M2 Assignment 2 SubmissionAssignment Due June 27 at 11:59 PM

Assignment 2: Errors in Reasoning

In this assignment, you will select one of the topics listed below. Using what you know about the topic, describe at least four claims that might commonly be made that display some of the errors in reasoning covered in this module’s readings. You may have to do a bit of research to find popular positions on these topics.

For example, if the claim is: Children should not be allowed to play violent video games.

Then four common claims about the subject might be:

1. Children have always played violent games and they turned out okay.
2. Dr. Dre says that violent video games are okay.
3. Everybody knows that violent video games don’t cause problems.
4. Many countries banned violent video games and they have higher crime rates than we do.

And the errors they represent might be:

1. Children have always played violent games and they turned out okay (appeal to tradition and false analogy).
2. Dr. Dre says that violent video games are okay (argument by mistaken authority).
3. Everybody knows that violent video games don’t cause problems (appeal to common belief).
4. Many countries banned violent video games and they have higher crime rates than we do (post hoc ergo propter hoc).

Because

1. Any sentence that talks about how we have always done something as a way to justify doing it is an appeal to tradition.
2. The claim looks like it comes from an authority, but Dr. Dre is a musician, not a doctor.
3. Any claim that says that everyone knows something as a way to justify doing it is an appeal to common belief.
4. Showing that two things happened (that video games are accepted and crime is up) does not prove that the two things are related or that the first caused the second; this is called post hoc ergo propter hoc, which means after this, so because of this.

Select one of these topics. Using what you know about the topic and additional research you conduct, describe at least four claims that might commonly be made that display some of the errors in reasoning covered in this module’s readings.

1. Should people under 18 be subjected to legal curfews or restricted driving privileges?
2. Should libraries be required to install filtering software or otherwise censor the materials that they provide?
3. Should insurance companies be required to pay for breast reconstruction, birth control pills, or Viagra?
4. Should the use of camera phones be banned in gymnasiums or other locations?

Write your 600-word response in the Microsoft Word document format. 

Assignment 2 Grading Criteria Maximum Points

Provided at least four commonly made claims about your selected topic (four common claims).40

Named the errors found in each common claim (the errors represented).30

Explained what factors show that the error is present (definitions).20

Applied current APA standards for editorial style, expression of ideas, and format of text, citations, and references. Professionally presented the response by using good grammar, spelling, and punctuation.10                 Total:100 pts

Fill out the plan sheet based on your analysis of Phoenix Jackson from “A Worn Path” story. You should type your responses on the plan sheet.

Author/title:  “A Worn Path” by Eudora Welty. 

Importance of Character: Fully explain what this character tells us about the human condition and our own lives. (The human condition is briefly defined here http://encyclopedia.thefreedictionary.com/human+condition (Links to an external site.). A good “importance of character” statement can help lead to a good thesis statement).  (5 pts)

Thesis: Makes an assertion about the character in a clear and concise statement and includes subpoints that show you’ve analyzed the inner character of the character. Or, you can list two or three of the main traits you see in the character. For example:  Scrooge shows through his words and actions he is a profoundly miserable person, but when he is forced to see how his actions hurt others as well as himself, he transforms into a kind and loving person.  (5 pts)

Subpoints: At least two subpoints and supporting quotes (Note: Only one phrase or sentence quote is necessary per paragraph, but it’s good to select at least two quotes that support each subpoint, so you can pick from those quotes while drafting your essay.)  Topic sentences tie directly into thesis. (5 pts)

Conclusion:  A working statement in one or more sentences that sums up your ideas. (5 pts)

The book pdf is here so you can go there and find the full story. It’s on chapter 23. Thank you.

Use the same format of  the Soap Note Rubric that I attached as an example below.
Use APA format and must include minimum of 2 Scholarly Citations.

  

Guidelines for Focused SOAP Notes

· Label each section of the SOAP note (each body part and system).

· Do not use unnecessary words or complete sentences.

· Use Standard Abbreviations 

S: SUBJECTIVE DATA (information the patient/caregiver tells you).

Chief Complaint (CC): a statement describing the patient’s symptoms, problems, condition, diagnosis, physician-recommended return(s) for this patient visit. The patient’s own words should be in quotes. 

