How has this experience or the lack of it shaped your view of death? PHI 413

Sample Answer for How has this experience or the lack of it shaped your view of death? PHI 413 Included After Question

How has this experience or the lack of it shaped your view of death? PHI 413

How has this experience or the lack of it shaped your view of death? PHI 413

Topic 4 DQ 1

How often do you engage with or witness death in your work? How has this experience or the lack of it shaped your view of death? Has it gotten easier or harder for you to accept the fact of death? As you explain, include your clinical specialty.

A Sample Answer For the Assignment: How has this experience or the lack of it shaped your view of death? PHI 413

Title: How has this experience or the lack of it shaped your view of death? PHI 413

Replies

Working in a Level 1 Trauma Center emergency department, I have cared for many patients who have died. Unfortunately, the death of patients while in the emergency department often happens multiple times a month, week, or within a day. Death, to me, is the transformation from a physical form into a spiritual one, similar to a caterpillar turning into a butterfly. Whereby “the souls or spirits of the deceased exist after death and before the resurrection” (Hoehner, 2020, para. 38). Two of my patients passed during one of my shifts last week, one from a heart attack and the other from a motor vehicle accident. Before the attending physician announces the time of death, two questions are asked of the health team members working on the patient: Does anyone have any other ideas we can try? (Pharmacology and/or medical interventions), and Does anyone object to calling the death of this patient? When there is no objection voiced, I hold the patient’s hand when the time of death is called. Holding someone’s hand can be comforting. As I hold the patient’s hand in the physical world, I envision passing relatives and friends meeting the patient and extending their hands in the spiritual world, which helps me shape a more optimistic view of death.

Recent events have affected my heart, mind, and emotional stability around death. I attended my girlfriend’s memorial two weeks ago and experienced the unexpected loss of my friend and my ED director three days later. Two days before my ED director’s passing, we discussed the new procedures we planned to implement in the front-end triage process. Part of me is still in denial. I have been struggling this past week, trying to sort through all of my emotions, from the loss of both of my friends and witnessing two other patients’ deaths though I cannot help but think that this class’s timing may have been divine intervention.

How has this experience or the lack of it shaped your view of death
How has this experience or the lack of it shaped your view of death

How has this experience or the lack of it shaped your view of death? PHI 413 Reference

Hoehner, P. J. (2020). Death, dying and grief. In Practicing dignity: An introduction to Christian values and decision making in health care. Grand Canyon University. https://lc.gcumedia.com/phi413v/practicing-dignity-an-introduction-to-christian-values-and-decision-making-in-health-care/v1.1/#/chapter/4

 

Thank you for your heartfelt post to this weeks discussion question. I am so sorry for the loss of your friends and the deaths of your patients in the ED recently. I would love to work in the ED but I knew my heart could not take the death that a nurse would encounter there so I have worked in OB/GYN & PACU my entire nursing career. Your comment about transformation from a physical form into a spiritual one that is similar to a caterpillar turning into a butterfly really moved me. I liked that a lot. It also was wonderful to read that you hold the hand of you dying patient.

I too believe that it was divine intervention for me to take this class at this period of time. My mother died in August unexpectedly and I have been struggling with having sad days as I grieve for her. This class has caused me to looked deep within myself and ask myself what my beliefs are and what they mean to me. I have come to realize that my religious beliefs really do mean more to me than I thought at the start of this class. I feel like I am going through my own little metamorphosis. I will keep you in my prayers and hope that you are able to have better days ahead.

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Replies to Kimberly Martin

Hi Kimberly,

Thank you. I am so sorry for the loss of your mom. Unexpected death is just so hard to process at times, even more during a pandemic. Our class has been a blessing for me in helping me through the emotional roller coaster that I have been and will continue to experience for some time. As healthcare workers, we all are one big team taking care of patients at different times in their life. Working in the ED was more of a continuation of patient care after working as an EMT-P in the field. The ability to care for many patients in a day and work with colleagues as a team to prolong life (not save it) is where I feel I do the most good for patients as a health care provider. The wonderful gift about our profession is that it provides us with the opportunity to change patient care venues—something I am pondering.

 

~Tara

 

  • Mallory Barney

replied toTara Indrieri

Jan 21, 2022, 11:26 AM

  • Replies to Tara Indrieri

Tara,

I am very sorry to hear that you have had so many deaths of loved ones and patients recently. I think that is a very beautiful way to think about death, a caterpillar turning into a butterfly. I hope you can find comfort in God during these tough times. I myself also use to work in a level one emergency department and now work in a critical access hospital. Unfortunately, no matter what ER you work in, there are deaths, and having this comfort in God can make these deaths easier to cope with.

  • Valery Ndonku

replied toTara Indrieri

Jan 23, 2022, 10:36 PM

  • Replies to Tara Indrieri

Hi Tara,

Thanks a lot for sharing with us your topic 4 DQ 1 discussion post where you managed to give a very eloquent account of your experiences with death while working in a level 1 trauma center emergency department as well as at a personal level. I can only imagine how difficult it must be for you and your colleagues having to witness all those deaths in the ER department. Also, accept my sincere condolences for the loss of your girlfriend and friends. May God comfort you during this trying time and may He give you infinite peace and strength to help you through this difficult time.

