End of Life Essay - 1098 Words

Introduction Spiritual, religious, and cultural beliefs and practices play a significant role in the lives of patients who are seriously ill and dying. Attention to the spiritual component of the illness experienced by the patient and family is not new within the context of nursing care, yet many nurses lack the comfort or skills to assess and intervene in this dimension. Spirituality contains features of religiosity, but the two concepts are not interchangeable (Puchalski, Lunsford, Harris, et al., 2006). Spirituality refers to â€Å"one’s relationship with the transcendent questions†. For most people, contemplating one’s own death raises many issues, such as the meaning of existence, the purpose of suffering, and the existence of†¦show more content†¦It doesn’t necessarily mean that you have to be a spiritual person to be able to communicate with your patients about their spirituality and how they want that incorporated into their end of lif e care/experience. I think it means that you want to make that patients experience meaningful by providing holistic care; care of the whole patient. FICA The FICA Spiritual History Tool was developed by Dr. Puchalski and a group of primary care physicians to help physicians and other healthcare professionals address spiritual issues with patients. Spiritual histories are taken as part of the regular history during an annual exam or new patient visit, but can also be taken as part of follow-up visits, as appropriate. The FICA tool serves as a guide for conversations in the clinical setting. The acronym FICA can help structure questions in taking a spiritual history by healthcare professionals. F – Faith and Belief Do you consider yourself spiritual or religious? or Do you have spiritual beliefs that help you cope with stress? If the patient responds No, the health care provider might ask, What gives your life meaning? Sometimes patients respond with answers such as family, career, or nature. I – Importance What importance does your faith or belief have in our life? Have your beliefs influenced how you take care of yourself in this illness? What role do your beliefs play in regaining your health? C –Show MoreRelatedKeeping End Of Life Care1588 Words   |  7 PagesIntroduction Bringing end-of-life care back into the community, specifically into-home, is a patient centered and cost effective option which provides an essentially holistic and comfortable environment for the dying and their families. The purpose of this paper will be to examine how bringing end-of-life care back into the community positively impacts patients, their families, the nurses in charge of their care and the relationships that are facilitated as well as provide an overview of the costRead MoreEssay Religion in End of Life Care2337 Words   |  10 Pagesquality of life then for a cure. These include hospice and palliative care facilities, which are known to support a positive outlook of life during difficult times. It can then be argued that patients turn to the idea of a â€Å"higher power† as support, strength, or a peace of mind, when facing the end of their life. This argument can be supported by the behaviors and ideas seen from various religious readings, and studies of hospice and palliative care nurses. Those involved in end of life care turnRead MorePalliative Care : A Form Of End Of Life Care1309 Words   |  6 Pagesof end-of-li fe care. Palliative care is a treatment that can be used for patients who suffer from chronic illnesses and diseases while receiving curative treatment. (Horowitz, Grambling Quill, 2014) purposely states the misconceptions of palliative care and advocated for seriously ill patients that education must bring under control the misconceptions. Some patients do not receive appropriate symptom management because the palliative care treatment needed is often confused with end-of-life careRead MoreImproving End Of Life Care In The Icu. A Literature Review927 Words   |  4 PagesImproving End of Life Care in the ICU A literature review conducted by Crowe (2017) examines the role of ICU nurses in providing high quality end of life care in the ICU. He states that palliative nursing in the ICU is de-emphasized due to an increased focus on curative treatment. Four major themes have been identified that contribute to the poor management of critically ill patients needing palliative support. These themes include decision-making challenges, barriers, obtaining support and formationRead MoreFamily Members Of Palliative Or End Of Life Patients2156 Words   |  9 PagesFamily members of palliative or end of life patients tend to be very stressed about their loved one and are often worried about the outcome, whether the circumstances were foreseen or not. Due to a family member being incapable of carrying out normal roles, there are shifts in the family’s identity and function of roles in their daily routines (Brier, Del Gaudio, Kissane Zaider, 2011). Many families show significant resilience and adaptation when facing stress such as this, but a substantial minorityRead MoreImproving End-of-Life Care in The United States Essay2058 Words   |  9 PagesDeath comes to all in the end, shrouded in mystery, occasionally bringing with it pain, and while some may welcome its finality, others may fight it with every ounce of their strength. Humans have throughout the centuries created death rituals to bring them peace and healing after the death of a loved one. Deaths were a form of social event, when families and loved ones would gather around the bed of the dying, offering emotional support and comfort. Myth, religion, and tradition would combineRead MoreHiv Patients And Case Managers During End Of Life Experience1882 Words   |  8 Pages HIV Patients and Case Managers during End of Life Experience Jennifer R. Molestina Albizu University April 2015 Abstract As researchers develop more and more treatments for HIV that improve patients quality of living and extend their lives, it is necessary to remember the importance of pain control, symptom management, excellent communication, and psychosocial support from time of diagnosis to time of death. Case managers must remember the fact (and prepare themselves accordingly)Read MoreEnd of Life1294 Words   |  6 PagesEnd of Life Nursing Donnie Barnes Oklahoma Wesleyan University End of Life Nursing Every life will end in death. It can happen anywhere or anytime along the human lifespan, but it will definitely happen. Death is never an event in life that is encouraged or hope for, however when faced with impending end of life circumstances, it can be faced with dignity and decency. Many people associate end-of-life care with treating physical pain and discomfort. While that is an important part, completeRead MoreEnd of Life Choices820 Words   |  4 PagesEnd of Life Choices Over the course of the semester, we have covered many interesting topics in this class. However, the one that I continually struggled to form a solid opinion on, and sincerely had to ponder what my decisions would be in the given situations, was the topic of end of life choices. My own personal thoughts and beliefs would conflict with my religious following, and my mind would continually change on such topics as whether or not physician assisted suicide should be legal,Read MoreThe Choice For End A Life1334 Words   |  6 PagesItza Girgis Dr. A. Imbarus English 1A 8 December 2014 The Choice to End a Life Euthanasia by definition refers to the practice of intentionally ending a life in order to relieve pain and suffering. Also called mercy killing; the act of putting to death painlessly or allowing to die as by withholding extreme medical measures, a person suffering from an incurable, especially painful disease or condition. Lastly, it is also known as painless death. In order to be done, the dying patient or their legal

