An 83-year-old resident of a skilled nursing facility presents to the emergency department with generalized edema of extremities and abdomen

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An 83-year-old resident of a skilled nursing facility presents to the emergency department with generalized edema of extremities and abdomen. History obtained from staff reveals the patient has history of malabsorption syndrome and difficulty eating due to lack of dentures. The patient has been diagnosed with protein malnutrition.

For this Discussion, you will examine the above case study and explain the disease that is suggested. You examine the symptoms reported and explain the cells that are involved and potential alterations and impacts.

To prepare:

By Day 3 of Week 1

Post an explanation of the disease highlighted in the scenario you were provided. Include the following in your explanation:

  • The role genetics plays in the disease.
  • Why the patient is presenting with the specific symptoms described.
  • The physiologic response to the stimulus presented in the scenario and why you think this response occurred.
  • The cells that are involved in this process.
  • How another characteristic (e.g., gender, genetics) would change your response.

Discussion: The Application of Data to Problem-Solving

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Discussion: The Application of Data to Problem-Solving

In the modern era, there are few professions that do not to some extent rely on data. Stockbrokers rely on market data to advise clients on financial matters. Meteorologists rely on weather data to forecast weather conditions, while realtors rely on data to advise on the purchase and sale of property. In these and other cases, data not only helps solve problems, but adds to the practitioner’s and the discipline’s body of knowledge.

Of course, the nursing profession also relies heavily on data. The field of nursing informatics aims to make sure nurses have access to the appropriate date to solve healthcare problems, make decisions in the interest of patients, and add to knowledge.

In this Discussion, you will consider a scenario that would benefit from access to data and how such access could facilitate both problem-solving and knowledge formation.

To Prepare:

· Reflect on the concepts of informatics and knowledge work as presented in the Resources.

· Consider a hypothetical scenario based on your own healthcare practice or organization that would require or benefit from the access/collection and application of data. Your scenario may involve a patient, staff, or management problem or gap.

By Day 3 of Week 1

Post a description of the focus of your scenario. Describe the data that could be used and how the data might be collected and accessed. What knowledge might be derived from that data? How would a nurse leader use clinical reasoning and judgment in the formation of knowledge from this experience?

Discussion: Where in the World Is Evidence-Based Practice?

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Discussion: Where in the World Is Evidence-Based Practice?

March 21, 2010, was not EBP’s date of birth, but it may be the date the approach “grew up” and left home to take on the world.

When the Affordable Care Act was passed, it came with a requirement of empirical evidence. Research on EBP increased significantly. Application of EBP spread to allied health professions, education, healthcare technology, and more. Health organizations began to adopt and promote EBP.

In this Discussion, you will consider this adoption. You will examine healthcare organization websites and analyze to what extent these organizations use EBP.

To Prepare:

· Review the Resources and reflect on the definition and goal of EBP.

· Choose a professional healthcare organization’s website (e.g., a reimbursing body, an accredited body, or a national initiative).

· Explore the website to determine where and to what extent EBP is evident.

By Day 3 of Week 1

Post a description of the healthcare organization website you reviewed. Describe where, if at all, EBP appears (e.g., the mission, vision, philosophy, and/or goals of the healthcare organization, or in other locations on the website). Then, explain whether this healthcare organization’s work is grounded in EBP and why or why not. Finally, explain whether the information you discovered on the healthcare organization’s website has changed your perception of the healthcare organization. Be specific and provide examples.

Assignment: Individual APA Review Assignment (90 points)

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Assignment: Individual APA Review Assignment (90 points)

· The assignment must be typed in order to be graded.

· Handwritten assignments will be given 0 points.

Due Date

· See Course Schedule Submit in Week 1

· The College’s Late Assignment Policy applies to this assignment.

 

Instructions

1. Create an APA-style Title Page for this assignment (2 points)

2. Put each of the following seven Article References in accurate APA format (see below).

3. Create an APA-style References page by alphabetizing the seven Article References. (4 points for each reference). Note: Always leave authors within each reference in the order they appear (do not alphabetize the authors in the reference); it is an honor to be primary authors. Always list last name of author(s), followed by initials.

4. Use the Alphabetized APA-style REFERENCE PAGE to fill in the In-Text citations on the next page . (5 points for each in-text citation)

 

Article References

Author(s): Abela-Dimech, F., & Vuksic, O.

