Ethical Issue of Life Support Machine

Ethical Issue of Life put up MachineDirections Read the end study provided. In essay style, apply and discuss the questions listed belowIn the case of the persevering R.J his autonomy has been taken away from him, as he is no longer suit subject to check any decisions on his experience. His ability to make his own choices for his health atomic number 18 gone he has lost each(prenominal)(a) control of how he would necessity to be treated. Even before he was wizardry dead I would question if he really invariably had autonomy with the decision to let the mental process was he made awargon of the complications that could happen? Was he given the proper consultation and was he ever asked if he had a family segment who had problems with anesthesia?As for justice, I emotional state that it give never be served because my own belief is that you keister non get the person back to what you knew them as before. They guard agitated everlastingly and so have you. No amount o f money would fix this problem for most. I feel justice in this case will never be gotten. The family has lost trust in the medical examination field they do not trust what is being told to them because they feel they have been lied to from the start. They feel this could have been prevented with somewhat extra attention. Could this have been prevented with just a few more than questions from the anesthesiologist and should the patient have brought up the family history of complications during mental process? Unfortunately surgery is risky and accidents happen and patients atomic number 18 informed of the risks nevertheless how often information depose a person take in while someone is talking to then in medical jargon?As Anderson and McFarlane point bug out Beneficence is perhaps one of the strongest guiding ethical principles of health care professionals. (2010, p.________) This being said, I do believe the doctors were responsible for what happened to this patient. They are the experts and they have the knowledge to hold difficult situations. Did the fact that the member has the extra weight cause the physician to not be able to intubate the member? Did the physician ever call a code or ask for assistant? This is all information that call for to be available in order to see if the members rights were protected. I personally invented in surgery for many years and saw many mishaps. I have seen surgery on the wrong patient and the wrong body part. I believe we should implement more resources to protect the patient that goes into surgery but time is money and rushing through the process is what causes mistakes.The non-maleficence in this case is that the member had the right to be protected from harm, this was not the case for this patient nor his family. His life will be forever negatively changed and so will his familys. The mistrust the family has with the medical placement will make this very tragic case even worse as they will begin to see the health care system as the enemy. The family has been affected by the non-maleficence as they too have been hurt emotionally and probably financially, spiritually and in ways we can never imagine. It is obvious the physician did not set out to do this to the patient but the fact is that it did happen and he is responsible as he was unable to intubate. This is a risk of surgery and patients should be advised more than not that surgery should be the last resort.The family needs time to grieve. They have lost a very valuable member of their family very unexpectedly. I would starting time begin to assess what they understand about his condition. I would gently tell them what his prognosis is and I would as well as have a family meeting with a spiritual leader of their choice, a social worker, a headhunter and excessively all the physicians involved. I would ask the family to say what they needed to say to get their feelings out, their concerns, frustrations and anger. I would ma ke sure before the meeting was over that they understood the health of the patient and that on that point was no believe for recovery. I would have them explore what type of person he was and if he would want to live this way. If this is what he would want then they would move to find him a place to live long term. If this was something he would not have wanted then offer them some choices such as taking him of life stick up and letting him die with dignity. This would be a very difficult decision and this would have both a positive and negative as nothing will be resolved except for the comfort of the patient. The family will probably never get a positive outcome. Page four paraphrase- this is goodhttp//nursingworld.org/MainMenuCategories/ThePracticeofProfessionalNursing/EthicsStandards/CodeofEthics.aspx5.ProfessionalismEach take in needs to understand the responsibilities and concerns that are integral to the nursing profession. Working with a team of health care professionals to provide care for patients in need requires a discipline and internal and external composure that stays steady throughout the day. Knowledge, expertise, team work and compassion are hallmarks of professionalism in nursing that I taste to express in my practice. The nurse in all professional relationships, practices with compassion and respect for the inherent dignity, charge and uniqueness of every individual. Unrestricted by considerations of social or economic status, personal attributes, or the disposition of the health problem. (American Nurses Association, n.d.)A nurse has to take up a great deal of responsibility and mustiness prove worthy of it. Everything from responsible patient care, to monitoring delicate equipment to which the patient is hooked, to responsible handling of medical specialty is the nurses lot. A professional nurse is one who takes this responsibility very seriously and understands the consequences of mistakes.I take responsibility for my patient f rom the moment I am given report and until I disappear the hospital. I am a professional to my patients and to me that means being present. Doing for them what they need to be comfortable and safe. I am at that place for them not for the social talk or the coffee break. I am there to take care of the patient and if I can help them in any way thats what I do.6. Mission and Philosophy of the Division of NursingA. Describe what aspects of the