NURSING 2NN3: Ethics Group Facilitation Criteria (002)

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emilyyang0504

26 Jan 2023

School

McMaster University

Department

Nursing

Course

NURSING 2NN3

Professor

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Document Summary

Identifies ethical values / concerns arising in the vignette. Practice standard ethics and the cna code of ethics for registered nurses that relate to the situation in the vignette. Facilitates discussion about how this knowledge could be applied by the nurse in the care of the client in this scenario, in nursing practice in general, and more broadly in the nursing profession. Uses the cno process (assess / plan / implement / evaluate) to work through the ethical situation. Includes any related literature to help understand the situation. Promotes active participation through thought provoking, relevant questions. Ideas are significant to professional practice and well-connected. Exemplifies excellence in application of teaching and learning principles. All facilitators take a lead in some part of the presentation.

Related Questions

View the video “Nursing the Mind” available at:

The nurse’s role in mental health is described as “facilitating recovery.” What did you observe in the video that illustrates nurses facilitating recovery as they worked with clients? What did the nurses do or say that facilitates recovery? Describe two examples from the video and provide rationale for your responses.

In Week 4 you will complete learning modules on Trauma-informed care by Alberta Health Services. As you work through the modules on trauma and trauma-informed care, consider how you will use this knowledge as part of your nursing care. What does it mean to be trauma-informed? Identify and briefly discuss two examples of what you learned from completing the modules that will inform your nursing practice.
What strengths do you bring as a nurse, to working with those affected by mental health concerns and illnesses?

sangriawhale394

Include the following in your Day-in-the-Life Scenario:

In what setting are you located?

Who are your most regular patients?

What is the problem the client is presenting, e.g., weak heart due to perfusion/bypass, lack of range of motion due to knee injury, etc.?

What kind of very general activities would you prescribe?

What is the description of at least one tool from the list in the lesson, along with an interpretation of the data it produces? (You may need to do additional research, so be sure to include a list of Works Cited for your teacher.)

What is a situation in which there is a potential hazard for one of your clients, and how did you respond to that situation? This could be a heart attack, a fainting spell, dangerous equipment, etc.

What is a situation in which you had to work with another member of the health team in order to get the best outcome for your patient?

What is a situation in which you had to educate the patient on what kind of exercise you were providing and why?

What ethical situation came about in which you had to check out the ASEP Code of Ethics, or, base your reaction on your own understanding of past ethical discussions?

What situation occurred in which you had to explain certification and licensure to the client?

You can combine all of these sections into interaction with just one client or describe a whole day with various clients

rose

1. The nurse working in a long-term care facility incorporates a focused assessment of
the immune system for all newly admitted patients over the age of 65. Older adults

are more likely to develop problems related to immune function than are middle-
aged people. The focused immune assessment includes a systemic approach based

on age-related changes in immunologic function. (Learning Objective 4)
a. What changes in the immune system in the older adult increase the incidence of
infection and cancer in this population?
b. Explain why older adults may have decreased inflammatory responses.
c. Why are older adults at increased risk of gastroenteritis and diarrhea secondary
to proliferation of intestinal organisms?

2. The nurse educator for an oncology unit is preparing an in-service presentation for
new nurses about the care of patients with immunodeficiencies. Patients with cancer
who are receiving chemotherapy, as well as those with bone marrow transplants, are
immunocompromised and require special attention to assess for signs of infection.
The nurse educator focuses on special care needs of this patient population.
a. What is the rationale for assessing the pulse and respiratory rates for 1 full
minute in a patient with immunodeficiency?
b. What special precautions about dietary restrictions and food preparation should
be included in the teaching for a patient with immunodeficiency?
c. What nursing actions should be implemented to decrease the risk of infection in
the patient with immunodeficiency?
3. Molly Baker, a 22-year-old patient, presents to the clinic with the diagnosis of
allergic rhinitis. She states that she develops paroxysmal sneezing, clear nasal
drainage and congestion, watery, red eyes, and nasal itching from the late spring
until the first frost in the fall. She states that she has a dry cough and voice
hoarseness. She complains of feeling extremely tired, unable to sleep at night, and
having difficulty concentrating on her collegiate course work.
a. What further assessment should the nurse provide?

Ellie Long, a 55-year-old patient, presents to the pain clinic with the diagnosis of
fibromyalgia syndrome. The nurse at the clinic obtains a history and physical
assessment of the patient. (Learning Objective 2)
a. On what areas should the nurse concentrate when interviewing the patient
during the history process?
b. On what areas should the nurse concentrate when assessing the patient?
c. What diagnostic tests are used with fibromyalgia syndrome?

goldworm200

NURSING 2NN3: Ethics Group Facilitation Criteria (002)

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