Journal: Archives of Psychiatric Nursing

Title of article: Improving the Practice of Handover for Psychiatric Inpatient Nursing Staff

Pages: 729-736

Year published: 2018

Volume: 32

Issue: 5

DOI: https://doi-org.chamberlainuniversity.doi:10.1016/j.apnu.2018.04.004

 

 

Author(s): Tobiano, G., Whitty, J. A., Bucknall, T., & Chaboyer, W.

Journal: Worldviews on Evidence-Based Nursing

Title of article). Nurses’ perceived barriers to bedside handover and their implication for clinical practice

Pages: 343-349

Year published: 2017

Volume: 14

Issue: 5

DOI: https://doi-org.chamberlainuniversity.idm.oclc.org/10.1111/wvn.12241

 

 

Author(s): Bressan, V., Cadorin, L., Pellegrinet, D., Bulfone, G., Stevanin, S., & Palese, A.

Journal: Journal of Nursing Management

Title of article: Bedside shift handover implementation quantitative evidence: Findings from a scoping review.

Pages: 815-832

Year published: 2019

Volume: 27

Issue: 4

DOI: https://doi-org.chamberlainuniversity.doi:10.1111/jonm.12746

 

 

Author(s): Walsh, J., Messmer, P. R., Hetzler, K., O’Brien, D. J., & Winningham, B. A.

Journal: Journal of Continuing Education in Nursing,

Title of article: Standardizing the Bedside Report to Promote Nurse Accountability and Work effectiveness

Pages: 460-466

Year: 2018

Volume: 49

Issue: 10

DOI: https://doi-org.chamberlainuniversity.idm.oclc.org/10.3928/00220124-20180918-06

 

Author(s): Christine Wollenhaup, Eleanor Stevenson, Julie Thompson, Helen Gordon, & Gloria Nunn

Journal: Journal of Nursing Administration

Title: Implementation of a modified bedside handoff for a postpartum unit

Pages: 320-326

Year: 2017

Volume: 47

Issue: 6

Doi: https://doi-org.chamberlainuniversity.doi:10.1097/NNA.0000000000000487

 

Author(s): Schirm, V., Banz, G., Swartz, C., & Richmond, M.

Journal: Applied Nursing Research

Title: Evaluation of bedside shift report: A research and evidence-based practice initiative.

Pages: 20-25.

Year: 2018

Volume: 40

Doi: https://doi-org.chamberlainuniversity.doi: 2017.12.004

 

Author: Forde, M. F., Coffey, A., & Hegarty, J.

Journal: Journal of Nursing Management

Title: The factors to be considered when evaluating bedside handover

Pages: 757-768

Year: 2018

Volume: 26

Issue: 7

DOI: https://doi.org/10.1111/jonm.12598

 

 

 

 

 

 

 

 

 

 

 

 

 

For the Following Sentences:

· Complete the following in-text and parenthetical citations correctly citing the sources indicated from alphabetized APA-STYLE REFERENCE PAGE YOU CREATED.

· Do NOT change the contents of the original sentences. (FYI: BSR=Bedside Report)

· Carefully follow APA rules for in-text citations (6 points each).

 

1. Standardization of handoff practices with a consistent communication framework across the organization can improve the effectiveness of nursing handoff, increase nurse satisfaction, and improve safety of both staff and patients. (Cite source 1 for the first time )

 

 

2. “Nurses’ perceptions revealed agreement with the effectiveness, efficiency, helpfulness, accountability, professionalism, patient involvement, safety, and plan of care information” (Cite source 4 for the first time, p. 22)

 

3. Many studies explored nurse perception of communication pre-and post-implementation of BSR utilizing a variety of reliable survey tools. (Cite source 4 for the second time)

 

 

4. According to ______________, this standardized form will help to track progress and observations. Continual feedback and monitoring to make sure behaviors become natural and bedside shift report is implemented consistently is recommended in the literature. (Cite source 1 for the second time)

 

 

5. Similarly, the findings of ________________ are consistent with the literature, where patients involved with BSR have improved outcomes. (Cite source 3 for the first time)

 

 

6. Effective handoff communication in healthcare is essential for quality patient care. Gaps in handoff communication can cause serious breakdowns in the continuity of care, inappropriate treatment, and patient dissatisfaction___________. (Cite source 6 the first time)

 

7. Ineffective handoff communication decreases patient safety and satisfaction, nursing satisfaction, which in turn increases costs for healthcare organizations__________. (Cite source 6 for the second time)

 

8. More specifically, patient participation was noted to hinder effective communication and nurses felt they were not communicating all information to the patient. “Nurses were concerned that increased time was an expected outcome of BSR, thus increasing end of shift hours for nursing” ________. Cite source 5 for the first time, p. 346).

