Nursing

Health Care Financing
Health Care Financing
A. Compare the U.S. healthcare system with the healthcare system of Great Britain, Japan, Germany, or Switzerland, by doing the following:
1. Identify one country from the following list whose healthcare system you will compare to the U.S. healthcare system: Great Britain, Japan, Germany, or Switzerland.
2. Compare access between the two healthcare systems for children, people who are unemployed, and people who are retired.
a. Discuss coverage for medications in the two healthcare systems.
b. Determine the requirements to get a referral to see a specialist in the two healthcare systems.
c. Discuss coverage for preexisting conditions in the two healthcare systems.
3. Explain two financial implications for patients with regard to the healthcare delivery differences between the two countries (i.e.; how are the patients financially impacted).
B. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
Several legislative, public policy, and insurance company-driven initiatives have already attempted to radically alter the way health care is financed and delivered in the United States.
Although those initiatives may have appeared to be significant changes at the time—think of managed care—the results turned out to be more akin to minor tweaks to a health-care system that appeared to be nearly unmanageable in terms of controlling costs and delivering a uniformly high level of quality.
In truth, the United States’ health-care system is still on an unsustainable financial path.
Spending continues to grow faster than inflation.
Meanwhile, despite the large sums of money spent, patient health results in the United States frequently lag behind those in other nations that spend significantly less.
When the Patient Protection and Affordable Care Act (PPACA) was passed into law in March of 2010, it brought about comprehensive health-care reform.
Depending on one’s perspective, the Affordable Care Act (ACA) set the United States’ health-care system on a drastically divergent route.
Whether or whether that trajectory is regarded positive depends on one’s political views.
In any case, we look to be entering a period of health-care reform that aims to bring about a structural transformation in health-care funding unlike anything we’ve seen before.
The way physician assistants (PAs), physicians, and other health professionals will be compensated for the services they provide is undergoing tremendous change.
PAs must comprehend how they will adapt to a “new normal” in health care as practices, hospitals, and health systems reinvent themselves and build new practice and payment models.
Value-based reimbursement, value-based purchasing, and a transition from fee-for-service to fee-for-value are all important concepts in health care today.
Depending on who you are and where you are in the health-care system, value might have many different connotations.
In the context of reimbursement, value is defined as the health outcome obtained for the amount of money spent.
1,2
What does value-based reimbursement or value-based payments imply?
It focuses on providing preventive care and intervention earlier in the disease process, delivering that care in lower-cost settings (for example, in the office or at the patient’s home rather than in an acute or urgent care setting), and having health professionals focus on improving both individual and population health.
All of this must happen while minimizing the amount of unnecessary emergency department visits and hospitalizations, as well as hospital readmissions.
The shift to more creative health-care delivery system concepts like community health, value-based reimbursement, and bundled and episodic payments is still underway.
However, the shift has taken longer than many had anticipated.
Despite the efforts of the Medicare program and a few of commercial insurers to move the needle ahead, many health-care professionals remain firmly entrenched in the fee-for-service compensation universe.

HIV Day Four Assignment
Find on LIRN the following article and submit a summary of 2 pages in APA format:
Caring for older HIV-positive men who have sex with men. (Ridgers, Hazel). Nursing Standard.
For the presentation, insure information is referenced and cited in your slides. The presentation should start with a title slide and end with a reference slides. At least 3 references are required for this assignment. If you include pictures, your pictures should also be referenced and cited.
Now students will add the narrative to their power point using one of the following tools.
VoiceThread () – VoiceThread allows you to upload, share and discuss documents, presentations, images, audio files and videos (over 50 different types of media can be used in a VoiceThread). Within the presentation, you can comment on VoiceThread slides using one of five options: Microphone, webcam, text, phone, and audio-file upload. VoiceThreads can be used to create microlectures by: HIV Day Four Assignment
HIV is a virus that attacks and affects the immune system, making other infections and diseases more likely.
If left untreated, the infection could proceed to a more advanced stage known as AIDS.
People with HIV who have access to high-quality healthcare are much less likely to acquire AIDS once they begin HIV treatment.
HIV has become a manageable condition, according to specialists such as the World Health Organization (WHO)Trusted Source, and many individuals with HIV live long, healthy lives.