History of present illness (HPI): a chronological description of the development of the patient’s chief complaint from the first symptom or from the previous encounter to the present. Include the eight variables (Onset, Location, Duration, Characteristics, Aggravating Factors, Relieving Factors, Treatment, Severity-OLDCARTS), or an update on health status since the last patient encounter. 

Past Medical History (PMH): Update current medications, allergies, prior illnesses and injuries, operations and hospitalizations allergies, age-appropriate immunization status. 

Family History (FH): Update significant medical information about the patient’s family (parents, siblings, and children). Include specific diseases related to problems identified in CC, HPI or ROS. 

Social History(SH): An age-appropriate review of significant activities that may include information such as marital status, living arrangements, occupation, history of use of drugs, alcohol or tobacco, extent of education and sexual history. 

Review of Systems (ROS). There are 14 systems for review. List positive findings and pertinent negatives in systems directly related to the systems identified in the CC and symptoms which have occurred since last visit; (1) constitutional symptoms (e.g., fever, weight loss), (2) eyes, (3) ears, nose, mouth and throat, (4) cardiovascular, (5) respiratory, (6) gastrointestinal, (7) genitourinary, (8) musculoskeletal, (9-}.integument (skin and/or breast), (10) neurological, (11) psychiatric, (12) endocrine, (13) hematological/lymphatic, {14) allergic/immunologic. The ROS should mirror the PE findings section.

0: OBJECTIVE DATA (information you observe, assessment findings, lab results). 

Sufficient physical exam should be performed to evaluate areas suggested by the history and patient’s progress since last visit. Document specific abnormal and relevant negative findings. Abnormal or unexpected findings should be described. You should include only the information which was provided in the case study, do not include additional data. 

Record observations for the following systems if applicable to this patient encounter (there are 12 possible systems for examination): Constitutional (e.g. vita! signs, general appearance), Eyes, ENT/mouth, Cardiovascular, Respiratory, GI, GU, Musculoskeletal, Skin, Neurological, Psychiatric, Hematological/lymphatic/immunologic/lab testing. The focused PE should only include systems for which you have been given data. 

NOTE: Should be assessed the patient regardless of the chief complaint.

Testing Results: Results of any diagnostic or lab testing ordered during that patient visit. 

A: ASSESSMENT: (this is your diagnosis (es) with the appropriate ICD 10 code)

 

List and number the possible diagnoses (problems) you have identified. These diagnoses are the conclusions you have drawn from the subjective and objective data. 

Remember: Your subjective and objective data should support your diagnoses and your therapeutic plan.

Do not write that a diagnosis is to be “ruled out” rather state the working definitions of each differential or primary diagnosis (es).

For each diagnoses provide a cited rationale for choosing this diagnosis. This rationale includes a one sentence cited definition of the diagnosis (es) the pathophysiology, the common signs and symptoms, the patients presenting signs and symptoms and the focused PE findings and tests results that support the dx. Include the interpretation of all lab data given in the case study and explain how those results support your chosen diagnosis. 

P: PLAN (this is your treatment plan specific to this patient). Each step of your plan must include an EBP citation. 

1. Medications write out the prescription including dispensing information and provide EBP to support ordering each medication. Be sure to include both prescription and OTC medications. 

2. Additional diagnostic tests include EBP citations to support ordering additional tests

3. Education this is part of the chart and should be brief, this is not a patient education sheet and needs to have a reference. 

4. Referrals include citations to support a referral 

5. Follow up. Patient follow-up should be specified with time or circumstances of return. You must provide a reference for your decision on when to follow up. 

 

Please no plagiarism !!!. 

You currently work for a retail store that carries basic household goods, some groceries, and health and beauty products. The store is located in the small community (approximately 5,000 total residents) in which you live and is looking to expand its operations in some way.

For this assignment, you are required to develop a major project proposal to be undertaken by your employer. You may decide to expand your product offerings or open an additional store in an adjacent community, for example.

You may use figure 2.4A and B in chapter 2 of your textbook as a general outline of what your proposal should entail. Your project proposal must include the following components:

1. Project title
2. Project manager (yourself)
3. Problem definition or project rationale: Describe the problem or opportunity for improvement.
4. Goal definition: Describe the project goals.
5. Objective definition: Quantify the savings or benefits you expect from completing this project. How much will it cost (hours, materials, methods, equipment, etc.)? Estimate how long the project will take to complete.
6. Resources: Identify the resources necessary to complete the project.
7. Risk analysis: Identify the major risks associated with undertaking this project. How likely is it that these risks will occur? How will the project be impacted if these risks occur?

