NUR 621 What are the ethical implications of distributing scarce resources

NUR 621 What are the ethical implications of distributing scarce resources

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NUR 621 What are the ethical implications of distributing scarce resources

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Uninsured patients can impact the financial status of a health care organization. What are the ethical implications of distributing scarce resources? How do you balance the cost of business versus the quality of care in order to ensure all patients are treated fairly and receive the care that they need?

A Sample Answer For the Assignment: NUR 621 What are the ethical implications of distributing scarce resources

Title: NUR 621 What are the ethical implications of distributing scarce resources

Dec 14, 2021, 11:35 PM

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Uninsured patients can negatively impact the financial status of health care organizations. Uninsured people tend to put off medical treatment and visits and preventative care screenings and treatments. These individuals are sometimes more likely to develop chronic conditions such as high blood pressure, diabetes, cancer, obesity, and heart disease, which can burden the health care system by higher mortality and morbidity rates and readmissions to healthcare organizations and increasing healthcare costs. Some organizations provide a healthcare safety net or charity care for the uninsured; however, there might be limited services and resources or limited access to such facilities (Garfield et al., 2019). Limited healthcare services and resources might lead to poorer patient outcomes. Healthcare providers should aim to always provide the best care to all people, which might cost healthcare organizations significantly due to the lack of revenues from uninsured patients.

Despite the negative impacts lack of health insurance can cause a healthcare facility, all patients should receive high quality, exceptional care all the time. “The enjoyment of the highest attainable standard of health is one of the fundamental rights of every human being without distinction of race, race, religion, political belief, economic or social condition” (WHO, 2017). Healthcare organizations and providers should not be biased when providing care. This writer’s world view is to treat others the way you would like to be treated; this writer would want the best care despite health insurance status. Lack of care could be a thin line between life and death. A business needs to balance cost, and this issue does come with its challenges, but it should not be that balancing cost out ways the provision of safe quality care for all.

 

Ethics plays a significant role in healthcare and healthcare delivery. Beneficence, justice, autonomy, and non-maleficence are generally the four ethical guiding principles that guide healthcare delivery (Rawlings et al., 2020). The two principles that stand out for this writer regarding the situation of scarce resource allocation are beneficence which is acting in the best interest of and promoting the well-being of others, and justice which is treating people fairly (Rawlings et al., 2020). Nurses have ethical principles that guide nursing practice. The two provisions from the code of ethics that stands out for this writer regarding the above situation are that nurses have the authority, accountability, and responsibility for nursing practice, and decisions and actions should be consistent with optimal patient care; and that nurses through individual and collective efforts should establish, maintain, and improve the ethical environment of the work setting and conditions of employment that are conducive to safe, quality health care (Gaines, 2021).

 

References NUR 621 What are the ethical implications of distributing scarce resources

 

Gaines, K. (2021). What is the nursing code of ethics? https://nurse.org/education/nursing-code-of-ethics/

 

Garfield, R., Orgera, K. & Damico, A. The uninsured and the ACA: A primer- key facts about health insurance and the uninsured amidst changes to the Affordable Care Act. Kaiser Family Foundation. https://www.kff.org/report-section/the-uninsured-and-the-aca-a-primer-key-facts-about-heatlh-insurance-and-the-uninsured-amidst-changes-to-the-affordable-care-act-how-does-lack-of-insurance-affect-access-to-care/

 

Rawlings, A., Brandt, L., Ferreres, A., Asbun, H. & Shadduck, P. (2020). Ethical considerations for allocation of scarce resources and alterations in surgical care during a pandemic. Surgical Endoscopy, 1-6. https://www.ncbinlm.nih.gov/pmc/articles/PMC7216853

 

World Health Organization (WHO). (2017). Health is a fundamental human right. https://www.who/int/news-room/commentaries/detail/health-is-the-fundamental-human-right

 

REPLY

BH

Dec 15, 2021, 4:54 AM

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Replies to Tameka Foster

Knowledge Check:

Identify two impacts of the uninsured on the health care system. What systems are in place to manage these costs?

