Original Work, No Plagiarism, Cite and Reference

Kara is a pre-doctoral student who works for a very demanding principal investigator (PI) in psychology. Dr. Srichaphan considers himself her mentor even though he seems to offer no constructive guidance.

She considers herself an expert problem solver. The trouble is, she can’t figure out how to solve her problems with her mentor. Not only is he exacting and demanding, but he also is exploitative and intolerant—finding fault with her for not being able to keep up with the rigors of academic and clinical studies even though he’s the one who’s overloading her with too much work.

The last straw is an invitation to be a “guest lecturer” in a section of her mentor’s undergraduate cognitive processes class. She can’t very well say no. It would only make her look inept. Still, it couldn’t come at a worse time. The research study that Kara is primary coordinator of has just been halted—it turns out one of the protocols needs many changes, and some of the changes will have to go through the IRB again. They are complex and require careful thought. All the protocol forms will need to be filled out again, the consent forms revised, and the study procedures redone. These changes will have to be made quickly since the study cannot resume until the IRB approves of the new modifications. 

Meanwhile, the undergraduate section of the class Kara’s been given to lead is so large that it’s fast becoming like a full teaching load. The course is not going well because the syllabus that her mentor developed was not well thought out, and many students are coming to Kara’s office to complain. One of the complaints is that there is a cheating ring among some of the students. When she tells her mentor, Dr. Srichaphan blames it on her teaching. She is so taken aback that all she can do is splutter that it’s not her fault—the cheating ring extends to other study sections as well and may even have begun there. Ignoring her protests, he informs her that she needs to provide assistance at a clinical rotation site.

Kara can’t believe her ears. She feels like she will crack under the strain if one more thing is added to her load of duties. Just the thought of arguing with her mentor makes her queasy, but she does her best to remind him that she has her own coursework as a doctoral student and has two term papers due in the next three weeks. She begs him to assign someone else to the clinical rotation. He frowns. “It’s gotten to the point where you cannot handle your research and teaching responsibilities, evidently,” he goads her.  Kara, who prides herself on her “can do” style, finds she simply cannot do all that is required of her. She’s on the verge of retching from nerves. Her mentor is not impressed. He shakes his head and tells her that science is not for the faint of heart.

Questions

1. What’s the worst thing that could happen if she does nothing?

2. What’s the worst that could happen if she seeks a new approach to getting through this?

3. How might Kara ask for help? From whom? With what likely result?

4. What types of expectations should have been discussed among Kara, the mentor, the program director, and/or the graduate school to avoid these types of problems?

5. Can you offer an example of stressful or disastrous situation based on your own learning experiences? How did you deal with it, and what lessons did you learn?

a written proposal that describes an assessment of the needs of the client(s) and why you feel this project would be beneficial to improve health outcomes. Include the goal of the project, the target audience, and what you expect the response to be.

This proposal must be at least 2 pages long, not counting reference pages, and be appropriately cited in APA format.

Make a follow-up of a student's weekly discussion and respond with your opinion regarding to her post

——You don't have to post this in APA format necessarily, it's just giving feedback to the student .

Ally Carvalho

What are the potential ethical and legal implications for each of the following practice members?

Medical assistant 

The medical assistant engaged in unethical behavior by refilling a prescription without proper authorization. Her action can potentially harm the patient if the medication is no longer appropriate or if there are contraindications.

Her actions violate state laws and regulations related to prescribing and dispensing medications without proper authorization.

Nurse Practitioner

The NP should thoroughly investigate the situation and address any ethical concerns related to patient care, including the appropriateness of the prescription refill and the potential breach of trust. The National Health Care Anti-Fraud Association estimates three percent of all healthcare spending is lost to fraudulent transactions (Haddad Soleymani et al., 2018).

The NP's name was used on the prescription label without their knowledge and it must clarify this discrepancy and ensure compliance with prescription laws and regulations. At this point, the NP doesn't know if this has happened with other patients and it must be addressed.

Medical Director

The medical director has the ethical responsibility to address the situation promptly, ensuring that the practice's standards for ethical and legal behavior are upheld. 

Practice

The practice as a whole has an ethical obligation to provide high-quality, safe patient care. Any lapses in ethical standards may erode trust and confidence. Healthcare professionals must follow structured policies and procedures (Kadivar et al., 2017).

The practice should ensure that all staff members comply with legal requirements regarding prescription renewal. 

 

What strategies would you implement to prevent further episodes of potentially illegal behavior? 

Reinforce the importance of adhering to legal and ethical standards during training and ongoing education for medical assistants. 

Implementing stick protocols for prescription renewals including requiring direct provider authorization and documentation. 

According to the Department of Health and human services (2011), it is important to implement regular audits or checks of prescription practices to identify any irregularities.

Foster a culture of openness, where staff members feel comfortable reporting any ethical or legal concerns without fear of retaliation.

Medicare prescription drug sponsors’ training to prevent fraud, waste, and abuse. (2011). Department of Health and Human Services, Office of Inspector General.

Haddad Soleymani, M., Yaseri, M., Farzadfar, F., Mohammadpour, A., Sharifi, F., & Kabir, M. J. (2018). Detecting medical prescriptions suspected of fraud using an unsupervised data mining algorithm. 
Daru, 
26(2), 209–214. 

https://doi.org/10.1007/s40199-018-0227-zLinks to an external site.

