Department of Medical Laboratory Technology
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Department of Medical Laboratory Technology
Flesh eating bacteria? Youre kidding, right? Dr. Matthew Mitchell winced as he tried to understand the alarmed nurse at the other end of the phone. Slow down and tell me again whats happening. Matt knew that he needed to stay calm and try to buy time to understand the problem. It was the first time he had been left as the sole physician in charge of the struggling White Rock Clinic. Dr. Jennifer Eckenrode, the seasoned senior physician in their partnership, had left for Nepal two weeks earlier on a three-week expedition to climb Mount Everest.
The nurse, Joan Benjamin, continued, All I know is that I have three really sick babies down here. The Wandell twins started to go bad yesterday. They have a strange rash on their thighs and theyre running a fever. I thought it was just ordinary diaper rash, but this evening when I was rubbing some ointment on it, the skin started coming off in sheets! Now the LaComb baby looks like she has the same thing under her arms.
You havent started using some new lotion or soap on them, have you? asked Matt, hoping that he wasnt going to have to resurrect his knowledge of infectious disease. Perhaps youre using something thats too harsh for the skin of neonates.
No, no, Joan answered impatiently. Ive been working in neonatal nurseries for 25 years. I think I know a thing or two about washing babies. Can you reach Dr. Eckenrode? She knows how to handle these sorts of things.
Matt resisted the urge to snap back at her. If he had to call Jen in Nepal hed never live it down. No need to call her. She left me in charge. I just need to take a look at the little guys. Ill be right up.
Matt took the stairs up to the nursery two steps at a time. Turning down the hallway he could see a small cluster of visitors cooing and waving at a small red-faced infant being displayed through the nurserys large plate glass window. Behind them Nurse Benjamin was hovering over an isolette. Matt hurriedly washed his hands and walked over to the isolette to examine the baby.
Joan didnt look up when he arrived but simply murmured Dr. Mitchell under her breath as if his name were something distasteful. The Lacomb baby was wearing a tiny knit cap and was wrapped tightly in a hospital blanket. Matt gently unwrapped the blanket and lifted up the babys white undershirt to examine her skin. He could see some small vesicular lesions on the inside of her upper arm. Farther up, in the axillary area, there was a moist red area about the size of a quarter. The baby girl seemed warm to the touch, and she began to fuss and wave her fists in response to his probing. He replaced the blanket and walked over to the isolette that held the first of the Wandell twins.
Baby Boy A is worse than his brother, Joan called from across the nursery. Matt undressed Baby Boy A and removed his diaper to look at the affected area. The entire area of the tiny babys groin appeared to be involved, demonstrating the same strange skin infection. Maybe Joan was rightperhaps this was the beginning of necrotizing fasciitis, the famed flesh eating bacteria of tabloid lore. No matter what it was, he needed to act quickly to avoid any kind of negative publicity.
Matt looked up in time to see Ben Albin, the clinic administrator, enter the nursery wearing a grey pinstripe suit that seemed oddly out of place in the antiseptic and starched white surroundings of the nursery. Dr. Mitchell, Ben said curtly. Nurse Benjamin has notified me that we have a potential situation here in the nursery. It looks as though we need to give Dr. Eckenrode a call. Matt shot Joan a withering glance, but she studiously ignored it. No, no, he replied. Im sure I can handle this. Besides, Jen has probably already started up the mountain. Shes undoubtedly out of contact with everyone, except perhaps her Sherpa guides.
For your sake, I hope youre right about being able to handle this, Ben countered. We cant afford to have an epidemic in the news. You know that Whittaker Memorial Hospital has been looking for an excuse to shut us down. Im sorry, but I cant risk losing this clinic just so that you can pursue some idea of being a hero. Ill give you 24 hoursafter that Im quarantining the nursery and calling in the county health department. If there is any negative publicity about delaying even a day, Im holding you personally responsible. With that, Ben turned abruptly and headed out of the nursery.
Matt looked down at the mewling infant and soberly rewrapped him in his powder blue blanket. Well, Dr. Mitchell? Joan inquired, her voice tinged with sarcasm. What are your instructions?
Ill have them written out for you as soon as I check on a few details, Matt responded. He was going to have to read up on infectious agents that could cause this kind of a skin disorderand fast. Matt wished he had been a better student of infectious diseases. He hated to admit it but he had just barely passed that part of his education. The reference collection in the clinic library was a bit sparse and somewhat outdated, but at least it was a place to start.
Questions
1. What are the challenges Dr. Mitchell is facing? (List at least 5 challenges)
2. What information does he have so far about the infection? (List all signs)
3.What are some possible causes of skin infections in neonates? List at least five different organisms. (INCLUDE 2 types of bacteria, 2 types of viruses, and 1 type of fungus)
4. What should Dr. Mitchells next move be in determining the cause of the babies infection? (include at least 3 things that he should do)
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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