If a person with HIV takes antiretroviral medicine on a regular basis, their life expectancy is now approaching that of someone who tests negative for the infection.
Worldwide, roughly 68 percent of adults and 53 percent of children with HIV were on lifelong therapy as of 2019.
The symptoms, causes, and therapies of HIV and AIDS are discussed in this article.
What exactly is HIV?
Getty Images/TEK IMAGE/SCIENCE PHOTO LIBRARY
The “human immunodeficiency virus,” or HIV, is a virus that affects immune cells known as CD4 cells.
These are different types of T cells, which are white blood cells that circulate throughout the body, detecting infections as well as flaws and irregularities in other cells.
HIV seeks out and infiltrates CD4 cells, which it then uses to multiply the virus.
As a result, the cells are destroyed, and the body’s ability to fight various infections and diseases is harmed.
This raises the risk of opportunistic infections and various cancers, as well as their severity.
It’s worth mentioning, too, that some people might have HIV for a long time without showing any signs or symptoms.
Although HIV is a lifelong illness, there are medicines and tactics that can stop the virus from spreading and the infection from developing.
What exactly is AIDS?
“Acquired immunodeficiency syndrome” is the acronym for “acquired immunodeficiency syndrome.”
HIV infection has progressed to this stage.
A CD4 count of less than 200 cells per cubic millimeter is used by doctors to diagnose AIDS.
They may also diagnose AIDS if a person has opportunistic infections, cancers associated with AIDS, or both.
If a person with HIV is not treated, AIDS will most likely develop as the immune system breaks down.
Advances in antiretroviral therapy, on the other hand, have made the progression to AIDS less common.
In 2018, the United States had more than 1.1 million HIV-positive persons and 6,000 AIDS-related deaths.
Visit our dedicated portal for additional in-depth information and resources on HIV and AIDS.
Causes
When HIV-infected body fluids come into touch with a permeable barrier in the body or small gaps in moist tissues in locations like the genitals, the virus can spread.
HIV can be transmitted in a variety of ways, including:
blood ssemen
pre-seminal fluid is a type of pre-seminal fluid that is
fluids in the vaginal canal
fluids in the rectal cavity
milk from a mother
Because the virus cannot be transmitted by saliva, a person cannot catch HIV by kissing with their lips open.
Anal or vaginal intercourse is one of the most common ways for HIV to spread in the United States.
People must not be utilizing barrier protection, such as a condom, or taking pre-exposure prophylaxis (PrEP), a treatment that tries to prevent HIV transmission among people with known risk factors, in order for transmission to occur.
Sharing injecting equipment is another major source of HIV transmission in the country.
HIV is transmitted to babies less frequently during pregnancy, childbirth, or breastfeeding.
There is also the possibility of transmission through blood transfusions, however the risk is extremely minimal when blood donations are properly checked.
HIV Day Four Assignment
Untransmittable = undetectable
HIV can only be spread through bodily fluids containing a specific quantity of the virus.
If a person’s HIV levels are undetectable, the virus cannot spread to another person.
The fact that undetectable quantities of HIV are untransmittable is sometimes referred to as a shorthand:
U=U.
When the amount of HIV in the body is so low that a blood test cannot detect it, doctors consider it undetectable.
To maintain undetectable levels, a person must obtain efficient therapy on a regular basis and adhere to the specified treatment plan, which usually entails taking drugs every day.
A person with undetectable levels of HIV nonetheless retains the virus, and sustaining this status requires regular blood testing.
HIV Day Four Assignment

Assignment: Community Teaching Proposal
Assignment: Community Teaching Proposal
Note: This is an individual assignment. Applying what you have learned thus far, develop a community teaching proposal designed to address the needs of your community.
Select one of the following as the focus for the teaching plan:
Primary Prevention/Health Promotion
Secondary Prevention/Screenings for a Vulnerable Population
Bioterrorism/Disaster
Environmental Issues
Complete the “Community Teaching Work Plan Proposal.” This will help you organize your plan and create an outline for the written assignment.
After completing the teaching proposal, review the teaching plan with a community health and public health provider in your local community.
Request feedback (strengths and opportunities for improvement) from the provider.
