What do you see going on that is a violation of the Hobbes/Locke social contract idea?

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Nursing homework help
WEEK 3: THE DEATH PENALTY
Each week, you may use the threads to draft your current work, interact with your peers, document the progress you have made as a result of your team collaborations, and address course content using the topics below. Please refer to the threaded discussion rubric, so that you are in full compliance.
Topic
First, here is a word of caution. With this discussion comes a tasking to discuss the death penalty in two ways: first, as an expression of the social contract, where one person has killed another in a violation of that other person’s right to peace and safety, and second, as a rules-based function of the justice system being applied to a difficult situation.
What do you see going on that is a violation of the Hobbes/Locke social contract idea?
And you might also connect it with any of the Three Schools, plus Aristotle, that you have read in past weeks—and especially with the rules-based ethics model.
Here’s the situation: In Manatee County, Florida, a judge sentenced a man to death—the first time this had happened in the county for over 19 years. Sentenced to death was a 25-year-old man for the January 7, 2004, murder of both of his parents by bludgeoning them to death in their bed with a baseball bat.
Now, with your social contract ethicist hats on, tell us what you make of this quote by the judge at the sentencing, quoted from the front page of the November 17, 2007 Bradenton Herald: “You have not only forfeited your right to live among us, but under the laws of the state of Florida, you have forfeited the right to live at all.”
Have at it, good folks. But, rather than running off with reactions and opinions about the death penalty in general, please do keep it in the context of our social contract discussion for this week and also connected with ethics of justice.
EEK 3: THE SOCIAL CONTRACT
2 Social Contract theorists say that morality consists of a set of rules governing how people should treat one another that rational beings will agree to accept for their mutual benefit, on the condition that others agree to follow these rules as well.
Hobbes runs the logic like this in the form of a logical syllogism:
We are all self-interested,
Each of us needs to have a peaceful and cooperative social order to pursue our interests,
We need moral rules in order to establish and maintain a cooperative social order,
Therefore, self-interest motivates us to establish moral rules.
Thomas Hobbes looked to the past to observe a primitive “State of Nature” in which there is no such thing as morality, and that this self-interested human nature was “nasty, brutish, and short” — a kind of perpetual state of warfare
John Locke disagreed, and set forth the view that the state exists to preserve the natural rights of its citizens. When governments fail in that task, citizens have the right—and sometimes the duty—to withdraw their support and even to rebel. Listen to Locke’s audio in this week’s lesson and read his lecturette to be able to answer this thread.
Locke addressed Hobbes’s claim that the state of nature was the state of war, though he attribute this claim to “some men” not to Hobbes. He refuted it by pointing to existing and real historical examples of people in a state of nature. For this purpose he regarded any people who are not subject to a common judge to resolve disputes, people who may legitimately take action to themselves punish wrong doers, as in a state of nature.
Which philosophy do you espouse?
In coming to grips with the two and considering your experience of society as it is today, think out loud about what you experiences as the State of Nature, and tell us what you would be willing to give up in exchange for civil order and personal security?
You might consider what you have already given up in exchange for security as well as what might be required in coming days.
WEEK 3: THE SOCIAL CONTRACT
2
WEEK 3: THE DEATH PENALT
Each week, you may use the threads to draft your current work, interact with your peers, document the progress you have made as a result of your team collaborations, and address course content using the topics below. Please refer to the threaded discussion rubric, so that you are in full compliance.

Ethical Dimensions of Meaningful Use and Chapter Work Products

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Nursing homework help
Ethical Dimensions of Meaningful Use and Chapter Work Products
Your Lesson 1 Assignment has five parts:
1. Please read the article titled Ethical Dimensions of Meaningful Use Requirements for Electronic Health Records at this link: http://journalofethics.ama-assn.org/2011/03/pfor1-1103.html
Summarize the important points you took away from that article in a well-written narrative (250-300 words) and submit to your instructor for evaluation.
2. Please produce and save the patient logs for the three patients you created in Chapter 3 (see pages 39-41 for detailed instructions).
3. Please produce and save work you created in Chapter 5 (see pages 65-66 for detailed instructions). Make sure you complete the Self-Assessment to make very certain your work is error-free before submitting. Your instructor will also be able to view your work online.
4. Please produce and save all three schedule prints (for your location, for Dr. Stimson, and for Dr. Carver) you created in Chapter 6. See pages 103-106 for detailed instructions.
5. Please produce and save the clinical notes for the two patients you registered in Chapter 7. See page 128 for detailed instructions.