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  • LH

Dec 15, 2021, 11:45 PM

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Hello Professor Hale and class,

Two impacts of the uninsured on the health care system is lack of health insurance has implications for health and mortality. People who are uninsured face financial as well as medical health risks. Most uninsured patients go to the emergency rooms because they lack medical coverage and need to be seen. “They often are more likely to delay or forgo preventive care.” (Penner, 2017) This in turn puts a huge strain on the Emergency Departments and their budget. In addition the price of insurance increases to offset the debt. The problems of the uninsured may lead to inefficiencies and higher costs of care. “The implementation of the ACA has reduced the number of uninsured, thus helping to reduce access problems and resulting poor health outcomes.” (Penner, 2017) Also, Medicare and Medicaid aid in managing the cost of the uninsured.

 

Penner, S. J. (2017). Economics and financial management for nurses and nurse leaders (3rd ed.). Springer Publishing Company.

REPLY

  • SH

Jan 24, 2022, 12:23 PM

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The United States has experienced a significant shift in the number of uninsured people over the last 10 years. There were 28 million nonelderly people uninsured in 2016 with an increase to 30 million in the first half of 2020 (Finegold, et.al., 2021). At the start of the ACA in 2010, there was a significant increase in coverage, especially for minority population.  Despite this there are still large racial and ethnic disparities. The increase in coverage was quickly impacted by the COVID pandemic. A survey conducted by the U.S Census Bureau in 2020 and 2021 suggests a 22% decrease in coverage. Although there was a decrease in the number of people insured in was not as significant as the National Health Interview Survey originally anticipated (Finegold, et.al., 2021).

 

Reference NUR 621 What are the ethical implications of distributing scarce resources

 

Finegold, K., Conmy, A., Chu, R. C., Bosworth, A. &Benjamin, S. D. (2021, February 11). Trends in the U.S. unisured population 2010-2020. https://aspe.hhs.gov/sites/default/files/private/pdf/265041/trends-in-the-us-uninsured.pdf

REPLY

CO

Posted Date

Dec 13, 2021, 10:58 PM

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Replies to Tameka Foster

Uninsured patients create a financial impact status on health care organizations because they do not pay for their healthcare services and the healthcare organization who provide the health care services will absorb the financial loss. These financial losses can be absorbed by practitioners and institutions working either in the private or public sector. Uninsured individuals cause an effect on the community in a few situations. These situations include an increase in insurance premiums and how much a hospital will charge individuals for the services that are being provided. According to Penner, uninsured individuals use less medical care than those individuals who have insurance. Unfortunately, uninsured individuals have less access to appropriate medical care, do not receive appropriate health care, and experience worse health care outcomes than those individuals that have health care insurance. There are three in ten uninsured individuals during 2019 went without the necessary medical care due to the medical costs.

There have been mixed thoughts about balancing the costs of a health care organization and providing quality of care to ensure that all patients receive fair and proper care. Health care costs must be addressed but first we must address how health care is being delivered, including the coordination of care and patient safety. According to the World Health Organization (WHO) health care services should be, “the extent to which health care services provided to individuals and patient populations improve desired health outcomes.” WHO

maintains that to achieve these outcomes, healthcare should be effective, safe, efficient, timely, equitable, and peopled centered?) (World Health Organization, 2006).

NUR 621 What are the ethical implications of distributing scarce resources
NUR 621 What are the ethical implications of distributing scarce resources

References NUR 621 What are the ethical implications of distributing scarce resources

Institute of Medicine (US) Committee on the Consequences of Uninsurance. Hidden Costs, Values Lost: Uninsurance in America. Washington (DC): National Academies Press (US); 2003. 3, Spending on Health Care for Uninsured Americans: How Much, and Who Pays? Available from: https://www.ncbi.nlm.nih.gov/books/NBK221653/

Penner, S. J. (2017). Economics and financial management for nurses and nurse leaders (3rd ed.). Springer Publishing Company.

World Health Organization. (2006). Quality of Care This Guide Provides decision-makers and Managers at Country Level with a Systematic Process Which Will Allow Them to Design. https://www.who.int/management/quality/assurance/QualityCare_B.Def.pdf

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NUR 621 What are the ethical implications of distributing scarce resources Grading Rubric Guidelines

Performance Category 10 9 8 4 0
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.

  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0
Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations

  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0
Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)

  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.

  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
  Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

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

The source of information is the APA Manual 6th Edition

  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost       -5 points lost
Total Participation Requirements

per discussion thread

The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement

per discussion thread

The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

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