Type of Evidence Collected from a Victim of Sexual Assault
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Type of Evidence Collected from a Victim of Sexual Assault
Documentation of history of the event
Documentation of injuries (photographic and written)
All clothing worn at the time of incident
Trace evidence (fiber, glass, soil, particulate matter)
Biological evidence for DNA comparison (victim’s blood or hair)
Swabs and smears (from the victim’s mouth, vagina/penis, and anus)
Pubic hair combings
Evidence disbursement sheet
Any additional evidence, as noted during examination (example: body piercings)
Specialties of Forensic Nurses
Sexual assault nurse examiner
Nurse coroner and death investigator
Legal nurse consultant and nurse attorney
Forensic nursing educator and consultant
Forensic psychiatric nurse
Forensic nurse examiner
Define forensic nursing.
Describe the specialties of forensic nurses.
Explain issues important to each of the subspecialty areas of forensic nursing.
Describe interventions and services forensic nurses perform.
Discuss factors affecting health and wellness in a correctional setting.
Employee with Exposure to Chemicals
Leslie Johnston is a 23-year-old woman who was transferred by her employer into a job that required her to work with chemicals used in photolithography. Leslie became concerned when she noticed that the label on one of the pieces of equipment warned of possible adverse effects on reproduction. Because of her concern and related issues, she went to the on-site health clinic to talk with Peter Mitchell, the occupational health nurse.
Peter invited Leslie into his office to ask her questions and do a brief health history. Leslie reported that her health had been “excellent” until recently but that she had not felt well since transferring to her new position. She explained that she was newly married and thought she may be pregnant, but this was unconfirmed. She questioned whether her vague physical complaints (fatigue, headaches, occasional queasiness) might be related to working with chemicals, a pregnancy, or another reason.
Peter reassured Leslie that he had been employed at the company for 8 years, and he was aware that there were no restrictions in Leslie’s work area for pregnant women. He pulled up her health file from his computerized database and gave her a set of health history forms to complete. He also had her read and sign several forms related to confidentiality and assured her that none of her health information would be shared with their employer without her consent.
To obtain needed information, Peter:
- Completed general health and occupational health histories.
- Performed a modified physical assessment and discussed the symptoms Leslie was experiencing.
- Referred Leslie to her personal health care provider for further evaluation and to obtain a pregnancy test. (NOTE: In some cases, on-site clinics will be equipped for basic procedures such as this. If this is not a service provided by the occupational health nurse, referral must be made to the employee’s health care provider. If the employee does not have one, referral must be made to an appropriate community health resource.) Peter encouraged Leslie to inform her supervisor and himself if the pregnancy test result was positive so they could adapt her assignments to her condition.
- Assessed Leslie’s work area with an industrial hygienist to determine whether there might be problems, such as leaking equipment or problems with ventilation.
- Reviewed the most current industrial hygiene data appropriate to the area.
- At risk for chemical exposure
- Vague physical complaints of unknown etiology
- Possible pregnancy
- At risk for possible adverse pregnancy outcomes
- Stress related to concern regarding possible exposure to harmful chemicals
- Potential for exposure of employees to unsafe chemicals and/or working conditions
- Peter developed a plan of care based on Leslie’s health history and concerns. Together they set the following goals:
- Determine pregnancy status.
- Determine potential exposure levels and review side effects of chemicals.
- Determine reason for her vague physical complaints.
- Reduce stress experiences.
- Ensure that the work environment is safe for future pregnancies (if Leslie is not pregnant at present).
- Collaborate with Leslie and her supervisor on possible work restrictions.
- Company personnel (e.g., the occupational health nurse, the industrial hygienist, and all others who are directly affected) will be knowledgeable in safe handling of all hazardous chemicals.
- All company policies regarding safety and exposure will be followed.
- Policies on handling of chemicals and related information will be reviewed periodically as required by law.
- All employees who work with and around potentially hazardous chemicals will undergo periodic instruction and instruction in and confirmation of knowledge about proper procedures.
- Work areas will be monitored per policy for compliance with safe practices.
- There will be no incidents involving worker exposure to chemicals.
Peter conducted a brief physical examination and did not identify any obvious physical abnormalities. Because Leslie’s chief complaints were fatigue, occasional headaches, and queasiness, he encouraged her to make an appointment with her primary care provider or gynecologist for a more extensive workup and to assess for pregnancy.
With her permission, he called the industrial hygienist to counsel Leslie regarding the policies of the company, to explain what chemicals might potentially be hazardous, and to review procedures and restrictions. The hygienist also stated that he would send a team to Leslie’s work area to take air samples, check lighting, and perform other tests to ensure there were no problems.
The assigned industrial hygiene team sampled the environment for chemical exposure per established procedure. They also set up a plan to have the area more frequently observed pending the results of the tests. The hygienist assured Peter and Leslie that he would communicate any work restrictions or changes to the personnel department and Leslie’s supervisor if needed.
After the meeting with Peter and the industrial hygienist, Leslie stated that she felt reassured. She agreed to make an appointment as soon as possible with her doctor for an evaluation and pregnancy test. She also agreed to inform Peter and her direct supervisor if she learned that she was pregnant.
The industrial hygienist and his assistants performed several tests in close proximity to Leslie’s work station; they found no abnormal readings, and all equipment was in good working order. Per agency policy and following OSHA regulations, they charted all findings and submitted reports.
Levels of Prevention
- Teach about chemicals, exposures, etc.
- Instruct about chemical avoidance.
- Remove employee from environment through work restrictions.
- Assess employee for signs and symptoms.
- Assess work environment for exposure.
- Refer for evaluation of possible health problems as needed.
- Provide reproductive counseling.
A large automobile manufacturer needs a program designed to control respiratory disease among foundry workers. Workers in different areas of ferrous foundries are exposed to different respiratory hazards. The main problems are exposures to silica and formaldehyde. The corporation would like to develop a pilot program for one of its foundries that will then be applied to its other foundries. Health and industrial hygiene data will be collected. Both the corporation and the workers support the project, and both see the project as having the following three purposes:
- Detecting health effects in individuals who may benefit from intervention
- Determining the relationship of health effects with environmental exposures
- Identifying control strategies as appropriate
Outline a pilot program. Discuss the implications of discovering adverse health effects among current workers. Describe the roles of the occupational health nurse, physician, industrial hygienist, safety professional, manager, and employee.
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.
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Type of Evidence Collected from a Victim of Sexual Assault
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