Austyn Holden

Posted Date

Jan 19, 2022, 11:44 PM

At the moment, I do not work as a nurse. In my current job as a dorm Resident Assistant, we don’t deal with death at all, and the only time death is even talked about is in the context of suicide or medical emergencies, which we are trained to deal with. I do deal with it a little bit when I go to clinicals for my RN courses, since so far we have done most of our clinical hours at a nursing home. We do not get enough time caring for those residents to get attached and be terribly affected by their deaths, but we see the aftermath from both the nursing staff’s perspective and from the families’ perspective. For me it has affected my view of death in interesting ways. I feel like seeing it as an outsider looking in has made me a bit jaded, I still care for the person and their family but it doesn’t affect me much emotionally. I already am fairly accepting of death, especially if I know the person shares my beliefs about salvation, since I believe that if you are saved then death is not the end of your spiritual life, but you get to go to heaven and spend eternity there. It is a little harder for me when I don’t know for sure what they believed or I know they didn’t share my beliefs, because I don’t know if they’ll go to heaven, and sometimes when it’s someone I am fairly close to I feel like I could have introduced them to Jesus.

Brian Murphy

Posted Date

Jan 19, 2022, 11:20 PM

Replies to Lori Seymore

I have only experienced death at work from a distance. I am a 4th semester Associates degree nursing student. I’ve been in the hospital when patients have coded and passed away but none have been under my care when it happened. I have assisted with postmortem care once during my 2nd semester. I had no interaction with the patient before he passed was just asked to assist after death with the postmortem care. The few times I have been at the hospital when a patient passed away I asked if it was expected. One patient had terminal cancer and the other just got transferred from ICU to the floor and was considered stable. Personally I have only lost a few family members in my lifetime and only one who I was close to. It was hard when my uncle passed of a sudden heart attack. I have no clue how I will feel when I lose a patient under my care. All I hope is that I can have done everything in my power to prevent their death. Paul Hoehner explains death perfectly when he states, “Despite the great strides to alleviate pain and prolong life in even the most serious of illnesses, the death of the body remains one of the central, universal, and inevitable outcomes of life” (Hoehner, P. 2020).

Hoehner, P. (2020). Foundational Issues in Christian Spirituality and Ethics. In

                   Practicing Dignity: An Introduction to Christian Values & Decision Making in                

                  Health Care (1st ed.).  Retrieved from:

Practicing Dignity: An Introduction to Christian Values and Decision Making in Health Care (gcumedia.com)

 

As we begin this session, I would like to take this opportunity to clarify my expectations for this course:

Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).

 

Course Room Etiquette:

  • It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
  • All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!

 

Office Hours:

  • My office hours vary so feel free to shoot me an email at Kelly.[email protected] or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
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Late Policy and Grading Policy

Discussion questions:

  • I do not mark off for late DQ’s.
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  • Representing the ideas, expressions, or materials of another without due credit.
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  • Failing to document direct quotations without proper citation and referencing.
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LopesWrite

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How has this experience or the lack of it shaped your view of death? PHI 413 Grading Rubric

Performance Category 100% or highest level of performance

100%

16 points

Very good or high level of performance

88%

14 points

Acceptable level of performance

81%

13 points

Inadequate demonstration of expectations

68%

11 points

Deficient level of performance

56%

9 points

 

Failing level

of performance

55% or less

0 points

 Total Points Possible= 50           16 Points    14 Points 13 Points        11 Points           9 Points          0 Points
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic topics.

Presentation of information was exceptional and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information was good, but was superficial in places and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information was minimally demonstrated in all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 

Presentation of information is unsatisfactory in one of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 

Presentation of information is unsatisfactory in two of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information is unsatisfactory in three or more of the following elements

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
 16 Points  14 Points  13 Points 11 Points 9 Points  0 Points
Application of Course Knowledge

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations

Presentation of information was exceptional and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information was good, but was superficial in places and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information was minimally demonstrated in the all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information is unsatisfactory in one of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from and scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information is unsatisfactory in two of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information is unsatisfactory in three of the following elements

  • Applies principles, knowledge and information and scholarly resources to the required topic.
  • Applies facts, principles or concepts learned scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
   10 Points 9 Points  6 Points  0 Points
Interactive Dialogue

Initial post should be a minimum of 300 words (references do not count toward word count)

The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)

Responses are substantive and relate to the topic.

Demonstrated all of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
Demonstrated 3 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
Demonstrated 2 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
Demonstrated 1 or less of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
  8 Points 7 Points  6 Points         5 Points          4 Points  0 Points
Grammar, Syntax, APA

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

Error is defined to be a unique APA error. Same type of error is only counted as one error.

The following was present:

  • 0-3 errors in APA format

AND

  • Responses have 0-3 grammatical, spelling or punctuation errors

AND

  • Writing style is generally clear, focused on topic,and facilitates communication.
The following was present:

  • 4-6 errors in APA format.

AND/OR

  • Responses have 4-5 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is somewhat focused on topic.
The following was present:

  • 7-9 errors in APA format.

AND/OR

  • Responses have 6-7 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is slightly focused on topic making discussion difficult to understand.
 

The following was present:

  • 10- 12 errors in APA format

AND/OR

  • Responses have 8-9 grammatical, spelling and punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.
 

The following was present:

  • 13 – 15 errors in APA format

AND/OR

  • Responses have 8-10 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.

AND/OR

  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.
The following was present:

  • 16 to greater errors in APA format.

AND/OR

  • Responses have more than 10 grammatical, spelling or punctuation errors.

AND/OR

  • Writing style does not facilitate communication
  0 Points Deducted 5 Points Lost
Participation

Requirements

Demonstrated the following:

  • Initial, peer, and faculty postings were made on 3 separate days
Failed to demonstrate the following:

  • Initial, peer, and faculty postings were made on 3 separate days
  0 Points Lost 5 Points Lost
Due Date Requirements Demonstrated all of the following:

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

Demonstrates one or less of the following.

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.