Expert answer:Need health and medical help with 506 Unit 3 Topic
Answer & Explanation:Topic 1: Application of Standards of Care and the Nurse Practice Act to Advance Practice Nurses Involved in a Legal Action. Look at the legal malpractice case study that has been assigned to your group. (I will put it here, it’s case study # 2) *** Beginning of case studyCase Study 2: Wrongful Death by Howard Carpenter on Behalf of Wilma Carpenter, DeceasedPeople Involved in Case:Mrs. Wilma Carpenter — patient, deceasedMr. Howard Carpenter — husband and plaintiff in wrongful death suitMrs. Scale, RN, MS — nursing supervisorElizabeth Adelman, RN — recovery room nurseRichard Washington, MD — orthopedic surgeonJudy Gouda, RN, NPJoseph Alsoff, LPN — post-surgical unit nurseKelly Wheeler, RN — post-surgical unit nurseDavid Casler, LRTSusan Post, JD — risk managerAmy Green — quality assuranceMichael Parks, RN, MS, CNS — education coordinatorCaring Memorial HospitalFacts:The plaintiff, Mrs. Carpenter, was a 55-year-old woman who underwent a total hip replacement at Caring Memorial Hospital. The physician was Richard Washington, MD. Dr. Washington is an orthopedic surgeon. His nurse practitioner is Judy Gouda, RN, NP. Dr. Washington reviewed the consent with Mrs. Carpenter prior to surgery. Joseph Alsoff, LPN, witnessed the consent and Mr. Carpenter was present. Joseph does not remember the doctor ever mentioning that death could be a result of the surgery. The recovery room nurse is Elizabeth Adelman, RN. The respiratory therapist is David Casler, LRT. The nurse on the post-surgical unit was Kelly Wheeler, RN. The supervising nurse was Mrs. Scale, RN, MS.The patient had an epidural catheter for a post-operative pain management following an episode of hypotension in the recovery room which was treated with Ephedrine. Judy Gouda made rounds on the patient in the recovery room after the hypotensive event and vital signs were stable. The patient, Mrs. Carpenter, was placed on a medical surgical nursing unit with the epidural. The nurse, Kelly, was assigned to the patient and had not worked on that unit before, but had worked in post-acute critical care units. The nurse’s assignment was to provide patient care on the entire floor for that shift. There was also an LPN, Joseph, on the unit. It was a busy day on the unit. Mrs. Carpenter was not the only post-operative patient.Kelly assessed the plaintiff upon admission, checked the IVs, asked if the patient was in pain, noted that the patient was responsive and understood where she was, and was stable. She then left to care for other patients.The licensed practical nurse, Joseph Alcoff, had been working on the unit for several years. It had been rumored that Joseph was an alcoholic. There was no evidence that he had been drinking on the unit. Approximately an hour after the patient arrived on the unit, she was unable to tolerate respiratory therapy that was ordered and she became nauseated and vomited. David Casler administered the respiratory therapy. According to Kelly, the registered nurse, 10 minutes after the vomiting episode, Joseph Alcoff, the LPN, found the patient blue and unresponsive and called a code. Joseph is the only person other than the physician that carries his own liability insurance. The hospital also has malpractice insurance.The code team responded, along with Kelly, the registered nurse. Mrs. Carpenter was intubated and cardiac resuscitation was initiated. The patient responded to resuscitative efforts and she was transferred to the intensive care unit. Subsequently, Mrs. Carpenter did not do well, was unresponsive, and declared brain dead and taken off the respirator. She did not have a DNR in place.There is a conflict in testimony between Joseph the LPN and Kelly the RN. Joseph indicated that Kelly found the plaintiff to be unresponsive after the vomiting episode and called the code. The record is not clear as to when the vital signs and epidural site were assessed. Kelly said she did a motor and sensory level assessment and they were fine — it is not charted though. The time elapsed between the vomiting episode and finding the patient is in dispute. The final diagnosis was anoxia encephalopathy due to the time lapse between CPR being initiated. The patient was eventually extubated, breathed independently for a period of time, and then subsequently expired.The vital signs ordered by the physician were hourly. The hypotensive episode in the recovery room had not been reported to the registered nurse.The risk manager is Susan Post, JD, who works in collaboration with the quality assurance director Amy Green. Amy had noted when doing chart reviews over the last 3 months prior to this incident that the vital signs taken in the recovery room were not charted, not done, or not reported to the units. She was in the process of collecting data from the different units on this observation. She also noted a pattern of using float nurses to several postoperative units. Prior to this incident, the clinical nurse specialist, Michael Parks, RN, MS, CNS, was consulting with Susan Post and Amy Green about the status of staff education on these units and what types of resources and training was needed.