This case study assignment explores euthanasia. Using the Online Library and additional scholarly resources, research euthanasia in your state, and address the items below.

• What is euthanasia?
• Identify and describe laws regarding euthanasia in your state.
• Explain a recent case about euthanasia and its outcome.
• Based upon what you have read, give your opinion on euthanasia, and support your argument.

Your case study will be at least three pages in length, not counting the title and reference pages. It should present an insightful and thorough analysis with strong arguments and evidence.

You are required to use at least two outside resources, one of which must be from the CSU Online Library. All resources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations. Your case study, including all references, will be formatted in APA style.

Discuss the following questions and any other insights into this week’s reading that seem important to you. Try to answer no more than one or two questions per post, which helps your peers reply to your post. Make an effort to tackle a question nobody else has answered yet. Try to make connections between Lamott, Foley, and Sommers. 

1. Analyze the quotations Sommers includes to support her assertion that student writers see revision differently from “experienced” writers. Are the two kinds of writers as far apart as she claims? Is there any overlap? Be specific.
2. Discuss the students’ concern about repetition. Have you had a similar experience as a writer? Why does Sommers suggest that this concern is unfounded or misplaced? Do you agree with her? Why or why not?
3. Discuss Sommers’ claim that students believe that revision is complete when they believe that “they have not violated any of the rules for revising.” To what kind of rules is Sommers referring? Is she suggesting that these rules don’t matter?
4. What are some of the similarities between Lamott, Foley, and Sommer’s description of the writing process?  

HA4050D – Healthcare Law

Discussion 06.2: Premature Discharge?

Read the Discussion 06.2 Scenario. We will debate two related issues:

SCENARIO (BASED ON A REAL LOUISIANA CASE)

As your Pozgar textbook states, “The premature discharge of a patient is risky business” (p. 249). As the

text points out, improperly discharging patients is a very common basis for negligence suits against

physicians.

Scenario (based on a real Louisiana case): A patient with chronic kidney failure required continual

dialysis treatment. As such, hemodialysis catheters, also called access grafts, were surgically inserted in

the patient’s arms. These access grafts eventually caused problems and needed to be removed by a

vascular surgeon. After the procedure, the patient was hospitalized and he suffered two incidents

where he bled copiously from a surgery site in his left arm. The bleeding was stopped with pressure

dressings, and the patient received a blood transfusion. The patient was hospitalized for four additional

days for observation. He had no other episodes of bleeding, he received his dialysis treatment fine, ate

well, and had good vital signs—therefore, the patient was dismissed from the hospital. The physician’s

discharge summary noted the patient had been instructed on how to apply pressure if his arm should

bleed and was told to call his physician if problems occurred.

Upon returning home, the patient had two bleeding incidents. Pressure was applied and the site was

wrapped with gauze. No one called the physician to report the two bleeding incidents. The next day,

the patient was left alone while his wife went to run some errands. When she returned home about 30

minutes later, she found her husband dead, lying in a pool of blood. The patient died from loss of blood

caused by hemorrhaging from the incision in his left arm. His wife filed a wrongful death suit against the

physician, claiming that he never should have been discharged from the hospital.

.Was the physician who dismissed the patient guilty of negligence?

.Even assuming the physician was negligent, recalling your reading from Chapter 8, are there any affirmative defenses he could raise in this case that might shield him from liability? If so, what are they, and what facts support them?

We will divide the class into two groups:

.Group 1:  Students with last names starting with the letters A-M will represent the defendant physician and argue that the doctor was not negligent and/or he should prevail because of an affirmative defense he could raise at trial.

.Group 2:  Students with last names starting with the letters N-Z will represent the plaintiff and argue that the physician was negligent and that there is no affirmative defense that should excuse the physician from liability.

Each group member is required to debate their position based upon facts and research. Fully explain your reasoning, using legal principles you have learned and applying them to the facts of this case. Opinions offered without evidence are not welcome in this debate. Defend your position by citing research, such as a page of the textbook or an outside source.

Education without action is like a billboard in a basement—big, bold, but actionable to no one. By incorporating social change as part of its mission statement, the leadership of Walden University is asking students, faculty, and leadership to consider the possibility of how to use one’s education to deliberately be in the world and make some part of it a better place.

Consider what you have learned from this course—the fundamental procedures of how to conduct qualitative research; and the critical processes that identify the researcher as a self-reflective co-participant. For this week, reflect on how these considerations have influenced your understanding of research and your direction for your dissertation or doctoral study.

To prepare for this Discussion:

• Review the readings from the Ravitch and Carl and Rubin and Rubin and consider reflecting on your experiences in qualitative research throughout this course.
• Review the media programs related to The Qualitative Dissertation Experience: A Doctoral Candidate Experience and consider the experience of other doctoral candidates through this qualitative research process.

ASSIGNMENT 

Post your responses to the following:

• Explain what social change means to you as a Walden doctoral candidate. What experiences from the course most influenced your understanding?
• Explain what in qualitative research you would like to know more about as a result of taking this course.
• Reflect on your problem statement and the next steps for developing a research topic for your dissertation or doctoral study. Include an explanation of whether you would choose a qualitative approach, why or why not.

Be sure to support your main post and response post with reference to the week’s Learning Resources and other scholarly evidence in APA style.

required Readings

Ravitch, S. M., & Carl, N. M. (2016). Qualitative research: Bridging the conceptual, theoretical, and methodological. Thousand Oaks, CA: Sage Publications.
Epilogue, “Revisiting Critically, Reflexivity, Collaboration, and Rigor” (pp. 383–392)
Chapter 10, “Crafting Qualitative Research Proposals” (pp. 299–342)

Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Thousand Oaks, CA: Sage Publications.
Chapter 14, “Personal Reflections on Responsive Interviewing” (pp. 234–242)