Ethics of Drug Legalization

For this paper, the topic I chose was drug legalization, and what you will need to do is familiarize yourself with the readings of Husack and Wilson, in which have opposing views on the legalization of drugs. You will need to summarize these arguments, and include in-text citations from the ideas you derive from them, but don’t use quotes. So the structure of the essay should be:
a) Introduce the two arguments
b) using the two arguments, weigh in you personal opinion on the subject matter.
c) Personal contribution to the argument for or against drugs either agreeing or disagreeing with a given perspective.
d) conclude your arguments and justify the perspective using the provided readings.
I will provide all the reading materials necessary, please do not resort to using sources outside the reading material provided.
Below over here I will post the class instructions from syllabus as reference if any confusion arises:
For your final, you will write a philosophical paper (4-6 pages) that presents a question, two responses
to this question, and then your unique contribution to the debate. You could argue that position A is right
and position B is wrong, or that B is right and A is wrong, or that both are partially right and
complementary, or that neither are right. You could also refine a position, i.e., argue that position A is
right, but for different reasons, or you could give a stronger argument as to why A is right.

Patient-centered concept map for a chosen condition

Create a patient-centered concept map and write a 3-5 page narrative in which you explain the process and considerations that went into creating your concept map.

Introduction

Evidence-based practice is a key skill in the tool kit of the master’s-prepared nurse. Its goal is to ensure that health care practitioners are using the best available evidence to ensure that patients are receiving the best care possible (Godshall, 2020). In essence, evidence-based practice is all about ensuring quality care.

In this assessment, you will apply evidence-based practice and personalized care concepts to ensure quality care and improve the health of a single patient. The concept map that you will create is an example of a visual tool that you can use for patient and family education.

Reference

Godshall, M. (2020). Fast facts for evidence-based practice in nursing (3rd ed.). Springer Publishing Company.

Professional Context

Concept maps are widely used in nursing care. They can be effective tools for organizing workload, prioritizing patient care strategies, and developing personalized care approaches. In addition to organizing care, they can aid in ensuring that the patient’s care is individualized to not only their health conditions, but also their familial, cultural, and environmental situations.

Scenario

The purpose of a concept map is to visualize connections between ideas, connect new ideas to previous ideas, and to organize ideas logically. Concept maps can be an extremely useful tool to help organize and plan care decisions. By utilizing a concept map, a nurse can simplify the connection between disease pathways and emotional, cultural, socioeconomic, and personality considerations that impact a patient’s health.

Instructions

Develop a patient-centered concept map for a chosen condition. This could be a disease, or a disorder based upon the best available evidence that has been individualized to treat your patient’s health, economic, and cultural needs. Write a brief 3–5 page narrative that explains why the resources cited in the concept map and narrative are valuable and relevant. Describe how you incorporated the patient’s individual culture, identity, abilities, and beliefs into the plan of care. Also, be clear about your specific communication strategies for relating information to the patient and their family.

The bullet points below correspond to grading criteria in the scoring guide. Be sure that your map and narrative address all of the bullets below, at minimum.

Part 1: Concept Map

Visit Healthy People 2030’s Browse Objectives page and select a topic.

• Design a patient-centered concept map based upon the best available evidence for treating a patient’s specific health, economic, and cultural needs.

• • Include objective and subjective assessment findings to support three nursing diagnoses.

• • Include interventions that will meet your patient’s individual needs.

• • Include measurable outcomes for each nursing diagnosis using SMART goals: (S)pecific, (M)easurable, (A)chievable, (R)elevant, and (T)ime-bound.

Part 2: Supporting the Concept Map

• Analyze the needs of a patient, and those of their family, to ensure that the interventions in the concept map will be relevant and appropriate for their beliefs, values, and lifestyle.

• • Explain how you incorporated the patient’s individual culture, identity, abilities, and beliefs into the plan of care.

• • Consider how your patient’s economic situation and relevant environmental factors may have contributed to your patient’s current condition or could affect future health.

• • Consider how your patient’s culture or family should inform your concept map.

• Apply strategies for communicating with the patient and their family in an ethical, culturally sensitive, and inclusive way.

• • Explain how you will communicate the proposed interventions and evaluation plan in an ethical, culturally sensitive, and inclusive way. Ensure that your strategies:

• • • Promote honest communications.

• • • Facilitate sharing only the information you are required and permitted to share.

• • • Enable you to make complex medical terms and concepts understandable to your patient and their family regardless of language, abilities, or educational level.