Complete the “Community Teaching Experience” form.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
Based on the required topic study materials, write a reflection about worldview and respond to following:
In 250-300 words, explain the Christian perspective of the nature of spirituality and ethics in contrast to the perspective of postmodern relativism within health care.
In 250-300 words, explain what scientism is and describe two of the main arguments against it.
In 750-1,000 words, answer each of the worldview questions according to your own personal perspective and worldview: (a) What is ultimate reality? (b) What is the nature of the universe? (c) What is a human being? (d) What is knowledge? (e) What is your basis of ethics? (f) What is the purpose of your existence?
Remember to support your reflection with the topic study materials. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines.
Rubric
· Explanation of the Christian perspective of the nature of spirituality and ethics in contrast to the perspective of postmodern relativism is clear, detailed, and demonstrates a deep understanding of the subject. Explanation is supported by topic study materials.
· Explanation of scientism is clear and accurate. Explanations of two main arguments against scientism are clear and insightful. Details are clearly supported by topic study materials.
· Each of the worldview questions is answered clearly and with deep personal insight.
· Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
· Writer is clearly in command of standard, written, academic English.
· Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
· All format elements are correct.

Clinical Decision Case Assignment
Clinical Decision Case Assignment
CLINICAL CASE DECISION INSTRUCTIONS
Grading Criteria for Clinical Case Decisions:
The highest potential points for each Clinical Case Decision Question are 15-points. Students are required to upload their response as a word document attachment to the assignment drop box.
Each uploaded response is worth a possible 15 points.
Your comments should be substantiated and substantive. Postings require two citations from 1 scholarly journal and/or 1 outside text book Text books assigned to this course may be used for an additional citation only.
Each of the two references must be from a different reference source.
To gain full credit for the assignment, the response must be a full page discussion, but no more than three (3) pages in length, which includes the reference list.
Students are required to use APA format, proper citations, and references. Students using direct quotes from referenced sources in the body of the paper must include quotations.
Students will be assigned to a question.
Clinical Cases
You have been assigned two (2) cases to provide analysis. All cases should include the following:
a. Pathophysiology and pharmacology of the disease
b. Expected signs and symptoms of the disease.
c. Nursing Diagnosis with a plan of care.
d. All questions pertaining to the case are listed under each case.
Clinical Decision Cases
C1. Mr. Appel has a severe chronic obstructive pulmonary disease (COPD). He is admitted to the hospital with a respiratory infection and increased dyspnea; yellow, purulent sputum; anxiety; and diaphoresis. He states he feels weak and tired. He routinely takes a diuretic (furosemide) and his pulmonary medications. The following laboratory values are obtained:
Arterial blood gases:
pH 7.25 Serum sodium (Na+) 140 mEq/L
PaO2 60 mmHg Serum potassium (K+) 2.0 mEq/L
PaCO2 78 mmHg Serum chloride (Cl–) 105 mEq/L
HCO3– 34 mEq/l
a. What type of electrolyte imbalance does Mr. Appel have?
b. Interpret his ABGs.
C2. Mr. Jones is admitted to the hospital with an exacerbation of heart failure. He has +3 peripheral edema of the lower extremities.
a. What are the possible causes of his peripheral edema?

Organization Compliance Rate
Investigate your organization’s compliance rate with one specific core measure of your choice and write a 2-page (maximum) executive summary analyzing the financial and regulatory impact of organizational compliance with your chosen measure. Include recommendations for improving performance on the measure.
In order to promote safe, caring, patient-centered environments, nurse leaders must both conceptually understand and be proficient at performing a wide variety of leadership skills. Effective nursing leaders develop and maintain awareness of issues that emerge at many levels within and outside of their organizations. In addition to developing self-assessing competencies necessary for their roles, nurse leaders must also acquire organizational and systems leadership skill sets.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 4: Policy, Finance, and Regulations – Understand the scope and role of policy, finance, and regulatory environments in relationship to individual and population outcomes.
. Compare the compliance rates of a specific measure for different organizations.
. Explain the importance of compliance in terms of policy, regulation, and finance.
· Competency 5: Communication – Communicate effectively with all members of the health care team, including interdepartmental and interdisciplinary collaboration for quality outcomes.
. Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a nursing professional.