Refer to “The Retail Store” for additional information about your organization.

Prepare this assignment according to the guidelines found in the APA Style Guide,

SCENARIO

It is 3:30 p.m. on a Thursday and Mr. B, a 67-year-old patient, arrives at the six-room emergency department (ED) of a sixty-bed rural hospital. He has been brought to the hospital by his son and neighbor. At this time, Mr. B is moaning and complaining of severe pain to his (L) leg and hip area. He states he lost his balance and fell after tripping over his dog.

Mr. B was admitted to the triage room where his vital signs were B/P 120/80, HR-88 (regular), T-98.6, and R-32, and his weight was recorded at 175 pounds. Mr. B. states that he has no known allergies and no previous falls. He states, “My hip area and leg hurt really bad. I have never had anything like this before.” Patient rates pain at 10 out of 10 on the numerical verbal pain scale. He appears to be in moderate distress. His (L) leg appears shortened with swelling (edema in the calf), ecchymosis, and limited range of motion (ROM). Mr. B’s leg is stabilized and then is further evaluated and discharged from triage to the emergency department (ED) patient room. He is admitted by Nurse J. Nurse J finds that Mr. B has a history of impaired glucose tolerance and prostate cancer. At Mr. B’s last visit with his primary care physician, laboratory data revealed elevated cholesterol and lipids. Mr. B’s current medications are atorvastatin and oxycodone for chronic back pain. After Mr. B’s assessment is completed, Nurse J informs Dr. T, the ED physician, of admission findings, and Dr. T proceeds to examine Mr. B.

Staffing on this day consists of two nurses (one RN and one LPN), one secretary, and one emergency department physician. Respiratory therapy is in-house and available as needed. At the time of Mr. B’s arrival, the ED staff is caring for two other patients. One patient is a 43-year-old female complaining of a throbbing headache. The patient rates current pain at 4 out of 10 on numerical verbal pain scale. The patient states that she has a history of migraines. She received treatment, remains stable, and discharge is pending. The second patient is an eight-year-old boy being evaluated for possible appendicitis. Laboratory results are pending for this patient. Both of these patients were examined, evaluated, and cared for by Dr. T and are awaiting further treatment or orders.

After evaluation of Mr. B, Dr. T writes the order for Nurse J to administer diazepam 5 mg IVP to Mr. B. The medication diazepam is administered IVP at 4:05 p.m. After five minutes, the diazepam appears to have had no effect on Mr. B, and Dr. T instructs Nurse J to administer hydromorphone 2 mg IVP. The medication hydromorphone is administered IVP at 4:15 p.m. After five minutes, Dr. T is still not satisfied with the level of sedation Mr. B has achieved and instructs Nurse J to administer another 2 mg of hydromorphone IVP and an additional 5 mg of diazepam IVP. The physician’s goal is for the patient to achieve skeletal muscle relaxation from the diazepam, which will aid in the manual manipulation, relocation, and alignment of Mr. B’s hip. The hydromorphone IVP was administered to achieve pain control and sedation. After reviewing the patient’s medical history, Dr. T notes that the patient’s weight and current regular use of oxycodone appear to be making it more difficult to sedate Mr. B.

Finally, at 4:25 p.m., the patient appears to be sedated, and the successful reduction of his (L) hip takes place. The patient appears to have tolerated the procedure and remains sedated. He is not currently on any supplemental oxygen. The procedure concludes at 4:30 p.m.,and Mr. B is resting without indications of discomfort and distress. At this time, the ED receives an emergency dispatch call alerting the emergency department that the emergency rescue unit paramedics are enroute with a 75-year-old patient in acute respiratory distress. Nurse J places Mr. B on an automatic blood pressure machine programmed to monitor his B/P every five minutes and a pulse oximeter. At this time, Nurse J leaves Mr. B’s room. The nurse allows Mr. B’s son to sit with him as he is being monitored via the blood pressure monitor. At 4:35 p.m., Mr. B’s B/P is 110/62 and his O2 saturation is 92%. He remains without supplemental oxygen and his ECG and respirations are not monitored.