 

9. The financial benefit of BSR can be attributed to decreased nursing overtime hours and a decrease in patient falls__________. (Cite source 5 for second time)

 

10. If adopted throughout the psychiatric units, BSR can be incorporated into annual skills competency day for nurses, allowing for refinement and continuous evaluation. Lastly, the literature also supports having BSR educational sessions and training as part of onboarding for new hires. (Cite source 2 for the first time).

 

11. Communicating these results can be the reinforcement of practicing BSR daily. (Cite source 2 for second time)

 

12. Ineffective handoff communication is the most frequently cited root cause of sentinel events. (Cite source 7 for the first time)

Identify opportunities for effective use of online health information websites and/or social media

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Describe the risks inherent with online websites and/or social media. Identify opportunities for effective use of online health information websites and/or social media.

Your presentation should include the following:

1. One social media in health care or public online health information site.
2. An overview of the use.
3. Their benefits and risks of use.
4. Your recommendations for nursing regarding appropriate use.

Submission Instructions:

  • Presentation is original work and logically organized in current APA style including citation of references.
  • Incorporate a minimum of 3 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.
  • PowerPoint presentation with 7-8 slides, excluding the tile slide and the reference slide.
  • The presentation is clear and concise and students will lose points for improper grammar, punctuation and misspelling.
  • Speaker notes expanded upon and clarified content on the slides.

Your assignment will be graded according to the grading rubric.

Assess Eugene’s baseline functional status

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Listen (Links to an external site.) to Eugene in this monologue or download Preview the documentthe printed copy of the monologue. As you listen to Eugene, address the following questions on a word document.

  • Evaluate what evidence heard that may be indicative of depression
  • Assess Eugene’s baseline functional status
  • Determine what coping strategies Eugene uses and his support system
  • Examine Eugene’s strengths and weaknesses
  • Identify what else a nurse would want to know about Eugene or his wife
  • Describe the overall impression of Eugene’s relationships

Assessment 1 Instructions: Matrix of Ethical Theories

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Assessment 1 Instructions: Matrix of Ethical Theories

  • Identify the professional code of ethics for your professional specialty or a specialty that you are interested in, describe the decision criteria, and analyze each theory using examples and the Ethical Theory Matrix Template.
    Moral Theories, Principles of Health Care Ethics, and Professional Ethics Codes
    Ethics is a branch of philosophy devoted to the study of morality. Ethics has a long history of theories about determining right from wrong and identifying the principles of living a good life. For this assessment, you will be asked to apply foundational principles in ethics, such as autonomy and justice, in a relevant health care setting.
    Each profession within health care has its own code of ethical behavior designed to help individuals within that profession to make sound ethical choices in carrying out the tasks and practices particular to their professional role. It may be useful to locate one or more relevant codes of ethics for your current or desired career path. This research will be beneficial to your professional development, and you will have a chance to apply it to the Tonya’s Case: Ethics and Professional Codes assessment in this course.
    Autonomy, Truth-Telling, and Confidentiality
    These are broad-ranging topics, which, if taken alone, seem almost comically simple. Of course, rational people of legal age should be able to make decisions concerning themselves and their minor children. Of course, medical professionals should be honest with patients, and, of course, patients should be honest with members of their health care teams. Of course, one’s medical issues should be kept private. But rarely are things as simple as they seem. Take some time to scratch beneath the surface, and we encounter myriad ethical dilemmas.
    Honesty tends to be a revered trait in many cultures. However, many people admit to lying occasionally, especially if the intent is to spare someone pain, embarrassment, or anguish. Is lying to someone because of love, concern, or reputation ever ethical?
    Privacy and confidentiality are also important concepts. But are there limits? Can the greater good ever outweigh the rights of individuals?
    And at what point can others, whether an individual or an entity such as a government body, ethically determine someone’s actions, fate, or choices? Fluoridated water, smoking regulations, compulsory K–12 education, and speed limits are only a few examples of how we, as a society, agree to limited personal freedoms because these things are good for us.
    Demonstration of Proficiency
    By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