mission and philosophy you feel are evident in the short letterwork in the RN-BSN program. My own words no citing The mission and philosophy I feel as evident in our coursework over the last few years have been the exploration of cultures and beliefs of different cultures. We have learned from each other our differences but also our similarities. I have learned to be tolerant when I did not agree with some of my cohorts especially when we did religious kinspersones and the tension in the secernate room escalated from friendly to hostile. I l earned to just listen and to explain part of my religion but to also keep an open mind to the beliefs of others. I also felt they needed to understand that this was a Catholic university and to be respectful of the courses that were presented as this was part of the curriculum. We all knew what courses we were to take coming into this program and if there was a conflict of interest that should have been introduced at the beginning of the BSN program not while the assort was being taught by a highly respected professional.The course definitely made me a more critical cipherer and made me learn not to accept answers on a superficial level, it helped me to picture into matters with a more educated and focused approach to what was being presented to me as fact. Health is wholeness derived from the true internal interaction of the body, mind, and spirit and the harmonious balance between person and environment. This statement is very much how I viewed the courses that were offered to me at part of the Immaculata program, they all taught us about the harmonious internal interaction of the body. We had many courses that helped us explore the holistic approach to taking care of the patient and therefore we learned a lot about ourselves. This helped us grow to become more patient centered and to focus on the task at hand and to become aware of the person we were taking care of whether they can perish with us or not.I enjoyed the courses that were offered and I will say that I grew with each course that I completed, I felt better about my nursing career and I truly felt the like I had grown as a person and as a nurse. This was a big change for me as before I took this BSN program I did not think it would help me, I in reality looked at this journey of getting my BSN as something that I had to do in order to keep my job. I began fully to see that program became so impotent to who I was as a person and it became so important to who I am that I am going to miss goin g to class and I am going to miss my fellow students. I am especially going to miss some of the teachers who I have come to respect.B. What has been your experience with the culture of faculty interactions with students?My experiences with the faculty and their interactions with students have been positive overall. So many of the courses we took were geared towards accepting other cultures and beliefs. The class had a nice mixture of different beliefs and they were all respected by the faculty. We felt free to discuss our differences without feeling we were being judged for being different. I also feel this is an individual and personal finding and it may not reflect on how others in the class perceived the faculty and its interactions with the students. In some cultures the, students are more accustomed to seeking help from peers than from the professor. This may be because the student feels self-conscious approaching an authority figure, because seeking extra assistance is view ed as strange hand-holding, or because asking for help is associated with weak or desperate students, and is thus stigmatizing.While soliciting help from peers can be helpful under some circumstances, there are times when peers are not in a position to provide helpful feedback. Students enter your classroom with expectations and interpretations shaped by their own cultural conditioning. Your expectations regarding appropriate classroom behavior, faculty and student roles, good writing, etc., may not be theirs.This is a overlap not only of cultural differences but of variations in the teaching styles of different faculty members. Even students who are familiar with the U.S. educational system have to adapt to the differing expectations of their various professors. Thus, it is helpful to all your students to spell out as concretely and specifically as possible on your syllabus, in class, on tests and assignments, etc. What your expectations are in regard to issues such as the foll owing A percentage breakdown of the coursed components of your course not only helps students make reasonable time-allocation decisions (see Time Allocation) it also alerts international students to the fact that their course grade will be determined on the basis of multiple graded assignments (exams, papers, lab reports, designs, etc.) visual perception all the course requirements and their weighting can be particularly helpful for students from cultures in which only end-of-term examinations really take care understand what is expected of them in a college classroom, it is helpful not only to spell out understandably what you expect of them (see Make Your Expectations Explicit) but also to provide models of the kinds of work you want them to produce andthe kinds of skills you want them to cultivate. Seeing illustrations of good work can help students identify skills they need to develop. You might, for exampleProvide examples of outstanding student work (e.g. outstanding designp rojects, stage sets, engineering solutions, papers) and discuss with your students what makes them effective. This can help students (a) identify the elements of good work as they apply to particular assignments within particular domains, (b) become more conscious of these elements in their own work, and (c) understand what you, as an instructor, are expecting of them. Models of excellent student work can also help students think more broadly about an assignment, consider alternative approaches, etc.Model the kinds of discussion and debate behaviors you want students to develop. Some faculty members, for example, invite a colleague to class to debate an issue. Watching two faculty members engaged in an animated debate can help students understand how to participate in a respectful but intellectually challenging exchange. It also illustrates the dynamic nature of academic discourse.