Nurse J and the LPN on duty have received the emergency transport patient. They are also in the process of discharging the other two patients. Meanwhile, the ED lobby has become congested with new incoming patients. At this time, Mr. B’s O2 saturation alarm is heard and shows “low O2 saturation” (currently showing a saturation of 85%). The LPN enters Mr. B’s room briefly, resets the alarm, and repeats the B/P reading.

Nurse J is now fully engaged with the emergency care of the respiratory distress patient, which includes assessments, evaluation, and the ordering of respiratory treatments, CXR, labs, etc.

At 4:43 p.m., Mr. B’s son comes out of the room and informs the nurse that the “monitor is alarming.” When Nurse J enters the room, the blood pressure machine shows Mr. B’s B/P reading is 58/30 and the O2 saturation is 79%. The patient is not breathing and no palpable pulse can be detected.

A STAT CODE is called and the son is escorted to the waiting room. The code team arrives and begins resuscitative efforts. When connected to the cardiac monitor, Mr. B is found to be in ventricular fibrillation. CPR begins immediately by the RN, and Mr. B is intubated. He is defibrillated and reversal agents, IV fluids, and vasopressors are administered. After 30 minutes of interventions, the ECG returns to a normal sinus rhythm with a pulse and a B/P of 110/70. The patient is not breathing on his own and is fully dependent on the ventilator. The patient’s pupils are fixed and dilated. He has no spontaneous movements and does not respond to noxious stimuli. Air transport is called, and upon the family’s wishes, the patient is transferred to a tertiary facility for advanced care.

Seven days later, the receiving hospital informed the rural hospital that EEG’s had determined brain death in Mr. B. The family had requested life-support be removed, and Mr. B subsequently died.

Additional information: The hospital where Mr. B. was originally seen and treated had a moderate sedation/analgesia (“conscious sedation”) policy that requires that the patient remains on continuous B/P, ECG, and pulse oximeter throughout the procedure and until the patient meets specific discharge criteria (i.e., fully awake, VSS, no N/V, and able to void). All practitioners who perform moderate sedation must first successfully complete the hospital’s moderate sedation training module. The training module includes drug selection as well as acceptable dose ranges. Additional (backup) staff was available on the day of the incident. Nurse J had completed the moderate sedation module. Nurse J had current ACLS certification and was an experienced critical care nurse. Nurse J’s prior annual clinical evaluations by the manager demonstrated that the nurse was “meeting requirements.” Nurse J did not have a history of negligent patient care. Sufficient equipment was available and in working order in the ED on this day.

REQUIREMENTS

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

A. Explain the general purpose of conducting a root cause analysis (RCA).

1. Explain each of the six steps used to conduct an RCA, as defined by IHI.

2. Apply the RCA process to the scenario to describe the causative and contributing factors that led to the sentinel event outcome.

B. Propose a process improvement plan that would decrease the likelihood of a reoccurrence of the scenario outcome.

1. Discuss how each phase of Lewin’s change theory on the human side of change could be applied to the proposed improvement plan.

C. Explain the general purpose of the failure mode and effects analysis (FMEA) process.

1. Describe the steps of the FMEA process as defined by IHI.

2. Complete the attached FMEA table by appropriately applying the scales of severity, occurrence, and detection to the process improvement plan proposed in part B. 

Note: You are not expected to carry out the full FMEA.

D. Explain how you would test the interventions from the process improvement plan from part B to improve care.

E. Explain how a professional nurse can competently demonstrate leadership in each of the following areas:

• promoting quality care

• improving patient outcomes

• influencing quality improvement activities

1. Discuss how the involvement of the professional nurse in the RCA and FMEA processes demonstrates leadership qualities.

F. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

G. Demonstrate professional communication in the content and presentation of your submission.

File RestrictionsFile name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRICA:ROOT CAUSE ANALYSIS

NOT EVIDENT

An explanation of the general purpose of conducting an RCA is not provided.

APPROACHING COMPETENCE

The explanation does not accurately describe the general purpose for conducting an RCA.

COMPETENT

The explanation accurately describes the general purpose for conducting an RCA.

A1:RCA STEPS

NOT EVIDENT

An explanation of 6 RCA steps is not provided.

APPROACHING COMPETENCE

The explanation does not accurately identify or does not logically describe one or more of the 6 steps used to conduct an RCA, as defined by IHI.