    • Competency 1: Articulate ethical issues in health care.
      • Articulate the time-tested theories of ethics.
      • Describe the strengths and weaknesses of the time-tested theories of ethics.
    • Competency 4: Explain the conceptual framework that health care leaders use to make ethical decisions.
      • Identify the decision criteria of the time-tested theories of ethics.
    • Preparation
      As you begin work on your Ethical Theories Matrix assessment, it may be helpful to review the suggested resources focused on moral and ethical considerations. For your own reference, you may want to briefly jot down your thoughts related to:
    • An inventory of the basic principles of health care ethics. These principles are nonmaleficence, beneficence, utility, distributive justice, and autonomy.
      • An explanation of each principle as well as your own example to illustrate the application of each.
    • Instructions
      Drawing from the material covered in the resources as well as your own research, complete this assessment using the Ethical Theory Matrix Template [DOC].
    • For each theory, first describe the decision criteria. The decision criteria are the instructions the theory gives for how to reach the morally correct choice in a situation that requires action.
    • Then, provide your own example of how someone might act using the decision criteria of the theory.
    • Finally, briefly describe the strengths and weaknesses of each theory using the last two columns of the Ethical Theory Matrix Template.
    • The suggested resources for this assessment could help you get a start on completing the matrix, but do not hesitate to use any outside resources that you can find online, the Capella library, or elsewhere.
      This matrix is a tool you will use throughout the rest of the course. Submit your completed matrix as an attachment to this assessment.
      Refer to the Matrix of Ethical Theories Scoring Guide for more information on how this assessment will be graded.
  • SCORING GUIDE
    Use the scoring guide to understand how your assessment will be evaluated.
    VIEW SCORING GUIDE

Assessment 2 Instructions: A Right to Experimental Drugs?

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Assessment 2 Instructions: A Right to Experimental Drugs?

  • Write a 2-3 page paper that explains and defends your view on the issue of whether or not patients with no other treatment options have a moral right to unproven drugs.
    Introduction
    Many doctors, nurses, medical technicians, and other health care workers are involved in medical research. The field of medicine is not limited to the direct treatment of patients but also involves the continued expansion of medical research. A large part of such research is clinical research, which puts patients into the role of experimental subjects. This raises a number of challenging questions for health care ethics, many of which follow from the fact that physicians, nurses, and others involved in clinical research have a dual role. As researchers, they are committed to generating new knowledge about diseases, developing new treatments and drug therapies, and, in general, helping to improve the welfare of human beings by eliminating or controlling diseases and increasing longevity. However, researchers involved in clinical research must also be committed to the highest quality care for individual patients taking part in research studies. This assessment explores some of the ethical issues that clinical research raises and some of the safeguards in place to protect the interests of patients involved in research.
    Demonstration of Proficiency
    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

    • Competency 1: Articulate ethical issues in health care.
      • Explain how the principle of informed consent is relevant to these issues.
      • Explain the costs and benefits of offering unapproved experimental drugs to patients.
    • Competency 2: Apply sound ethical thinking related to a health care issue.
      • Identify relevant ethical theories and moral principles.
      • Articulate arguments using examples for and against offering pre-approved drugs to wider pools of patients.
    • Competency 5: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with health care professionals.
      • Exhibit proficiency in clear and effective academic writing skills.
    • Preparation
      When a new drug is undergoing clinical trials to be approved for treatment, it must pass through a number of distinct phases of testing. These phases require rigorous study and evidence to demonstrate the safety and efficacy of new treatments. Passing through these phases and achieving approval takes many years for some trials. Before approval, patients not part of a clinical trial have limited or no access to experimental drugs, even though these drugs could be helpful and potentially save their lives. There are various groups pushing for greater patient access to drugs still in the experimental stage. In recent years, the FDA has made it somewhat easier to receive treatment with experimental drugs, but according to advocacy groups there are still too many restrictions (Munson, 2014).
      This leads to a potential quandary when early stages of research on a drug sometimes suggest that the drug could be effective in treating a certain disease. On one hand, offering easier access to early stage trial drugs could help individuals suffering with a medical condition. However, on the other hand, making early access to experimental drugs easier could limit the pool of patients available to participate in clinical trials that establish whether or not the drug is truly effective and safe. This is an important consideration, as the vast majority of experimental drugs turn out to be completely ineffective or could have very dangerous side effects that will only show up over time and across a wider test population.
      When completing this assessment, it is important to keep in mind the ethical arguments that are relevant to both views regarding the right to experimental drugs. It may be useful to review the suggested resources and conduct additional independent research while you are planning your assessment submission.
      Instructions
      Do patients with no other treatment options have a moral right to unproven drugs? Write a paper that explains and defends your view on this issue. In addition to reviewing the suggested resources, you are encouraged to locate additional resources in the Capella library, your public library, or authoritative online sites to provide additional support for your viewpoint. Be sure to weave and cite the resources throughout your work. In your paper, address the following points:
    • Identify relevant ethical theories and moral principles.
    • Explain how the principle of informed consent is relevant to the issue.
    • Explain the costs and benefits of making unproven, unapproved experimental drugs widely available to patients. Consider the costs and benefits not only to the individual patients who take these drugs but also potential costs and benefits to other patients.
    • Explain arguments using examples for and against offering pre-approved drugs to wider pools of patients.
    • Support your view using ethical theories or moral principles (or both) that you find most relevant to the issue.
    • Additional Requirements
    • Written communication: Written communication is free of errors that detract from the overall message.
    • APA formatting: Resources and citations are formatted according to current APA style and formatting guidelines.
    • Length: 2–3 typed, double-spaced pages.
    • Font and font size: Times New Roman, 12 point.
    • Reference
      Munson, R. (2014). Intervention and reflection: Basic issues in bioethics (concise ed.). Boston, MA: Wadsworth.
  • SCORING GUIDE
    Use the scoring guide to understand how your assessment will be evaluated.
    VIEW SCORING GUIDE