***End of case studyDescribe the case and discuss the standard of care that the parties will be held to in this case. How will the standards of care and the Nurse Practice Act be applied in a court of law if the case is sued?Peer review at least two colleagues’ posts and try to review students that do not have feedback. Use Chapter 16, Effective Peer Reviews, in the Kaplan Guide to Successful Writing Handbook as a guide to review.Review pages 213–219 of (below attach document)
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section iV
Peer Reviews,
Grammar, and
Grading
What an accomplishment it is to complete the first draft of a
writing assignment. A lot of work goes into first drafts, and if you
broke down that workload into steps, you might have found it a
satisfying experience. It’s important, though, to note that a first
draft is still a work in progress; nothing is set in stone.
Now is a good time to get some feedback on your paper.
You might want to submit your draft to the Writing Center Paper
Review service for comments on its overall organization and
structure. You can also set up a study group with classmates and
discuss your papers. At this stage in the writing process, focus
on content, organization, and structure only. After you receive
initial feedback, revise your draft, and then move on to editing
and proofreading.
Prior to editing, reflect on your experience while drafting.
What areas of writing did you struggle with? Did you know where
to place periods, commas, and how to use semicolons? Does the
wording flow smoothly and sound “right”? Before you start editing, do some preliminary review that focuses on your problem
areas. For instance, if you are guessing where commas go, review
the section on commas in Chapter 17, go to Live Tutoring to practice and reinforce your understanding of comma rules, and then
apply those concepts as best you can to your own paper. This is
really the only way you will learn how to use commas properly.
Take your time reading about best practices for peer review,
study parts of grammar that you struggle with, and then read up
on how most papers at Kaplan University are graded.
Chapter 16
Effective Peer Reviews
Ellen Grady and Dena King
Words from Writers
Peer Review
“We have found in our 22 years of experience in teaching composition that effective peer reviews can be
very beneficial to students in the revision process.”
—Ellen Grady, Composition Instructor, and Dena King,
General Education Department Chair, KU-Omaha
Why Use Peer Reviews?
Imagine you’re getting ready for an important job interview or a first
date. Do you put on the first outfit you pull out of your closet, or do you
try on several outfits and ask others for their opinions? If you’re like
most people, you probably try on at least two outfits. Why do you do
this? Because you want to make a good impression.
Putting forth your best is essential in making a good impression,
whether it is in how you dress or how you present yourself in writing.
Peer reviews help you in the writing process by providing feedback
from your classmates’ perspectives. You can choose what feedback
you want to use and how you want to use it in revising your work.
Peer reviews can range from unsolicited, casual comments to
specific, written comments given purposely to be used in revision.
Effective peer reviews should take into consideration the following
guidelines.
First, you need to understand what a peer review is. A peer review
is the process of evaluating another writer’s work to enhance the qual213
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Peer reviews, Grammar, and Grading
ity of writing. This helps ensure assignment objectives are met and a
professional finished product is the result. A peer review should not
just tell the other writer what was done well, nor should it artificially
overstate the quality to gain favor with the instructor.
The goal of any peer review is to help the author improve the writing, and peer reviews that fail to give meaningful feedback do not give
the author what is needed.
Peer reviews have a variety of purposes. They are intended to help
students achieve the following:
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Engage in an environment where students feel safe in
expressing and receiving input
Grow as a writer
Refine skills
Think critically
Gain awareness of audience
Engage in all aspects of the writing process
Revise for quality
Effective peer reviews involve successful collaborations. As
a writer and reviewer, you will be working with at least one peer to
receive and give feedback. Working as a team, you will provide valuable insight that can assist with revisions.