Parenting Styles And The Upbringing Of A Child - 1586 Words

There are four very different parenting styles that can be used in the upbringing of a child. Uninvolved parenting style is the combination of indifference with limited acceptance and involvement. Parents with this style are negligent and seem to not care about their children. They give nothing and expect nothing. Children with this kind of child rearing experience tend to have depression and anger problems. They also suffer in academics with weak self-regulation. These children, as adults have great difficulties because they cannot adapt to a world full of rules and laws, when they had none growing up. Many of these children and adults may end up in trouble with the law enforcement. Permissive parenting style is when parents are high†¦show more content†¦The Authoritarian parenting style is high on control with no acceptance or understanding, which can even be called oppressive at times. These parents are the highest authority in their homes and are extremely harsh and expect perfection at all times. Children who have been exposed to this parenting style are usuall y apprehensive and have little to no self-regard. Nevertheless children exposed to this kind of style typically are better athletes and artist because they can perform well in tedious nonstop practices because that is all they know and understand. They perform better under authority. Consequently, these children lack creativity and imagination. They can even be bullied in school due to their submissive and servitude traits. Unfortunately, this may lead to possible suicidal thoughts. Obedience does not automatically mean intimidation. The most successful and effective parenting style up to date is the Authoritative parenting style. This parenting style is the amalgamation of high acceptance and involvement with flexible behavioral control techniques. Authoritative parents are the most successful because they provide a stable environment that invites growth and change instead of stifling it, they also provide a strong resilient family and where their children may feel safe. These pare nts are the perfect balance between assertiveness and understanding. Children nurtured with this style

Purpose To check the accuracy of common lab equip Essay Example For Students

Purpose: To check the accuracy of common lab equip Essay ment, such as the meterstick, the graduated cylinder and the thermometer and to reinforce the SIsystem. We will also be testing for precision in these experiments. Hypothesis: If the lab equipment that we are using is accurate than ourresults will turn up about the same each time we do the lab. Procedure:Experiment A: First obtain a meter stick. Then measure the length andwidth of your lab book in inches, meters, millimeters and centimeters. Record your results. Next use the standard calculations to check ifyour measurements correspond. Finally find the volume of the lab bookin cm2. Experiment B: First fill the graduated cylinder about half full. Readwhat the volume of the water is to the nearest 0.1mL (make sure youread the volume at the bottom of the meniscus). Record your results. Next determine the maximum volume your test tube will hold. Recordyour results. Experiment C: Acquire 40mL of water in a 150mL Erlenmeyer. Then weigh andrecord the mass of a 50mL Erlenmeyer to the nearest 0.1mg. Nextmeasure and record the temperature of the 40mL of water. Using thepipet, pipet exactly 10mL of water into the Erlenmeyer and weigh it tothe nearest 0.1mg. Next find the net mass of the 10mL of water. Todo this, subtract the mass of the Erlenmeyer from the gross mass ofthe water and the Erlenmeyer. Do these there times to make sure youare precise. Next find the mean volume delivered by the pipet. To dothis, add the three net masses and divide by three. Next find theindividual deviation from the mean. To do this, subtract theindividual volume by the mean volume. Next find the average deviationfrom the mean. To do this, add the three deviations together anddivide by three. Experiment D: First weigh a dry 50mL flask to the nearest 0.1mg. Next add10mL of antifreeze to the flask with your pipet. Weigh the flask andthe antifreeze and record the mass. Do this three times. Use themeasured mass and the volume to determine the density. The formulafor this is D = m/v. Using these values measure the mean density andthe average deviation from the mean. This is done like it was done inexperiment c. Calculations: See attached pagesData: See attached pagesResults: After concluding these experiments, I concluded that the labequipment that we used is accurate. My hypothesis was correct. Inthese experiments it was really important that the readings that weretaken from the equipment was very accurate and precise. It needs tobe both of these to be correct. This is because if you were accuratein the findings, but each time the readings were off, the mean wouldbe of too. Also if you were precise, but not accurate, then theanswer would be completely off. After doing this experiment, I nowbetter know the SI system and I better now how to use lab equipment.