• Explain the value and relevance of the resources you used as the basis for your patient-centered concept map.

• • Explain why your evidence is valuable and relevant to your patient’s case.

• • • Include a critique of the resources you used and specify the level of evidence.

• • Explain why each piece of evidence is appropriate for the health issue you are addressing and for the unique situation of your patient and the family.

• • • Include how the evidence was used to plan your interventions.

• Convey purpose of the assessment narrative in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly communication standards.

• • Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.

The suggested headings for your paper are:

• Patient Needs Analysis.
• Communication Strategies.
• Value and Relevance of Resources.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

Submission Requirements

• Length of narrative: 3–5 double-spaced, typed pages. Your narrative should be succinct yet substantive.
• Number of references: Cite a minimum of 3–5 sources of scholarly or professional evidence that support your evaluation, recommendations, and plans. Current source material is defined as no older than five years unless it is a seminal work. Be sure you are citing evidence in both parts.
• APA formatting: Resources and citations are formatted according to current APA style.
• Please submit both your concept map and your narrative as separate documents in the assessment submissions area.

• • You must submit both documents at the same time. Make sure both documents are attached before submitting your assessment.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

• Competency 1: Apply evidence-based practice to plan patient-centered care.

• • Design an individualized, patient-centered concept map, based upon the best available evidence for treating a patient’s specific health, economic, and cultural needs.

• • Analyze the needs of a patient, and those of their family, to ensure that the intervention in the concept map will be relevant and appropriate for their beliefs, values, and lifestyle.

Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision.

• • Explain the value and relevance of the resources used as the basis for a patient-centered concept map.

Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions.

• • Apply strategies for communicating with the patient and their family in an ethical, culturally sensitive, and inclusive way.

• • Convey purpose of the assessment narrative in an appropriate tone and style, incorporating supporting evidence, and adhering to organizational, professional, and scholarly communication standards.

 

Fall Prevention in Nursing Homes

Complete the Mini-Cog screening (see Borson, n.d., in the Resources section) and the Pittsburgh Sleep Quality Index (PSQI; see Buysse, Reynolds, Monk,
Berman, & Kupfer, 1989, in the Resources section) to develop a comprehensive assessment for Mrs. L.’s risk of falling.
Develop a one-paragraph summary describing Mrs. L.’s risk for falls.
Create one goal for each category.
Submit the three fall risk assessment tools and your summary as attachments to the assignment area.
Resources section:
Agency for Healthcare Research and Quality. (2013). Preventing falls in hospitals. Tool 4B: Staff roles.
https://www.ahrq.gov/professionals/systems/hospital/fallpxtoolkit/fallpxtk-tool4b.htmlLinks to an external site.
Agency for Healthcare Research and Quality. (2017). Recent research findings suggest practice recommendations for preventing falls in hospitalized
patients. https://www.ahrq.gov/chain/practice-tools/practice-guidelines/recent-research-findings.htmlLinks to an external site.
Borson, S. (n.d.) Mini-Cog screening for cognitive impairment in older adults. https://mini-cog.com/Links to an external site.
Center for Sleep and Circadian Science Sleep measures / Instruments. (2019). Pitt.edu. https://www.sleep.pitt.edu/instruments/
Hendrich, A. (2016). Fall risk assessment for older adults: The Hendrich II Fall Risk model. Try This, 8. https://hign.org/consultgeri/try-this-series/fall-riskassessment-older-adults-hendrich-ii-fall-risk-modelLinks to an external site.
The Joint Commission. (n.d.). Joint Commission requirements relevant to falls.
https://www.jointcommission.org/assets/1/6/SEA_55add_falls_requirements.pdfLinks to an external site.
The Joint Commission Preventing Falls TST. (n.d.). Www.centerfortransforminghealthcare.org. https://www.centerfortransforminghealthcare.org/productsand-services/targeted-solutions-tool/preventing-falls-tst/Links to an external site.
The Joint Commission. (2015). Preventing falls and fall-related injuries in health care facilities.
https://www.jointcommission.org/assets/1/18/SEA_55.pdfLinks to an external site.
Panel on Prevention of Falls in Older Persons, American Geriatrics Society, & British Geriatrics Society. (2010). Updated American Geriatrics Society/British
Geriatrics Society clinical practice guideline for prevention of falls in older persons and recommendations.
geriatricscareonline.org/ProductAbstract/updated-american-geriatrics-societybritish-geriatrics-society-clinical-practice-guideline-for-prevention-of-falls-inolder-persons-and-recommendations/CL014Links to an external site.
Quigley, P., Lunsford, B., Wilson, L. D., Wexler, S. S., D’Amico, C. O., & Hester, A. L. (2015). Focus on falls prevention [Supplemental material]. American Nurse
Today, 10(7), 27–39. https://www.americannursetoday.com/wp-content/uploads/2015/07/ant7-Falls-630_FULL.pdf