Strategies for Success
Benefits of Peer Review
Most students dread peer reviews. Usually, two concerns
come to light: (1) Students feel like they are not strong writers themselves, so they question how they could possibly
give good feedback, and (2) they feel vulnerable and queasy
about getting feedback from others in their class.
First, although you might struggle with writing yourself, no two writers are alike. You have writing strengths
Effective Peer ReViews
other students might not have and vice versa. Peer review
relies on this variability as we all have something to contribute. Second, you might feel like a weak writer, but
you are still a thinking individual and you know when
you are persuaded and when you’re not. If you cannot
comment at the sentence- or word-level during a peer
review, give feedback on the content or the flow of the
argument or presentation of information in the paper.
As for feeling vulnerable, well, that gets better with time; just remember that all writers, no matter their level of expertise, have to rewrite, revise,
and edit. They can’t possibly get their best work completed without constructive feedback from others.
As you participate in the peer review process, it might be helpful
to keep in mind the Triple As of successful collaboration:
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Accountability for writers and peers
Maintain your credibility and respect your peer’s
efforts.
Provide sincere, honest feedback.
Avoid being overly critical.
Assistance with revisions that lead to professional finished
products
Be thorough and specific.
Evaluate in terms of content, mechanics, structure,
organization, style, tone, coherence.
Be constructive.
Audience awareness
Determine whether the content takes the audience into
consideration.
Evaluate from the audience’s perspective—whether
employers, professors, or peers.
Audience’s response can provide valuable insight.
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Peer reviews, Grammar, and Grading
Words from Writers
Through Another’s Eyes
“After reading my peer’s review, I saw my
paper through her eyes. This helped me to
make improvements in my final draft.”
—Kaplan University Student
Peer Review Process
Once you become familiar with the purpose of peer reviews and the
keys to collaboration, you will be ready to begin the actual peer review
process. This process involves three basic steps:
1. Read the entire paper once (without passing judgment).
2. Evaluate for the following (which will vary by class and rubric
used):
●● Content refers to the meaning behind the words and paragraphs. Good content is on topic and has meaning.
●● Organization refers to the overall structure of a paper. Does
the paper have an introduction, body, and conclusion? Do
individual paragraphs have topic sentences, supporting
sentences, and concluding sentences? Does the argument or
logic in the paper flow smoothly or does the writer jump from
point to point with little or no organization?
●● Coherency means that the writing makes sense. The paper
should be written to a particular audience, and it should make
sense for that audience. For instance, you would not use
highly technical medical terms to explain what measles is to a
first grader. They wouldn’t understand; it would not be coherent to them.
●● Mechanics deals with correct grammar, punctuation, and
spelling.
●● Format is the physical layout or design of the paper. Are there
one-inch margins all the way around or do the pages have
Effective Peer ReViews
different margins that make the paper difficult to read? Is it all
single spaced or double spaced or mixed? Is the font easy to
read and consistent throughout? Does the formatting adhere
to the assignment directions?
3. Offer specific suggestions for improvement (consider constructive comments versus comments that are not constructive).
The type of feedback you provide to your peers is important. There
are two types of comments: constructive comments and those that are
not constructive. Constructive comments give concrete, specific suggestions that are helpful in making revisions. Some examples include
the following:
“Your thesis clearly identifies your main point.”
“Add two or three more sentences to your conclusion to highlight
the main ideas you want readers to remember from your paper.”
“Try to paraphrase more instead of using so many direct quotes.”
Comments that are not constructive provide vague or overly positive
or negative suggestions that are difficult to use in making revisions:
“I really liked it.”
“The conclusion is too short.”
“You need to add more examples.”
“It’s really good.”
“You did a good job.”
“It doesn’t make sense.”
“It’s boring.”
Consider the following peer review examples.
Writing sample: All parents experience the joys and sorrows of
raising children, but single parents face the task of raising children on
their own. Today, there are more and more single parents in America.