· Competency 6: Organizational and Systems Management – Apply knowledge of organizational behavior, nursing theory, and systems (micro- and macro-) as appropriate for the scope and role of one’s own practice.
. Explain strategies to overcome described organizational barriers to change.
· Competency 9: Professional Role – Incorporate the qualities, skills, behaviors, and knowledge required to function as a patient advocate, practice high-quality care, assess and evaluate patient outcomes, and provide leadership in improving care.
. Identify the stakeholders affected by changes to a specific compliance measure and describe changes that would improve compliance of a specific measure.
For this assessment, write an executive summary analyzing the financial and regulatory impact of organizational compliance with a specific core measure of your choice. The summary must include recommendations for improving performance on the measure.
You must be able to explain the financial implications associated with the measure, as well as its importance in terms of policy, regulation, and finance. This is another good opportunity to consult with a key stakeholder within the organization. Talking to someone who works closely with the organization’s finances can help you develop a deeper understanding of the financial aspects of compliance. You also need to suggest ways your organization can improve compliance and how you would implement changes and overcome obstacles.
This may seem like an enormous undertaking, but you should approach it as if you were to present this information to your supervisor or manager. Keeping in mind that people in these positions do not have time to read a 10–12-page report, you would typically give them only an executive summary of your analyses and recommendations. That means that you will need to be very clear and very concise with the information you choose to include in the executive summary. Say as much as possible with as few words as possible.
Directions
Select a core measure and investigate your organization’s compliance rate with the measure. In your executive summary, address the following:
1. Compare the compliance rates of your organization with those of other organizations.
2. Explain why the measure is important in terms of policy, regulation, and finance.
3. Describe changes that could be made that would improve compliance with the measure.
4. Identify the stakeholders who would be affected by the changes.
5. Identify obstacles you would expect to encounter and explain strategies to overcome these obstacles.
Additional Requirements
· Format: Include a title page and references page. As this is an executive summary, do not use APA style and formatting. To determine the appropriate format, it may be helpful for you to review the documents used in your organization. How do they look? What kind of language is used in memos? These can help guide your development of this executive summary. Certainly, feel free to use bullet points as appropriate.
· Length: Write a 2–3-page (maximum) summary of your information, not including the title page and references page.
Organization Compliance Rate
· References: You must still reference scholarly resources to support your work. Use at least three current scholarly or professional resources.
Organization Compliance Rate
· Font: Use 12-point, Times New Roman font.

Dashboard For A Health Care Organization
Review the performance dashboard for a health care organization, as well as relevant local, state, and federal laws and policies. Then, write a report for senior leaders in the organization that communicates your analysis and evaluation of the current state of organizational performance, including a recommended metric to target for improvement.
Maintaining standards and promoting quality in modern health care are crucial, not only for the care of patients, but also for the continuing success and financial viability of health care organizations. In the era of health care reform, health care leaders must understand what quality care entails and how quality in health care connects to the standards set by relevant federal, state, and local laws and policies. An understanding of relevant benchmarks that result from these laws and policies, and how they relate to quality care and regulatory standards, is also vitally important.
· Health care is a dynamic, complex, and heavily regulated industry. For this reason, you will be expected to constantly scan the external environment for emerging laws, new regulations, and changing industry standards. You may discover that as new policies are enacted into law, ambiguity in interpretation of various facets of the law may occur. Sometimes, new laws conflict with preexisting laws and regulations, or unexpected implementation issues arise, which may warrant further clarification from lawmakers. Adding partisan politics and social media to the mix can further complicate understanding of the process and buy-in from stakeholders.
How many health care laws can you name that affect your practice in your current or future workplace? How do they impact your daily work? How many regulatory agencies oversee the types of services your health care organization provides? Which regulatory agencies apply to your workplace setting? Are you familiar with the process of complying with those agencies in order to maintain certification? You might be overwhelmed as you consider these broad questions.
· 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 family member, 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.
What local, state, or federal health care policies or laws set benchmarks and standards reflected in performance dashboards common in your professional area of practice?
· What are the potential challenges or opportunities for health care organizations or interprofessional teams in meeting prescribed performance benchmarks and standards? Factors you might consider include the organization’s mission, its size and resources, operational policies and procedures, and the population the organization serves.
