Jehovah’s Witness and Blood Transfusion Discussion Case Essay
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Jehovah’s Witness and Blood Transfusion Discussion Case Essay
Please Reply to the following 2 Discussion posts:
APA format with intext citation
Word count minimum of 150 words per post
References at least one high-level scholarly reference per post within the last 5 years in APA format.
DISCUSSION POST # 1 Ann
Jehovah’s witness and blood transfusion
According to the article of (Rashid et al., 2021) More than 8.5 million people in the world observe the Jehovah’s Witness faith and require unique consideration for perioperative blood management as they generally refuse transfusion of blood and blood products.
Managing anemia and acute blood loss in critical patients has long been reliant on the judicious use of red blood cell transfusions. The primary goal of blood transfusion is the efficient delivery of oxygen to end organs, especially the brain. Provided that appropriate guidelines are followed, allogenic blood transfusions are considered a safe and effective therapeutic option. Some patients refuse or decline blood transfusions due to cultural and/or religious beliefs, with the most well-known being followers of Jehovah’s Witnesses (Sticco et al., 2019).
Jehovah’s witnesses oppose receiving blood transfusions based on religious grounds. This refusal raises complex medical, legal and ethical issues for the treating medical staff. In the past physicians attempted to force patients and children to accept transfusions when deemed medically necessary through the use of court orders. However, in recent years the threshold for blood transfusion has been gradually raised by medical experts as expressed in consensus guidelines, which means that Jehovah’s witnesses’ aversion to transfusion would have been partially justified medically (Sagy et al., 2017).
Although the courts have ruled that the decisions of competent adults must be respected, and healthcare providers have come to appreciate the need to care for the whole person-including respecting beliefs that may appear irrational or harmful-dealing with individual believers can still be a source of moral distress. The Watch Tower Society has done an admirable job of establishing hospital liaison committees to educate healthcare providers about its beliefs with regard to alternative, bloodless surgical procedures, and to support Jehovah’s Witness believers in navigating the healthcare system (Pullman, 2019).
Conflicts arise between cultural beliefs and delivering competent medical care which makes it challenging for the healthcare providers. In my opinion, as a healthcare provider, it is imperative to respect a person’s belief in their care. It is paramount that we acknowledge and accommodate their culture and beliefs.
Discussion post # 2 Kelly
Cultural Competence: as Simple as the Food We Eat
“Culture is a set of beliefs, values, and assumptions about life that are widely held among a group of people and is transmitted intergenerationally” (Stanhope p. 141 para 4). In order to practice as an APRN, we need to be aware of the distinct cultural needs of others. We need to be able to view the patient separate from the culture we live in and be able to recognize the importance of what they require in order to accept our care. This goes beyond ethnicity, religion, or race. We also cannot make assumptions about someone’s culture. By failing to recognize the cultural differences in our patients, we may be undermining their healthcare unknowingly (Black 2017).
“APN’s frequently face a dual challenge: to provide high-quality, evidence-based care to culturally diverse populations and to do so in communities that are often socially and economically challenged” (Joel p. 300 para 6). If a patient in a care center is losing weight due to malnutrition or refuses to eat the food in a hospital due to cultural beliefs, the APN needs to view those beliefs and not judge the patient for choosing not to eat the food. Food can connect us across cultures, and generations. Food can connect us to our heritage and ethnicity but is not limited by it.
I was reminded of this for the last several months. A co-worker brought food every day for a church friend that was hospitalized because they believe the food prepared by strangers will not heal the body. A healthcare provider may interpret this as the refusal of care, or non-compliance. Recently during Hanukkah, my grandmother insisted on taking a brisket and potatoes latkes to her friend at the care center who refused to eat anything that was set before her. Her friend was losing weight and had stopped speaking English. When we went to visit, she ate well and conversed with my grandmother. The staff asked, “How did you get her to eat?” My grandmother stated, “I gave her what she needed.” Cultural competence requires systems that can personalize the needs of the population they serve. Being able to apply cultural knowledge is also being aware of how culture influences our health practices, dietary needs, our beliefs about food, and how we communicate our health belief needs (Marion 2017).
As nurses, and especially as APNs we will face challenges as our population continues to evolve and change. According to Leininger’s theory, we need to view the patient in the context of their culture, respect the culture of the patient and recognize the importance of its relationship of the culture within the nursing care we deliver (Joel 2018). She encouraged us to use creativity and find the cultural path that works best for our patients, while still being able to deliver care. Sometimes, all we have to do is make minor changes in the delivery to make major changes in the outcome.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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