According to Carter (2005), “Being a single parent is one of the most
challenging and rewarding jobs” (p. 135). Single parents can be just as
effective as families with two parents.
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Peer review that is not constructive: I really liked your topic. I
think your paper is interesting. I am a single parent too, so I know what
you’re talking about. It’s a good paper.
Constructive peer review: This is an interesting topic choice
because a lot of people are single parents. You might consider using
an example or a statistic to show how many people are affected by this
topic. Your thesis statement clearly describes your position.
Revising After a Peer Review
Once you have received your peer review, you are ready to begin
the revision process. When revising, consider not only peer review
comments but also the assignment objectives and the instructor’s
feedback.
Here is a revision of the sample paragraph after taking the constructive peer review comments into account:
All parents experience the joys and sorrows of raising children, but single parents face the task of raising children on
their own. In America, there were approximately 12.9 million
one-parent families in 2006 (U.S. Census Bureau, 2006).
According to Carter (2005), “being a single parent is one of the
most challenging and rewarding jobs” (p. 135). Single parents
can be just as effective as families with two parents.
The writer has incorporated a statistic into the paragraph, per the
reviewer’s suggestion. The addition gives a concrete representation
of how many people are affected by this topic. Using the advice of a
peer has helped the writer present the information in a more effective
way by backing up an assertion with a statistic from a reliable source.
This is just one example of how a peer review can be used to make
revisions that strengthen the overall product. With the input of a peer,
the writer was able to clarify and bolster the point, as well as make the
best impression possible on the reader. Whether working to enhance
Effective Peer ReViews
a paper, or choosing the best outfit for the occasion, using the comments of a peer can be extremely helpful. Understanding the advantages of peer reviews and the keys to successful collaboration will
allow you and your peers to help each other become stronger writers.
Words from Writers
Appreciating Other Voices
“At first I wasn’t sure why I had to do peer reviews,
but now I know that they can be helpful to both
the writer and reviewer. This process helped me
to appreciate other people’s writing styles.”
—Kaplan University Student
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Chapter 17
Grammar, Mechanics,
and spelling
Joni Boone
Strategies for Success
Grammar and Editing
The time to study grammar is when it is most relevant to your
writing, and usually this is in the editing stage of the writing
process. The grammar section of a handbook or guide like
this one is not meant to be read from beginning to end; it
is a reference chapter, and should be used as a reference.
This means you will read and study only those parts of the
chapter that you have a particular interest in or want to learn
more about. Then, you can take those concepts and apply
them to your paper.
The word grammar can be daunting and downright scary to some.
Images of fierce red lines, complicated terminology, or confusing exceptions to rules can haunt any writer. What students might not realize is
that those grammar rules do not apply to all language usage. Rather,
these rules are in place to help standardize language for the academic
and business worlds so that individuals understand a common form of
written and spoken English. In the United States, we refer to that common form as Standard American English (SAE). In fact, nearly every
country has a standardized form of its language, and Standard American English is one of many English language standards. Others include
British English (also called the Queen’s English) and Canadian English.
As the majority of Kaplan University students live in the United States,
we use Standard American English in this text.
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Because you are a part of the academic community, learning to
use SAE can help you communicate clearly with your classmates, professors, and a more global college community. These skills can also
help you communicate clearly in the business world with supervisors,
colleagues, and clients.
Words from Writers
Style and Content
“With the Internet Age growing and affecting so many
people, I think many students are forgetting the importance
of proper writing skills when communicating online. Instant
messaging and texting have become so popular that the
language associated with these tools is becoming common
written language for many students. Although this type of
language is okay for casual communication with friends,
it is important to keep this in its proper place. Complete
and proper sentences are still important to use to portray a
mature communication style in the business world.”
—Heather Booth, Senior Systems Developer
This chapter explains the basic elements of SAE. Whenever possible, the reason behind the rule is explained as well. Knowing why a
comma, a particular verb form, or a capital letter is needed helps you
better understand and learn the rules. Relating the material to your
own writing also helps you learn the rules. Whenever possible, look
for similar situations in your own papers and projects.
