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page:
2 pages/≈550 words
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Style:
APA
Subject:
Health, Medicine, Nursing
Type:
Essay
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English (U.S.)
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Topic:
Death with Dignity Act Healthcare policy Health, Medicine Essay
Essay Instructions:
Select one health care policy (the Death with Dignity Act) related to access, equity, quality, or affordability that you have noted in your practice that is important to you. This policy will be the main theme of your Position Paper as well as the Assignments for Weeks 2 and 3.
Give a detailed description of the health care policy that you selected.
Include information on history, root causes for the introduction of the policy, and issues that the policy addresses.
Analyze at least one personal impact that this policy has had on you as a professional or in the workplace environment.
Provide at least one supporting and one opposing aspect of the policy, its implementation and its impact.
Note Initial Post: A 3-paragraph (at least 350 words) response. Be sure to use evidence from the readings and include in-text citations. Utilize essay-level writing practice and skills, including the use of transitional material and organizational frames. Avoid quotes; paraphrase to incorporate evidence into your own writing. A reference list is required. Use the most current evidence (usually less than or equal to 5 years old).
APA 7th editiion
Rubric Detail
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Content
| Excellent | Proficient | Basic | Needs Improvement | |
|---|---|---|---|---|
| Required Content Gives a detailed description of the health care policy including information on history, root causes for the introduction of the policy, and issues that the policy addresses. Provides at least one supporting and one opposing aspect of the policy, its implementation and its impact.Analyzes at least one personal impact that this policy has had on the nurse as a professional or in the workplace environment. |
Points Range: 27 (45%) - 30 (50%)
Initial post contains well developed and insightful analysis that brings new insight into the discussion.
Feedback:
|
Points Range: 24 (40%) - 26 (43.33%)
Initial post contains reasonable analysis that brings insight into the discussion.
Feedback:
|
Points Range: 21 (35%) - 23 (38.33%)
Initial post contains minimal analysis that brings limited insight into the discussion.
Feedback:
|
Points Range: 0 (0%) - 20 (33.33%)
Initial post lacks analysis and/or that brings little or no insight into the discussion.
Feedback:
|
| Response Posts "Entered the discussion thread on 3 separate days. Wrote at least two posts to two separate peers. Responses are appropriate to the topic, substantive, and promoted discussion by one or more of the following: • contributing insight to move the discussion forward. • offering substantial and/or different points of view and asks questions to add to discussion • including extra references or websites for peers to consider • relating discussion to different areas of practice and applying concepts to practice **Additional points may be deducted for late posting per the University late policy." |
Points Range: 14 (23.33%) - 15 (25%)
Response posts add substantial ideas and perspectives that invite further analysis and discussion. Participated 3 or more days in the classroom and responded to more than 2 classmates.
Feedback:
|
Points Range: 12 (20%) - 13 (21.67%)
Response posts are provicient and provide adequate analysis and discussion. Participated 3 days in the classroom and responds to at least two classmates.
Feedback:
|
Points Range: 11 (18.33%) - 11 (18.33%)
Response posts are limited and provide minimal analysis and discussion. Participated less than 3 days in the classroom and/or responds to less than two classmates.
Feedback:
|
Points Range: 0 (0%) - 10 (16.67%)
Response posts are inadequate and provide no analysis of discussion and/ or there is no participation in the classroom.
Feedback:
|
| Writing and Format Uses evidence to support a claim and give credit to the source. Uses course learning resources and seeks additional scholarly resources to support ideas. Displays sentence, paragraph, and essay skills. Writes in a scholarly, well-organized manner using own words by synthesizing evidence/resources. Paraphrases to avoid plagiarism of the source. APA: No more than one short, unique quote with correct APA format. Appropriate use and format of in-text citations and reference list. |
Points Range: 14 (23.33%) - 15 (25%)
Writer demonstrates excellence in all sentence and paragraph level skills within discussion board posts to meet the 4000 Academic Writing Expectations for this level.
Feedback:
|
Points Range: 12 (20%) - 13 (21.67%)
Writer demonstrates proficiency of most sentence and paragraph level skills within discussion board posts to meet the 4000 Academic Writing Expectations for this level. With only one format or writing issue needing to be addressed.
Feedback:
|
Points Range: 11 (18.33%) - 11 (18.33%)
Writer demonstrates minimal skill in meeting sentence level and/or paragraph level skills within discussion board posts to meet the 4000 Academic Writing Expectations for this level.With less than or equal to three format or writing issues needing to be addressed.
Feedback:
|
Points Range: 0 (0%) - 10 (16.67%)
Writer demonstrates inadequate skill within discussion board posts to meet the sentence and/or and paragraph level skills in meeting the 4000 Academic Writing Expectations for this level. With four or more format or writing issues needing to be addressed.
Feedback:
|
| Total Points: 60 |
|---|
Essay Sample Content Preview:
Running head: DEATH WITH DIGNITY ACT1
Death With Dignity Act: History, Root Causes, Policy Issues & Personal Impact
Student Name
College/University Affiliation
DEATH WITH DIGNITY ACT
2
Death With Dignity Act: History, Root Causes, Policy Issues & Personal Impact Terminally ill patients pose several dilemmas to physicians, family, law makers and
clergypersons. To die or not to die? That is a question still unsettled in several states. The debate over death with dignity cuts across clinical, social, cultural and religious lines and dates back as far as 1970s (Cavallo, 2017). The first state to enact death with dignity into law was Oregon on October 27, 1997 (“Oregon’s Death With Dignity Act,” n.d.). On March 5, 2009, Washington state enacted a similar law (“Death With Dignity Act,” n.d.) and, in more recent years, more and more states have enacted or considering similar laws (Cavallo). The underlying public policy, evidenced in all death-with-dignity-related acts, is informed by a long and wide debate over whether ending a patient’s life is ethical or not. The central claim, supported or rejected, in a death-with-dignity public policy is, essentially, about whether a physician's prescription, required in all enacted laws, is an ultimatum on a patient's life.
Clinically, despite a 68% majority of Americans agreeing to physicians assisting terminally ill patients put an end to a life of rapidly declining quality, according to a Gallup survey in 2015 and a majority of physicians accepting Death With Dignity legislation, according to a survey to medical professionals in 2014, some physicians object to such laws based on professional ethics grounds (Cavallo). Ethically, opposing physicians are afraid to violate Hippocrates’s oath of not doing no harm to patients.
Religiously, Death With Dignity legislation runs against established believes of sanctity of human life. The decision by a patient, from whom an informed consent is obtained, argue opponents, is not enough to end a human life. The endurance of pain, however unbearable an...
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