· Preparation
For this assessment, you may choose one of the following three options for a performance dashboard to use as the basis for your benchmark evaluation.
Option 1: Dashboard and Health Care Benchmark Evaluation Simulation
If you decide to use one of the simulation dashboards for your evaluation, review both dashboards, as well as the relevant local, state, and federal laws and policies linked in each dashboard. Choose one of the dashboards and consider the metrics within it that are falling short of the prescribed benchmarks.
Option 2: Actual Dashboard From a Professional Practice Setting
If you choose an actual dashboard from a professional practice setting for your evaluation, be sure to add a brief description of the organization and setting that includes:
· The size of the facility that the dashboard is reporting on.
· The specific type of care delivery.
· The population diversity and ethnicity demographics.
· The socioeconomic level of the population served by the organization.
Note: Ensure that your data is Health Insurance Portability and Accountability Act (HIPAA) compliant. Do not use any easily identifiable organization or patient information.
Option 3: Hypothetical Dashboard Based on a Professional Practice Setting
If you have a sophisticated understanding of dashboards that are relevant to your own practice, you may also construct a hypothetical dashboard for your evaluation, based on that setting. Your hypothetical dashboard must present at least four different metrics, at least two of which must be under-performing the relevant benchmark set forth by a federal, state, or local laws or policies. In addition, be sure to add a brief description of the organization and setting that includes:
· The size of the facility that the dashboard is reporting on.
· The specific type of care delivery.
· The population diversity and ethnicity demographics.
· The socioeconomic level of the population served by the organization.
Note: Ensure that your data is HIPAA compliant. Do not use any easily identifiable organization or patient information.
Report Requirements
Structure your report in such a way that it would be easy for a colleague or supervisor to locate the information they need. Be sure to cite relevant local, state, or federal health care laws or policies when evaluating metric performance against prescribed benchmarks. Cite an additional 2–4 credible sources to support your analysis and evaluation of the challenges in meeting the benchmarks, the potential for performance improvement, and your advocacy for ethical action.
Note: The tasks outlined below correspond to grading criteria in the scoring guide.

Assignment: Significance of Music In Healthcare
Assignment: Significance of Music In Healthcare
Assignment: Significance of Music In Healthcare
Main
Similar Questions
it is a assignment 3 in C4elink.org. I need to you login and listen to the pieces of music that just is 4:08. The principles of unity & variety apply to all music, regardless of compositional style or historical period.
Now that you are familiar with the concepts in the first section of the course (Basic Musical Concepts), and you have seen how they work on different pieces of music, try your hand, mouse, and ears at how they operate in a music selection that you may not have heard yet.
Cherry Pink and Apple Blossom White (4:08)
Your analysis should include:
The number of different musical ideas in the piece (for example, can we say that there are two ideas A and B? Or is there only one?)
The timings (start and stop times) of the different sections of the piece. (Hint: Listen for changes in musical ideas and timbre, for example, points when different instruments come in or give way to others.)
How unity and variety are exemplified in those sections through the use of:
a) Dynamics: Where does the music get louder or softer? Is there any apparent reason for those changes?
b) Timbre: Where do instruments take over the melody or a solo passage?
c) Pitch: What is the general pitch level of the piece? Are there wide variations in pitch level?
Although there are sections that feature one instrument over others, whether you think this is a piece for a solo performer or for an ensemble
A list of the characteristics of the musical style closest to the one this piece exemplifies. (Hint: Look at the last lecture in the first section of the course)
Whether you think this piece serves (or could serve) a specific purpose.
Whether or not it has any specific connotation(s) for you.
Submission Instructions
Click “Add Submission”
Use the text entry box and/or upload a file to add your assignment.
Click “Save Changes.” You will have the option to “Edit Submission” after you have saved your changes to continue working on your assignment.
Click “Submit Assignment” when you are ready to submit your assignment to your instructor.
Click “Continue” at the prompt “Are you sure you want to submit your work for grading? You will not be able to make any more changes.”

Muscle Weakness In The Face Case Study Assignment
APA format, three references, at least 300 words
Review the following case study:
Chief Complaint:
A 23-year-old woman presents with complaints of muscle weakness in the face.