Assessment 3 Instructions: Should We Withhold Life Support? The Mr. Martinez Case

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Assessment 3 Instructions: Should We Withhold Life Support? The Mr. Martinez Case

  • Write a 2-3 page paper that examines the moral and ethical issues involved in making a decision regarding limiting life support.
    End-of-Life Issues
    With our framework of ethical theories and principles in hand, we begin our look at some of the critical ethical issues in our contemporary world, starting with end-of-life issues. This assessment covers ethical questions related to end-of-life care. Passive euthanasia is the removal or refusal of life-sustaining treatment. Examples of passive euthanasia include removal of a feeding tube or a ventilator, or forgoing a life-prolonging surgery. Passive euthanasia is legal in all 50 states, and the principle of autonomy gives informed patients the right to refuse any and all treatments. Patients who are unable to make such decisions in the moment (because they are unconscious, for example) might have made their intentions clear beforehand with an advance directive or similar document. Things become more complicated, however, when a patient who is unable to make treatment choices has not made his or her wishes clear, either formally in a written document, or informally in conversations with family members or friends. Another problem concerns cases in which there is disagreement about whether the treatment is sustaining the life of a person in the full sense or merely as a body that, because of severe and irreversible brain trauma, is no longer truly a living person.
    Active euthanasia, or assisted suicide, introduces further difficult moral questions. A patient who has a terminal illness and who has refused treatments that would merely prolong a potentially very painful and debilitating death might want the process of dying to be hastened and made less painful. The patient might want to take his or her own life before the disease reaches its horrible final stages. Should patients be legally allowed to have help in this endeavor? If suicide itself is not morally wrong, at least in cases like these, is it wrong for another person to directly help bring about the patient’s death? Is it wrong for doctors, a role we naturally associate with healing and the promotion of life, to use their medical expertise to deliberately end a patient’s life if the patient wants this?
    Demonstration of Proficiency
    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

    • Competency 1: Articulate ethical issues in health care.
      • Articulate the moral issues associated with limiting life support.
    • Competency 2: Apply sound ethical thinking related to a health care issue.
      • Demonstrate sound ethical thinking and relevant ethical principles when considering limiting life support.
      • Explain important considerations that arise when contemplating limiting life support.
    • Competency 5: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with health care professionals.
      • Exhibit proficiency in clear and effective academic writing skills.
    • Preparation
    • Case Study: Mr. Martinez.
    • This media piece provides the context for this assessment; make sure you have reviewed the case study thoroughly.
      Additionally, it may be useful to think through the following issues as they relate to Mr. Martinez’s case:
    • Should Mr. Martinez be transferred to intensive care, where his respiratory failure can be treated by a ventilator, and by CPR if necessary, and his oxygen level can be monitored?
      • What are the key ethical issues or models at play in this case study?
      • What are the key end-of-life issues at play in this case study?
      • How can an understanding of models and best-practice help to guide health care practitioners to make ethical and legal decisions?
    • Instructions
      In a 2–3 page analysis of the case study, address the following:
    • The patient’s directives.
    • The patient’s quality of life.
    • The family’s stated preferences.
    • The moral issues associated with limiting life support.
    • The ethical principles most relevant to reaching an ethically sound decision.
    • Important considerations such as implications, justifications, and any conflicts of interest that might arise because of the patient’s respiratory failure.
    • When writing your assessment submission assume that doctors cannot contact Mrs. Martinez and must make this choice on their own. To help you reach an objective, ethically sound decision, draw upon concepts and arguments from the suggested resources or your independent research. Support your response with clear, concise, and correct examples, weaving and citing the readings and media throughout your answer.
      Submission Requirements
    • Written communication: Written communication is free of errors that detract from the overall message.
    • APA formatting: Resources and citations are formatted according to current APA style and formatting guidelines.
    • Length: 2–3 typed, double-spaced pages.
    • Font and font size: Times New Roman, 12 point.
  • SCORING GUIDE
    Use the scoring guide to understand how your assessment will be evaluated.
    VIEW SCORING GUIDE

