. When student approaches for the second time per her nurse faculty, RN told her she did the folley cath already and then went to tell student that it is a busy floor and one has to be on top of things or patients suffer and left her hanging. and 3) the student role: lost, frustrated, annoyed, almost cried, tried to go up to RN twice.”
3. NURS 535 WEEK 2 DISC 2 (book:
Clinical Teaching Strategies in Nursing, Fourth Edition
ISBN: 9780826119629
By: Kathleen B. Gaberson, PhD, RN,
Teaching in Nursing: A Guide for Faculty, 5th Edition
ISBN: 9780323290548
By: Diane M. Billings, Judith A. Hals
“As you read this week’s assignments, examine your own beliefs about the student–faculty relationship and discuss the effects that your beliefs and practices may have on the teaching-learning process, the academic performance of your students, and your students’ behavior. What are your beliefs about interactions with students who are failing? How do you (or will you) deal with issues related to student misconduct and academic dishonesty? What are your thoughts related to managing honor code violations and substance abuse problems? How do your responses to these questions correlate with your personal teaching philosophy?”
4 . NURS 561 WEEK 2 DISC 1
“How should you respond if your health promotion values conflict with a client’s values?”
5. NURS 561 WEEK 2 DISC 2
“What ethical issue have you recently encountered when teaching health promotion strategies to a patient? What ethical decision-making process did you use?”