COMPETENT

The explanation accurately identifies and logically describes each of the 6 steps used to conduct an RCA, as defined by IHI.

A2:CAUSATIVE AND CONTRIBUTING FACTORS

NOT EVIDENT

An application of the RCA process to the scenario is not provided.

APPROACHING COMPETENCE

The application of the RCA process to the scenario does not accurately describe causative or contributing factors that led to the sentinel event outcome, or the application does not accurately differentiate between causative and contributing factors.

COMPETENT

The application of the RCA process to the scenario accurately describes the causative and contributing factors that led to the sentinel event outcome.

B:IMPROVEMENT PLAN

NOT EVIDENT

A proposed process improvement plan is not provided.

APPROACHING COMPETENCE

The proposal does not outline a logical process improvement plan, or the proposal does not logically discuss how the proposed plan will decrease the likelihood of a reoccurrence of the scenario outcome.

COMPETENT

The proposal outlines a logical process improvement plan and logically discusses how the proposed plan will decrease the likelihood of a reoccurrence of the scenario outcome.

B1:CHANGE THEORY

NOT EVIDENT

A discussion of the application of Lewin’s change theory is not provided.

APPROACHING COMPETENCE

The discussion does not logically describe how Lewin’s change theory could be applied to the proposed improvement plan, or the discussion does not describe each phase of the theory.

COMPETENT

The discussion logically describes how each phase of Lewin’s change theory could be applied to the proposed improvement plan.

C:GENERAL PURPOSE OF FMEA

NOT EVIDENT

An explanation of the general purpose of the FMEA process is not provided.

APPROACHING COMPETENCE

The explanation does not accurately describe a general purpose of the FMEA process, or the explanation does not logically discuss why the FMEA process would be used.

COMPETENT

The explanation accurately describes a general purpose of the FMEA process and logically discusses why the FMEA process would be used.

C1:STEPS OF FMEA PROCESS

NOT EVIDENT

A description of the steps is not provided.

APPROACHING COMPETENCE

The description of the steps of the FMEA process does not accurately define each of the steps.

COMPETENT

The description accurately defines each of the steps of the FMEA process.

C2:FMEA TABLE

NOT EVIDENT

A completed FMEA table is not provided.

APPROACHING COMPETENCE

The FMEA table is incomplete, does not identify appropriate failure modes related to the improvement plan proposed in prompt B, or does not accurately apply the scales of severity, occurrence, and detection in evaluating the identified failure modes.

COMPETENT

The completed FMEA table appropriately identifies failure modes related to the improvement plan proposed in part B and demonstrates accurate application of the scales of severity, occurrence, and detection in evaluating the identified failure modes.

D:INTERVENTION TESTING

NOT EVIDENT

An explanation of intervention testing is not provided.

APPROACHING COMPETENCE

The explanation does not describe steps of an appropriate testing procedure or practice that would be used by the candidate to test interventions from the process improvement plan in part B, or the explanation does not logically describe how the intervention testing procedures or practices would improve care.

COMPETENT

The explanation describes steps of the testing procedures or practices that the candidate would use that are appropriate for testing the interventions from the process improvement plan in part B. The explanation logically describes how the intervention testing procedures or practices would improve care.

E:DEMONSTRATE LEADERSHIP

NOT EVIDENT

An explanation of how a professional nurse demonstrates leadership is not provided.

APPROACHING COMPETENCE

The explanation does not logically describe how a professional nurse competently demonstrates leadership in one or more of the given areas.

COMPETENT

The explanation logically describes how a professional nurse competently demonstrates leadership in each of the given areas.

E1:INVOLVING PROFESSIONAL NURSE IN RCA AND FMEA PROCESSES

NOT EVIDENT

A discussion of involvement in the RCA and FMEA processes is not provided.

APPROACHING COMPETENCE

The discussion does not logically describe how the involvement of the professional nurse in either the RCA process or the FMEA process demonstrates leadership qualities.

COMPETENT

The discussion logically describes how the involvement of the professional nurse in both the RCA and FMEA processes demonstrates leadership qualities.

F:SOURCES

NOT EVIDENT

The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.

APPROACHING COMPETENCE

The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate.

COMPETENT

The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.

G:PROFESSIONAL COMMUNICATION

NOT EVIDENT

Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.

APPROACHING COMPETENCE

Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.