Assessment 4 Instructions: Robbing the Dead: Is Organ Conscription Ethical?

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Assessment 4 Instructions: Robbing the Dead: Is Organ Conscription Ethical?

  • Write a 2-3 page paper that examines the moral and ethical considerations of organ conscription policies and theories.
    Scarcity of Medical Resources
    For this assessment, you will continue your survey of ethical principles in health care. Especially in our contemporary world, where needs for health care outstrip available resources, we regularly face decisions about who should get which resources.
    There is a serious shortage of donor organs. Need vastly outstrips supply, due not only to medical advances related to organ transplantation, but also because not enough people consent to be cadaveric donors (an organ donor who has already died). Munson (2014) points out that in the United States, approximately 10,000 patients die each year because an organ donor was not available, which is three times the number of people killed in the terrorist attacks on 9/11.
    But what is an efficient and morally sound solution to this problem? The policy of presumed consent, where enacted, has scarcely increased supply, and other alternatives, such as allowing donors to sell their organs, raise strong moral objections. In light of this, some have advocated for a policy of conscription of cadaveric organs (Spital & Erin, 2002). This involves removing organs from the recently deceased without first obtaining consent of the donor or his or her family. Proponents of this policy argue that conscription would not only vastly increase the number of available organs, and hence save many lives, but that it is also more efficient and less costly than policies requiring prior consent. Finally, because with a conscription policy all people would share the burden of providing organs after death and all would stand to benefit should the need arise, the policy is fair and just.
    Demonstration of Proficiency
    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    • Competency 1: Articulate ethical issues in health care.
      • Articulate the moral concerns surrounding a policy of organ conscription.
      • Articulate questions about the fairness and justness of organ conscription policy.
      • Explain the relevance and significance of the concept of consent as it pertains to organ donation.
      • Evaluate alternative policies for increasing available donor organs.
    • Competency 5: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with health care professionals.
      • Exhibit proficiency in clear and effective academic writing skills.
    • References
      Munson, R. (2014). Intervention and reflection: Basic issues in bioethics (concise ed.). Boston, MA: Wadsworth.
      Spital, A., & Erin, C. (2002). Conscription of cadaveric organs for transplantation: Let’s at least talk about it. American Journal of Kidney Disease, 39(3), 611–615.
      Instructions
      Do you consider the policy of organ conscription to be morally sound?
      Write a paper that answers this question, defending that answer with cogent moral reasoning and supporting your view with ethical theories or moral principles you take to be most relevant to the issue. In addition to reviewing the suggested resources, you are encouraged to locate additional resources in the Capella library, your public library, or authoritative online sites to provide additional support for your viewpoint. Be sure to weave and cite the resources throughout your work.
      In your paper, address the following:
    • On what grounds could one argue that consent is not ethically required for conscription of cadaveric organs? And on what grounds could one argue that consent is required?
    • Is the policy truly just and fair, as supporters claim? Explain.
    • Do you consider one of the alternative policies for increasing available donor organs that Munson discusses to be preferable to conscription? Explain why or why not.
    • Submission Requirements
    • Written communication: Written communication is free of errors that detract from the overall message.
    • APA formatting: Resources and citations are formatted according to current APA style and formatting guidelines.
    • Length: 2–3 typed, double-spaced pages.
    • Font and font size: Times New Roman, 12 point.
  • SCORING GUIDE
    Use the scoring guide to understand how your assessment will be evaluated.