Course Project Software Evaluation Overview

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Nursing homework help
Course Project Software Evaluation Overview
There are literally hundreds of different types of medical office management software products on the market for medical practices and other health care organizations. Throughout your career, you will be exposed to many different software systems depending on where you work.
Your Course Project will afford you an opportunity to experience other medical software other than the MedTrak system you are learning to use in this course. Gaining some knowledge about a wide array of options used in the medical industry will help you to be more comfortable as you encounter new systems no matter where you are employed in the future. Staying current with technology will make you a more confident medical employee, no matter what your area of interest.
The two links below contain hundreds of medical software options available. Many of them include a free demo that you can watch to get a sense of the system’s look and feel. The down side of the free demos is that many of the demo buttons provided will ask you to give some personal information (name, work location, phone number, etc.) to view the demos. After all, they want to sell these products.
But, if you prefer not to give out personal information, please just visit the actual home page of two of the companies listed. For example, if you what to check out MediTouch, go to their actual website: www.healthfusion.com (which would show up if you typed “MediTouch” into Google search engine. There is a ton of information about the software under each tab on their home page, even without seeing a demo.
In either case, your Course Project will ask you to select two software alternatives, from the lists provided at either of these two web links and review them:
http://www.softwareadvice.com/medical/
http://www.capterra.com/medical-practice-management-software
For Lesson 1:
Take some quality time to learn what you can about the software options for as many of the systems listed at the two sites above, based upon the short descriptions, to give you an idea of the two you want to select and write-up for your short evaluations.

Identification of four (4) examples of effective or ineffective teamwork and/or communication in the scenario

