Nurses Involved in Lawsuits Research Paper Example | Topics and Well Written Essays - 750 words

Nurses Involved in Lawsuits - Research Paper Example Case ‘Patricia Fierle and Daniel Fierle, Husband And Wife, Appellants, vs. Jorge Perez M.D., Ltd., A Nevada Professional Corporation, D/B/A Sierra Nevada Oncology Care; Jorge Perez, M.D., Ph.D, MRCP, MRCPATH, An Individual; Linda Lesperance, R.N., APN-C, An Individual; Charmaine Cruet, R.N., APN-C, An Individual; and Melissa Mitchell, R.N., An Individual, Respondents.’ (Lexis-Nexis, 2009) The case was heard in the Supreme Court of Nevada. A brief history of this case is that it was also heard and dismissed in the district court, repudiating a post judgment motion (Lexis-Nexis, 2009). Overview Mrs. Fierle, Daniel’s wife was a patient under chemotherapy at the medical facility, Jorge Perez M.D., Ltd. She suffered burns on her skin as a result of this treatment and the husband and wife filed a case against Jorge Perez M.D., Ltd. They sued the facility but the action was dismissed by the court. The claims were of ‘medical malpractice’ (Lexis-Nexis, 2009), and the people who are the target were Jorge Perez, Linda Lesperance, Melissa Mitchell and Charmaine Cruet. The affidavit requirement of Nev. Rev. Stat.  §41A.071, (Lexis-Nexis, 2009) was applicable and the requirement was to file expert affidavits ‘non-res for ipsa loquitur claims’ (Lexis-Nexis, 2009), but the couple failed to attach them, however in case of assistants like the nurses, there is no such requirement, which is why under Nev. Rev. Stat.  § 41A.100 (1) (Lexis-Nexis, 2009), registered nurse was accused of professional negligence. Facts Patricia had been diagnosed with breast cancer in 2005 and she was under treatment at the John Perez medical facility, she had mastectomy, and a catheter was put in her chest, so that chemotherapy medicines could be instilled. One part of the catheter was attached to the subclavian vein, so this setting would let the caretaker administer the chemo medicine via a needle inserted in the catheter. Chemotherapy was to be admi nistered under the supervision of Dr. Perez and her nurses Charmaine Cruet, Linda Lesperance and Melissa Mitchell. Mitchell was the only registered nurse (being a registered nurse is very important for legal accusations). On her third visit, Patricia felt something was wrong during chemotherapy. According to the patient’s narrative, Mitchell’s chemo administration did not go into the catheter, instead it went into the tissue, causing a skin burn, known as the â€Å"extravasation† (Lexis-Nexis, 2009). She complained of the pain but medical attention was not given. The other day, a nurse noticed red spot on her chest and sent her to radiologist, which after ultrasound test, confirmed that catheter tip was not in subclavian vein but in the tissue. Patricia went to another doctor, Dr. Miercort, for her treatment, who also provided the affidavit for the case that â€Å"negligent extravasation† (Lexis-Nexis, 2009) had ensued by previous treatment. Patricia†™s claim in the court says that Mitchell failed to provide due care while administering chemo and that negligence caused her severe burn over her right shoulder and in subclavian region with epirubicin (Lexis-Nexis, 2009). Strategy to prevent it NSCA ("Standards and competencies," 2012) has issued a report how doctors and nurses can be extra careful while administeri

THE CORRELATION BETWEEN ACADEMIC PERSISTENCE AND DEMOGRAPHICAL Dissertation

THE CORRELATION BETWEEN ACADEMIC PERSISTENCE AND DEMOGRAPHICAL OUTCOMES IN POST SECONDARY ACCELERATED ADULT EDUCATION STUDIES - Dissertation Example The presence of high attrition within these institutions that offer adult education along with the pressures of accountability are also very high (Hubble, 2000). Previous research shows that most of the adults who withdraw usually do so when they have accomplished their goals or when they want to join other programs that would suit them more. They also indicate that most of the adults who drop out of school usually return when their situations are altered creating a cycle where they drop out and return severally (Skilton-Sylvester, 2002). The process of utilizing class or lecture attendances as the major measurement of persistence actually undervalues other effective activities in learning that should otherwise be encouraged. This includes learning activities like personal studies along with distance learning (Ziegler, Bain, Bell & Brian, 2003). According to Comings (2008), persistence is the period that adults stay in education programs while engaging in personalized studies when fo rced by circumstances to withdraw from attending classes or lecture lessons. He additionally stated that the adult students should return to attending the lectures when their lives demand so. Previous surveys carried out on adult students in the United States indicate that, the adults who have previously been involved in vocational trainings, self-studies and other forms of education were more likely to have academic persistence than those who had not (Rudy, 2003). They also indicate that adult students who have specific needs are more likely to persist than adults attending these institutions but with no specific goals. The institutions proving adult education programs should provide more learning options such as distance learning to those adult students who are no longer willing to join classes or attend lectures (Hubble, 2000). Adults can be engaged in better understanding while managing the forces that advance or affect their learning activities through perspective that is learn er centered so as to effectively support their persistence (Ziegler & Durant, 2007). There are several factors that have been identified as affecting the adult students’ academic persistence. These factors have been identified as ranging from different situations, institutions, dispositions, demographic factors along with emotional or relational forces (Ziegler, Bain, Bell & Brian, 2003). The situational problems that affect an adults persistence in education include problems associated with their employments, finances, the support of their children, families, transport and health issues along with abuses from their fellow learning mates (Reder & Strawn, 2001). The institutional forces that hinder the adults from persisting in education programs include the level or contents of the program, its location and attendance or reentry guidelines that are utilized in the institution (Hubble, 2000). On the other hand, the adult students may be prevented from excelling in their chosen fields by the attitudes they have developed towards the studies, their self-efficacies, resilience’s along with failure attributions (Long, 2001). Finally, the adult student’s academic persistence may be affected by demographic and emotionally related forces. The demographic forces include age, sex and their diverse cultures whereas the emotional forces include the community support they are accorded, encouragements along with the care