Strategies for Success
Focus for Better Learning
To become a stronger writer, first reflect on your writing
experience. In one column on a piece of paper, write down all
of the things you do well when it comes to writing. In a second column, write down those things that you struggle with.
Although there might be 15 items in the second column, you
don’t tackle all 15 at one time. Choose two things from the
second column and look them up in this chapter. To solidify
your understanding of the concepts you just read about, visit
a live tutoring session at the Writing Center and ask a tutor to
work through a few examples with you. Next, go back to the
Grammar, Mechanics, and Spelling
second draft of your paper and apply the concepts of those
two grammar issues that you studied this week.
By focusing on only two things at a time, you
can devote more time to truly understanding those
two issues and then apply them to your writing without becoming confused or rushed. On your next writing assignment, review the previous two issues for
more clarity and then pick one or two more items from
your second column to work on this time around.
Parts of Speech
The eight parts of speech (noun, pronoun, adjective, preposition, conjunction, verb, adverb, and interjection) are the foundations of grammar. Understanding how each part of speech communicates ideas
helps you use them correctly.
Nouns
Nouns name people, places, things, and ideas; they are the stuff of
life, the things we cannot do without. In the following sentence, all of
the nouns are italicized:
Charlie knew that his obsession with collecting miniature bottles of condiments had to stop when he no
longer had room for anything other than mustard in
his pantry.
Without nouns, writers would have nothing to talk about:
Knew that his with collecting miniature of had to stop
when he no longer had for anything other than in his.
Table 17.1 provides examples of different categories of nouns. Students of grammar typically find it easier to identify people, places, and
things as nouns than ideas as nouns. It is sometimes more challenging
to recognize an abstract idea such as happiness or success as a noun.
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Table 17.1 DIFFERENT CATEGORIES OF NOUNS
PEOPLE/
CHARACTERS
PLACES
THINGS
IDEAS
Jan
Nana
girl
child
Albert Einstein
Amelia Earhart
Tahiti
South Carolina
New York City
living room
yard
school
shovel
flower
store
Web site
iPod
phone
democracy
happiness
destitution
connectivity
helplessness
progress
Nouns can be further categorized as either common or proper.
Common nouns are general nouns. They refer to types or categories
of people, places, things, and ideas. Because common nouns are not
specific names, they do not need to be capitalized. Here are some
examples of common nouns:
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tree
portfolio
master’s degree
teacher
state
Proper nouns are specific nouns. They name individual people,
places, things, or ideas. Here are some examples of proper nouns:
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Elvis Costello
Bachelor of Arts in English
Tallahassee, Florida
Professor Dunkin
It is important to know the difference between common and
proper nouns so that you can decide whether the word needs to be
Grammar, Mechanics, and Spelling
capitalized. If you cannot decide if a word is common or proper, try
using a college-level dictionary to find out.
Collective nouns are nouns that refer to a group of things or people. Some examples of collective nouns are as follows:
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team
class
group
congregation
Sometimes collective nouns are considered singular and sometimes they are considered plural. To make sure your collective noun
agrees with the verb of the sentence, ask yourself if the group is working together as a whole or if you are highlighting the actions of individuals within the group. If the group is working as a whole, the collective
noun is singular:
The team is winning by one goal!
If you are emphasizing actions of individuals in the group, the collective noun is plural:
The team are going to their homes after an exhausting day.
Because using a collective noun as a plural noun can sometimes
sound awkward to your audience, consider changing the wording a bit
to avoid this construction. Instead of saying, “The team are going to
their homes after an exhausting day” consider “The team members
are going to their homes after an exhausting day.” Just because a construction is grammatically correct does not mean that it is the clearest
way to communicate an idea.
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Words from Writers
Effective Communication in Law
“The best attorneys in my field are those who not only speak
and write well, but who also use their communication tools
to reach out and engage their clients to avoid problems
caused by assumptions. Quite often, practicing effective
communication not only helps you present your thoughts
more effectively, it also helps others communicate their
ideas better too. Students, or future attorneys, who have
the right tools to write and communicate well, will be better
at representing their clients because they will be able to
focus on the logic of the legal issues, by knowing whe …
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