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Nursing homework help
Student report
Read the Met call Transcript bellow, prepare a written report (~1000
words) including:
• Identification of four (4) examples of effective or ineffective teamwork
and/or communication in the scenario. This can be presented in a table
or as dot points.
• Discussion, using the literature, about how each identified example of
effective/ineffective teamwork and/or communication can impact on the:
◦ Patient (approx. 300 words, informed by 2-3 references)
◦ Staff (approx. 300 words, informed by 2-3 references)
Organisation (approx. 300 words, informed by 2-3 references).
Read the transcripts bellow and uses these resources as your
references to answer the report.
Starting references are provided below to assist you with beginning your
student report/CAP. Please note, however, that you are expected to find
and include additional references in your report.
Other Requirements
Do not write an introduction or conclusion.
Provide a reference list at the end of your report for all in-text
references.
Aitkin, L., & Eagar, S. (2013). Collegial relationship breakdown: A
qualitative exploration of nurses in acute care settings. Collegian, 20(2),
115-121. doi: 10.1016/j.colegn.2012.04.008
Al Sayah, F., Szafran, O., Robertson, S., Bell, N., & Williams, B., (2014).
Nursing perspectives on factors influencing interdisciplinary teamwork in
the Canadian primary health care setting. Journal of Clinical Nursing,
3(19-20), 2968-2979. doi: 10.1111/jocn.12547
Gausvik, C., Lautar, A., Miller, L., Pallerla, H., & Schlaudecker, J.
(2015). Structured nursing communication on interdisciplinary acute
care teams improves perceptions of safety, efficiency, understanding of
care plan and teamwork as well as job satisfaction. Journal of
Multidisciplinary Healthcare, 8, 33-37. doi: 10.2147/JMDH.S72623
Foronda, C., MacWilliams, B., & McArthur, E. (2016). Interprofessional
communication in healthcare: an integrative review. Nurse Education in
Practice, 19, 36-40. doi: 10.1016/j.nepr.2016.04.005
Manias, E., Geddes, F., Watson, B., Jones, D., & Della, P. (2015).
Perspectives of clinical handover processes: a multi-site survey across
different health professionals. Journal of Clinical Nursing, 25, 80-91. doi:
10.1111/jocn.12986
Mitchell, R., Parker, V., Giles, M., & Boyle, B. (2013). The ABC of health
care team dynamics: understanding complex affective, behavioral, and
cognitive dynamics in interprofessional teams. Health Care
Management Review, 39(1), 1-9. doi: 10.1097/HCM.0b013e3182766504
Polis, S., Higgs, M., Manning, V., Netto., & Fernandez, R. (2015)
Factors contributing to nursing team work in an acute care tertiary
hospital, Collegian. doi: http://dx.doi.org/10.1016/j.colegn.2015.09.002
The case of the MET call – transcript
Katie: How are you feeling Dolly?
Dolly: I don’t feel well.
Katie: No, ok. I’m a bit worried. I’ve just done your blood pressure. It’s
90 systolic at the moment. It’s come down quite a bit from what it was,
actually.
Dolly: Yeah.
Katie: Yeah. Are you feeling light headed or anything?
Dolly: I feel dizzy.
Katie: Ahh. Ok. Um. Heart rate has also come up to 115. It feels a little
bit on the thready, weak side. You’ve got a temperature as well. 38.6
this morning, which is a quite high.
Dolly: Yes.
Katie: Yep, but your breathing and your oxygen levels and everything
seem to be alright.
Dolly: Yes.
Katie: You look really dry?
Dolly: Yes, I’m thirsty.
Katie: Alright. I’m a bit worried, I think I need to actually go and get some
help to be able to sort this out.
Dolly: Ok.
Katie: Ok, so I’m just going to find some help. Urm, and I’ll be back. Ok?
[Calls to colleague] Monica?
Monica: Yes? Hi Katie.
Katie: Yes, um… I’m just…
Monica: How’re you going Dolly?
Dolly: I’m not good.
Monica: Not good – what’s the problem?
Katie: She’s not great. I’m quite concerned about her now. Her blood
pressure has come down to 90 systolic…
Monica: Yes.
Katie: You can see it’s sort of trended down…
Monica: Yep.
Katie: And her heart rate’s come up to 115..
Monica: Yep
Katie: Her respiratory rate and oxygen sats are 99 and that’s all ok.
Monica: Yep, ok.
Katie: Her temperature’s 38.6 as well..
Monica: Right.
Katie: So… And she feels kind of a bit light headed, did you say Dolly?
Dolly: Yes, I did, yeah.
Katie: A bit dizzy.
Monica: I think we’re in the criteria for a MET call, Katie…
Katie: Yeah…
Monica: So I’m just going to call…
Katie: That’s what I thought. I just didn’t feel confident enough to call it
myself… Talking over each other
Monica: Oh, ok, I understand, being a student nurse. I’m going to go and
get that… organise that right now. We’ll be right back with some help
Dolly. Ok, Katie?
Katie: Shall I stay here?
Monica: If you can stay there and just keep an eye…
talking over each other
Katie: I’ll wait for you to come back.
Monica: I’ll be back with the team…
Katie: Alright, ok… [to Dolly] So Monica will be back in a moment. She’s
gone to call the MET team – that’s another doctor and a nurse who are
going to come and help us.
Dolly: Ok.
Katie: Ok, alright, good. Have you got any pain anywhere, Dolly?
Dolly: Just a little bit…
Katie: Just a little bit.
Monica: I’ve called the team, so they’re going to be coming now, so I’m
going to…
Talking over each other
Katie: Ok.
Monica: …get the trolley
Katie: Can I… is there anything I can do to help, Monica?
Monica: Can you just do another blood pressure?
Katie: Yes, sure, sure.
Monica: That would be great.
Katie: Yeah, ok…
Monica: …and we’ll get the trolley ready, and they should be coming
now. The doctors are going to come now, Dolly.
Katie: ok.
Monica: …and we’ve got everything ready to go.
Katie: We’ll check your blood pressure again Dolly…
Doctor Kelli and MET nurse Chanika arrive.
Kelli: Good morning, hello, [to Dolly] hello there, what’s your name?
Dolly: Dolly.
Kelli: Hello Dolly, I’m Kelli, I’m the registrar with the MET team.