History:
The patient is a 23-year-old administrative assistant who complains of intermittent muscle weakness in her face that has been getting worse over the past 3 months. She also states that as she chews, her jaws feel tired. Swallowing has also become difficult. She reports episodes of double vision (diplopia), which seems to occur after reading for a few minutes in the late evening. With certain strenuous activities or after typing for long periods of time at work, she reports problems with bilateral arm weakness.
Physical Examination:
Notable ptosis (drooping) of the eyelids after repeated blinking exercises. When asked to smile, she appears to be snarling. Reflexes and sensation are normal in both upper and lower extremities. There is considerable weakness of the arms noted bilaterally after exercise.
Case Questions:
Is the patient’s condition neurological, musculoskeletal, or both? Explain why and support your thoughts with evidence-based literature. What would be a possible neurologic or musculoskeletal condition causing the symptoms?
Explain the pathophysiology behind the condition.
What pharmacological agent(s) are commonly used to treat the disorder and how do the agent(s) alter the pathophysiology of the condition?
What would be your educational plan for the patient?
CASE STUDY: Chief Complaint: A 26-year-old woman with muscle weakness in the face.
History: Jill Rothman, a 26-year-old gymnastics instructor, presents with complaints of muscle weakness in her face that comes and goes, but has been getting worse over the past two months. Most notably, she complains that her “jaw gets tired” as she chews and that swallowing has become difficult. She also notes diplopia (“double vision”) which seems to come on late in the evening, particularly after reading for a few minutes. At work, it has become increasingly difficult to “spot” her gymnasts during acrobatic moves because of upper arm weakness.
On physical examination, she has notable ptosis (“drooping”) of both eyelids after repeated blinking exercises. When smiling, she appears to be snarling. Electromyographic testing revealed progressive weakness and decreased amplitude of contraction of the distal arm muscles upon repeated mild shocks (5 shocks per second) of the ulnar and median nerves. Both her symptoms and electromyographic findings were reversed within 40 seconds of intravenous administration of edrophonium (Tensilon), an acetylcholinesterase inhibitor (i.e. an “anticholinesterase”). Blood testing revealed high levels of an anti-acetylcholine receptor antibody in her plasma, and a diagnosis of myasthenia gravis was made.
Jill was treated with pyridostigmine bromide, which is a long-acting anticholinesterase drug, and was also started on prednisone, which is a corticosteroid drug. She also underwent occasional plasmapheresis when her symptoms became especially severe. She was given a prescription of atropine as needed to reduce the nausea, abdominal cramps, diarrhea, and excessive salivation she experienced as side effects of the anticholinesterase drug.
Case Study Critical Thinking Questions
1.Why is this young woman experiencing difficulty chewing and double vision? In your answer, state the name of the disease and provide its definition.
2. How are the anti-acetylcholine receptor antibodies interfering with her normal skeletal muscle activity? In your answer, describe the NORMAL mechanism beginning with the presynaptic motor neuron and contrast this to the PATHOPHYSIOLOGY occurring in the MG patient.
3. How do the anticholinesterase drugs act to improve Jill’s skeletal muscle function? Describe the mechanism behind how pyridostigmine bromide functions and how this helps the MG patient.
Name of the disease is Myasthenia gravis, It is an autoimmune disease that causes chronic, progressive damage of the neuromuscular junction. It is caused, when immune system inappropriately produces antibodies that bind to and block acetylcholin………

Assignment: Organ Conscription
Assignment: Organ Conscription
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.
Assignment: Organ Conscription
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 school 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.
Assignment: Organ Conscription
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
Robbing the Dead: The Ethical Implications of Organ Donation
One of the primary ideas that guides the work of health-care providers is the goal of extending life as much as feasible. The application of both natural and artificial methods of lifesaving is essential under this paradigm. Some of the proposed approaches, such as organ conscription, are, on the other hand, problematic from an ethical standpoint. Health-care providers are prompted to extract organs from recently deceased patients in order to facilitate transplantation through this technique. Consent would be neither required nor requested unless in the case of minor deviations. Because the organs are sourced from cadavers, there is no way to opt out of the procedure. The procedure is a ground-breaking, revolutionary solution to the problem of organ transplantation. This study investigates the circumstances under which consent would be required or not, the fairness of the policy, and alternative strategies for expanding the number of eligible donor organs.