T ENWR100 .17 Introduction to Writing Essays - Writing, Education

t ENWR100 .17 : Introduction to Writing Fall 2014 T/F 4:00-5:15 Instructor : Dr. Tatum Petrich Office : Dickson 135 Email : [emailprotected] Office Hours : Tues: 12:30-2:30, Classroom : UN3002 Wed: 10:45-11:15, Fri 10: 4 5-11:15 Required Texts: Hacker, Diana, and Nancy Sommers. A Writer's Reference . 7 th ed. Montclair State University custom edition. New York: Bedford/St. Martin's, 2014. Print. Isaacs, Emily, et al. Made with Words. 2 nd ed. New York: Bedford/St. Martins, 2010. Print. Mullainathan, Sendhil, and Eldar Shafir. Scarcity: Why Having Too Little Means So Much. New York: Times Books, 2013. Print. Notes on the Required Texts: An earlier edition of A Writer's Reference will do, but you will need to access from our Canvas site the updated "Writing at Montclair" prefatory chapter as well as any assigned sections that have been updated for the new edition (available to read and print from Canvas). Bring our current text, either Scarcity or Made with Words , PLUS A Writer's Reference to class every day (unless otherwise noted). You are expected to have all course texts at the start of the semester; if for any reason you don't, you are required to photocopy the assigned readings from another student or the instructor and to bring the photocopied text with you to class until you get your own book(s). The library should also have our course texts available on reserve. Useful Websites : MSU First Year Writing: http://www.montclair.edu/chss/english/first year writing Bedford/St. Martin's writing aids: http://bedfordstmartins.com/rewriting C enter for Writing Excellence: http://www.montclair.edu/cwe Writing Exercises from Diana Hacker: http://www.hackerhandbooks.com/writersref Course Purpose: The aim of this course is to provide students with the instruction, opportunities for writing practice, and feedback that will enable them to become capable college writers. Good writers are not good simply because they have "natural writing talent." Rather, writers become good through practicing, learning how to assess their own writing, and using the feedback of others to effectively revise. You will have opportunities to use these and other methods this semester. This course is designed to be a rigorous, thoughtful, and engaging course in intellectual ideas of the contemporary world. For more specifics about the course and its work, see the course description in the prefatory "Writing at Montclair" chapter of A Writer's Reference (also available on Canvas). Expected Outcomes: At the conclusion of the course, students should be able to demonstrate basic competence in: Generating writing through activities such as brainstorming, freewriting, and prompt writing Generating an arguable central claim Organizing ideas around a central claim with logic and clarity Integrating the ideas of others within one's own prose through summary, paraphrase, and quotation Understanding and correcting surface-level writing problems such as sentence boundaries, punctuation, and word choice. Course Expectations: Course expectations are more fully articulated in the prefatory "Writing at Montclair" chapter in the Montclair State University edition of A Writer's Reference. Please read this chapter carefully as it is an essential supplement to your syllabus . If for any reason you are unable to meet course requirements, please come talk to me in my office hours (or by appointment) before this begins to affect your progress in class. Course Requirements : Participation: 20% Three Essays (including required CWE visits): 55% Essay 1 (3-4 pages): 15% Essay 2 (3-4 pages): 20% Essay 3 (4-5 pages): 20% Writing Portfolio (including Essay 4 [2-3 pages]): 25% Completion of Course Evaluation (see below) Explanation of Course Requirements: Attendance: As a member of this class, your input is valued, and your regular attendance is expected. In-class writing, discussion, and occasional lectures provide information and processes essential to understanding the texts and writing strong essays. In order to cover any emergenciesillness, family issues, for example, or academic obligations for other classes such as field tripsstudents are allowed three absences in this class: excuses are neither needed nor accepted. Every absence after the allowed three results in a one-third letter reduction of the final grade. For example, if you achieve a B as your final grade but have an additional absence over the allowed limit, your final grade becomes a B-. Any student who enters the classroom after class has begun will be marked as late. Coming in to class late three