Theories principles and evidence-based best practices related to memory models and processes; knowledge representation, organization, and manipulation; and language acquisition and competency

Create a professional development PowerPoint presentation focused on how theories, principles, and evidence-based best practices related to memory models and processes; knowledge representation, organization, and manipulation; and language acquisition and competency can be applied in the context of the professional specialty you aspire to.

Introduction
As a professional psychologist, you will need to review theory and research and use it as the basis to develop best practices. For this assessment, you will focus on the following topics:

Memory models and processes.
Knowledge representation, organization, and manipulation.
Language.
Scenario
Imagine you are now a professional psychologist working in the specialization that you aspire to. You are charged with creating professional development for an interdisciplinary team of professionals in your workplace on how theories, principles, and evidence-based best practices of cognitive and affective psychology can be used to help people in your work context.

Preparation
The second assessment focuses on memory models and processes; knowledge representation, organization, and manipulation; and language acquisition and competency. For context on these topics, read the following:

Introduction to Memory Models and Processes [PDF].
Introduction to Knowledge Representation, Manipulation, and Organization [PDF].
Introduction to Language Acquisition and Competency [PDF].
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

How did theories and models of memory, language, and knowledge evolve over time? Which ones seem most credible today?
What processes are involved in the acquisition and use of language? Are they more guided by inherited or environmental factors (nature or nurture)?
What are the relationships between memory, language, and knowledge?
What would it be like to live without memory? Without language?
What is declarative knowledge and how is its representation and organization explained by various theories?
What is procedural knowledge and how is it represented in the mind? How does it differ from declarative knowledge?
How do brain physiology and neuroscience help to explain normal and abnormal facilities with language, memory, and acquisition and retrieval of knowledge? Does science point toward interventions that could help persons with issues in these areas? Does it point toward ways to enhance capacities?
How might you help clients or students give up their intuitively held yet erroneous beliefs about the world?
Do culturally diverse populations experience memory, knowledge, and language differently?
How do emotions impact memory, knowledge, and language ability?
Instructions
For this assessment, you will create a PowerPoint presentation focused on the following topics:

Memory models and processes.
Knowledge representation, organization, and manipulation.
Language acquisition and competency.
The following resource is required to complete the assessment.

Presentation Template [PPTX].
Note: Do not submit a paper for this assessment. Papers will not be graded.

You will complete this assessment by replacing all language that is enclosed within brackets [. . .] in the PowerPoint Presentation Template with your own words.

Remember, your presentation is for an interdisciplinary team, so it will be important to communicate in a manner that can be understood by those not trained in psychology.

Contents of the Presentation

What is the role of the nurse?

An assignment answering the question: What is the role of the nurse?

Discuss the important factors of what a nurse would need to do or consider when providing care for a service user or patient.

Choose a service user or patient from one of the four case studies presented in the module.

Your discussion must include the following factors:

• Biological –Identify one physical condition that the patient/service user suffers from and explain what the condition is and how it impacts them.
• Psychological – Identify one psychological factor that is important in the case study and discuss how the nurse can support the service user/patient with this need.
• Social – Discuss one social factor that is important to the case study and identify how the nurse can support the service user/patient with this need.
• Legal – Discuss how law and legislation could impact on the nurse’s decision making, when caring for the patient/service user.
• Professional and Ethical – Discuss the professional and ethical factors the nurse would need to consider in relation to the case study.
• Health Promotion – Explain how the nurse will try and promote the patients’ health in relation to one or more of the above factors.
• Communication – In relation to any of the above factors, identify and discuss appropriate skills the nurse may use when communicating.

To support your discussion, you should refer to and use relevant, and appropriate, academic literature including the NMC (2018) Code of Conduct. Some of this you will find from resources provided during the module and on the module reading list. We encourage you to use additional sources of information that goes beyond the literature provided. The BCU Harvard Referencing system must be used, your reference list should be presented in a single list in alphabetical order at the end of your assignment.

Here are some useful links to support you in writing, referencing and structuring your essays. There are lots of other resources available on the Moodle and icity pages.