Consent Requirements and Justifications
Cadaveric organ donation is one of the medical operations that are guided by the idea of autonomous decision making. Before acquiring any organ, it is critical to guarantee that the donor has given some indication of consent; but, when a person is already deceased, this concern lacks solid foundation. According to Segal and Truog (2017), the primary concern with organ conscription is posthumous wishes and the dignity provided to life, whether it is living or dead. In general, while considering extending transplantation possibilities, it is critical to recognize that people have made a voluntary decision about what they want to do with their bodies even after they have died.
Concerning the problem of permission, it would be superfluous to consent to the conscription of cadaveric organs if a person’s relatives could not be identified or located. People have died strangely in the past, to the point where no afterlife rituals have been done and their bodies have been buried in the form of waste disposals. In such circumstances, it can be assumed that such organizations do not have ethical backgrounds that would preclude them from being conscripted. The other situation is when it is possible to determine the religious background of the cadaver. According to Shaw et al. (2018), religious concerns constitute the basis for the majority of conceivable exceptions regarded to be barriers to conscription. If a person’s background can be traced, such as in the case of atheists, removing their organs for conscription would be ethically permissible.
Conscription, on the other hand, would require the assent of the individual in question. One of these situations is when there is a legal obligation to respect a person’s wishes. In practice, health-care practitioners must adhere to the non-interference principle in order to deliver effective care. This concept is applied in most cases, and it is the state that determines the extent to which people’s wishes are interfered with after they die. Assuming that the available information is compelling that they were constrained by religious beliefs at some point in their lives or that they had stated an imprecise intention regarding the use of their bodies after death, agreement from proxies should be sought. In order to prevent ethical concerns or violations of donor registration guidelines, the primary reason is to avoid donor registration.
Fairness in the Conscription Process
Despite the opposing viewpoints, conscription of cadaveric organs is strongly advocated in order to increase the number of organ transplants. The procedure is typically supported by the fundamental concept of utilitarian theory, which holds that activities are right as long as they result in pleasure and happiness for the individual (Munson, 2014). From a utilitarian standpoint, organ conscription is a fair practice because it improves joy and satisfaction while causing no harm to the lives of those who have passed away.
People with end-stage organ disease (ESOD) and those who have just died are bound together, which is another example of the fairness of organ conscription in practice. It has been suggested by Loughery et al. (2018) that these people are inescapably linked together by the fact that one side comprises people whose lives can be saved or prolonged while the other side contains people who have priceless resources that are not beneficial to them. In this context, conscription is just a means of accessing a resource that should be available to society at no cost, without compromising the principles of self-determination and dignity. The difficulty can be simply grasped without adding to the complexity of the matter by bringing in religious, cultural, and emotional attachments into the mix. A large number of people die while waiting for an organ transplant, while a smaller number of people die with viable, functional organs that can be retrieved for transplantation. Overall, conscription is fair and just, but it is not fair and just from a medical standpoint.
Increasing the number of available organ donors
It is critical to assist life-changing procedures, such as increasing the availability of donor organs, in order to save lives. When it comes to organ donation, Munson (2014) takes a utilitarian approach to the process. As long as the procedure is carried out for the benefit of the broader public, it is rational. One of the possible approaches that Munson explores for expanding the number of eligible donor organs is the payment of living donors. When it comes to organ sales, the world should not restrict them on the grounds that compensated donation decreases altruism in society and may limit the number of organ donations made by deceased donors. This approach should be supported since the ultimate goal should be to save and prolong lives to the greatest extent possible, provided that there is consent or supposed consent to the procedure.
Last but not least, developing a universally agreed-upon opinion on the conscription of cadaveric organs is a difficult undertaking. The issue of consent appears to be at the heart of the debate around it, as it is critical to respect the decisions made by cadavers about what to do with their organs after they have died. Although informed consent is essential, it is also important to consider the matter from a medical standpoint. As a first step toward a more supportive environment for life, the world must shift away from its current religious and cultural viewpoints on the deceased and instead be directed by the view of body parts as valuable resources.

BIO 220 Grand Canyon Week 5 Discussion 1
Explain why biodiversity is important for the survival of species, including humans. How could the destruction of the rainforest, and its biodiversity, affect people living in the United States?