Kadivar, M., Manookian, A., Asghari, F., Niknafs, N., Okazi, A., & Zarvani, A.

(2017). Ethical and legal aspects of patients safety; a ckunucak case report. Journal of Medical Ethics and History of Medicine, 10, 15-.

3-5 pages 

Case Study:Dr. Emily Clark, a seasoned cardiologist at Mercy General Hospital, is presented with a challenging case involving Mr. Rajan Patel, a 58-year-old man who recently immigrated from India. Mr. Patel has been diagnosed with a significant heart condition that requires a surgical procedure. While the surgery has a high success rate, like all medical procedures, it comes with its own set of risks and benefits. Mr. Patel, whose primary language is Gujarati, has limited proficiency in English. He nods and smiles politely during consultations, giving Dr. Clark the impression that he understands. However, when asked to explain the procedure back to her, it becomes evident that he does not fully grasp the intricacies of the surgery or its potential complications. Dr. Clark recognizes the importance of informed consent and wants to ensure that Mr. Patel truly understands the procedure, its risks, and its benefits. She believes in the ethical principle of autonomy, which dictates that every patient has the right to make decisions about their own body and health. However, she also acknowledges the principle of beneficence, which compels her to act in the best interest of her patient.  

Instructions

Note: The requirements outlined below correspond to the grading criteria in the scoring guide. At a minimum, be sure to address each point. For this assessment, develop a solution to a specific ethical dilemma faced by a health care professional. In your assessment:1. briefly summarize the facts surrounding the case study. Identify the problem or issue that presents an ethical dilemma or challenge and describe that dilemma or challenge.

• Identify who is involved or affected by the ethical problem or issue.
• Access and use the three components of the ethical decision-making model (moral awareness, moral judgment, and ethical behavior) to analyze the ethical issues.
  • Apply the three components outlined in the Ethical Decision-Making Model media.
• Analyze the factors that contributed to the ethical problem or issue identified in the case study.
  • Describe the factors that contributed to the problem or issue and explain how they contributed.

1. Apply academic peer-reviewed journal articles relevant to an ethical problem or issue as evidence to support an analysis of the case.
   • In addition to the readings provided, use the Capella library to locate at least one academic peer-reviewed journal article relevant to the problem or issue that you can use to support your analysis of the situation. The NHS-FPX4000: Developing a Health Care Perspective Library Guide will help you locate appropriate references.
     • Cite and apply key principles from the journal article as evidence to support your critical thinking and analysis of the ethical problem or issue.
     • Review the Think Critically About Source Quality resource.
       • Assess the credibility of the information source.
       • Assess the relevance of the information source.
2. Discuss the effectiveness of the communication approaches present in a case study.
   • Describe how the health care professional in the case study communicated with others.
   • Assess instances where the professional communicated effectively or ineffectively.
   • Explain which communication approaches should be used and which ones should be avoided.
   • Describe the consequences of using effective and non-effective communication approaches.
3. Discuss the effectiveness of the approach used by a professional to deal with problems or issues involving ethical practice in a case study.
   • Describe the actions taken in response to the ethical dilemma or issue presented in the case study.
   • Summarize how well the professional managed professional responsibilities and priorities to resolve the problem or issue in the case.
   • Discuss the key lessons this case provides for health care professionals.
4. Apply ethical principles to a possible solution to an ethical problem or issue described in a case study.
   • Describe the proposed solution.
   • Discuss how the approach makes this professional more effective or less effective in building relationships across disciplines within his or her organization.
   • Discuss how likely it is the proposed solution will foster professional collaboration.
5. Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.
   • Apply the principles of effective composition.
   • Determine the proper application of the rules of grammar and mechanics.
6. Write using APA style for in-text citations, quotes, and references.
   • Determine the proper application of APA formatting requirements and scholarly writing standards.
   • Integrate information from outside sources into academic writing by appropriately quoting, paraphrasing, and summarizing, following APA style.

RUBRIC FOR GRADING

 Subjective Documentation in Provider Note Template: Subjective narrative documentation in Provider Note Template is detailed and organized and includes: Chief Complaint (CC), HPI, Current Medications, Allergies, Past Medical History, Family History, Social History and Review of Systems (ROS)ROS: covers all body systems that may help you formulate a list of differential diagnoses. You should list each system as follows: General: Head: EENT: etc. You should list these in bullet format and document the systems in order from head to toe. =  Documentation is detailed and organized with all pertinent information noted in professional language….Documentation includes all pertinent documentation to include Chief Complaint (CC), HPI, Current Medications, Allergies, Past Medical History, Family History, Social History and Review of Systems (ROS). 

 Objective Documentation in Provider Notes – this is to be completed using the documentation template that is provided. Document in a systematic order starting from head-to-toe, include what you see, hear, and feel when doing your physical exam using medical terminology/jargon. Document all normal and abnormal exam findings. Do not use “WNL” or “normal”. You only need to examine the systems that are pertinent to the CC, HPI, and History. Diagnostic result – Include any pertinent labs, x-rays, or diagnostic test that would be appropriate to support the differential diagnoses mentioned. Differential Diagnoses (list a minimum of 3 differential diagnoses). Your primary or presumptive diagnosis should be at the top of the list (#1). =  Documentation detailed and organized with all abnormal and pertinent normal assessment information described in professional language….Each system assessed is clearly documented with measurable details of the exam.