Chanika: Hi, I’m Chanika, I’m the nurse.
Monica: Ok, so…
Kelli: Sorry, can I just… what was your name?
Monica: Oh, sorry! Monica! I’m Katie’s preceptor.
Katie: Hi
Kelli: Lovely! Nice to meet you both. [To Dolly] Just going to have a chat
for a minute Dolly.
Dolly: Ok.
Monica: Ok, so we’ve… Dolly’s post-op three days. She had her right
hip done. Her obs have been stable this morning. The doctors did the
rounds. However, now her blood pressure has come right down as you
can see…
Kelli: Yes.
Monica: It’s down within… quite low.
Kelli: Hmmm.
Monica: Her heart rate’s actually a little bit elevated. And her resp rate
has gone up…
Talking over each other
Kelli: And this is a recent temperature?
Monica: And she’s spiking a temp as well…
Talking over each other
Kelli: Right, yeah.
Monica: So we’re not sure where you want to go from here.
Kelli: How are you feeling dolly?
Dolly: I’m not good.
Kelli: You’re not good?
Dolly: Not good at all.
Kelli: Ok. Can we… Katie, can you get me some fluids, some normal
saline.
Monica: Yep.
Katie: More saline? Yep.
Monica: I’ll get that for you Katie.
Katie: Ok.
Chanika: [to Kelli] Pain medication?
Kelli: Oh yeah, when did we last have pain… Have you got pain?
Dolly: Yes, yes I do.
Kelli: You do?
Dolly: In my hip.
Kelli: Katie, can you tell me if she had pain relief this morning?
Katie: She has had pain relief this morning, but she’s just got endone
written up, and she’s had her endone, paracetamol. I feel like she needs
something, sort of, slow release. It seems to wear off quite quickly.
Kelli: Ok.
Monica: Chanika, can you check this with me please?
Katie: I’m a bit worried ‘cos she hasn’t passed any urine since, I don’t
think, yesterday afternoon… She looks a bit dry in the mouth as well.
At the same time: Monica and Chanika check Dolly’s ID and the
medications. Chanika asks for Dolly’s chart from Kelli, who apologises
and hands it to her.
Katie: She looks a bit dry in the mouth as well.
Kelli: Yes, we’ll get those fluids… and we’ll get some… do you feel like
you need some pain relief Dolly?
Chanika and Monica continue checking the medication
Dolly: Yes, yes, I think so.
Kelli: Ok, right. So Katie, I think maybe we’ll give some slow release…
let me write that up. So if you can organise that. Has she got any allergis
that you know of?
Monica: [to Dolly]: Ok Dolly, so I’m just going to put this IV in here for
you.
Katie: No allergies. No allergies Dolly?
Dolly: No
At the same time
Monica: No, she’s got no allergies.
Kelli: Katie, can you organise that for me please?
Katie: Ok, yep. Will that be ok with her blood pressure?
Kelli: Yes, well we’ll give her some fluids.
Katie: Ok, so I can give her this…?
Kelli: We’ll check it again before with give it. That would be good.
Katie: Ok, right. Cool, so I’ll let you know…
Chanika: Katie, do you want to come and check this with me?
Katie: I need to get some pain relief for Dolly, so…
Chanika: I’ve got it here.
Katie: Oh, ok.
[[Everyone speaking over each other]]
Kelli: Monica, when you’ve got some [inaudible – everyone speaking at
once] antibiotics. She hasn’t been on any… and I think that’s maybe…
Have we had a look at her wound this morning?
Monica: No, we haven’t actually. We haven’t got her out of bed for a
shower yet, so…
Kelli: Right.
Monica: Do you want us to have a look at her wound?
Kelli: Yeah, we need to look at the wound to see what’s happening now.
Monica: Ok, no problem. So I’m just going to get this IV going.
Kelli: [to Dolly] This is no good, Dolly, is it?
Dolly: No.
Kelli: I think you should be heading on the way home now, not getting
worse.
Monica: We need a new IV, it’s actually [bunged] so we need a new IV.
Kelli: Ok, right. I’ll put that in. Would you grab me the trolley for that
please? That would be good.
Talking over each other.
Monica: Yep, sure. Yep.
Kelli: Great, so Dolly, we’re just getting you some more antibiotics
again…
Dolly: Ok
Kelli: And we’re getting you a bit of fluid. I think you’re a bit dry, aren’t
you?
Dolly: Yes, I’d love a cup of tea.
Kelli: You’d love a cup of tea! You’re a cup-of- tea girl are you? How do
you have your tea?
Dolly: With one sugar.
Kelli: Ok. I think maybe when we get this sorted we might be able to get
you a cup of tea.
Dolly: Ok.
Kelli: Alright.
Monica: [returning with trolley] What side would you like it in doctor?
Kelli: We’ll go this side.
Monica: Ok, cool.
Kelli: And that way…
Monica: [to Chanika] Can I just get the IV out of this trolley here?
Chanika and Katie continue checking the medications
Kelli: So, Dolly, I need to pop another drip in.
Dolly: Alright.
Kelli: I know they’re a bit uncomfortable, but we need to give you this
fluid. It’ll make you feel a lot better.
Dolly: Ok.
Kelli: Where do you live, Dolly?
Dolly: I live in a retirement home.
Kelli: Oh, lovely.
Monica: [returns with the new IV] Ok
Kelli: Very good.
Katie: So, just letting you know, we’ve got the pain relief ready. We just
need to wait ‘til…
Kelli: Excellent. I’m going to pop that in now. So we’ve got fluids ready to
go, we’ve got pain relief, and we’ve got someone getting antibiotics.
Katie: And someone getting antibiotics, ok.
Kelli: Lovely. Excellent. I think Monica was going to do that? Are you
going to do the antibiotics next, Monica?
Monica: Yes, yes. So I’ve got that here for you.
Katie: Do you want me to do anything else? Want me to check the
pressure again?
Kelli: Yes, we’ll need to take the obs again.
Katie: Yeah.
Kelli: Katie, you could do that for me?
Katie: Yep.
Monica: Where’s the other nurse? Chanika? Can you check this with me
please?
Kelli: Oh, Monica, remember that IV’s not working on that side. So just
give me a moment and I’ll pop this one in.
[Talking over each other]
Monica: Oh, yes, that’s right. [to Chanika] Can you just check this with
me?
Chanika: Yes, that’s already been checked…
Everyone talking at once.
Monica: Ok, we’ll get the IV in and then we’ll do that.
Dolly: Very busy.
Kelli: Very busy! Always busy these days!
[end of scene]