Purpose The Group Presentation is the final of the three assignments in this course. It builds upon and utilizes information gathered and reported in the first two assignments. The purpose of this ass

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Purpose

The Group Presentation is the final of the three assignments in this course. It builds upon and utilizes information gathered and reported in the first two assignments. The purpose of this assignment is two-fold: a) to provide a solution to a clinical problem using the EBP process, and b) to demonstrate presentation skills for a group of peers.

Course outcomes: This assignment enables the student to meet the following course outcomes.

CO 1: Examine the sources of knowledge that contribute to professional nursing practice. (PO 7)

CO 2: Apply research principles to the interpretation of the content of published research studies. (POs 4 and 8) CO 3: Identify ethical issues common to research involving human subjects. (PO 6)

CO 4: Evaluate published nursing research for credibility and clinical significance related to evidence-based practice. (POs 4 and 8)

CO 5: Recognize the role of research findings in evidence-based practice. (POs 7 and 8)

Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.

Total points possible: 240 points

Preparing the assignment (Online Students Only)

1.       Follow these guidelines when completing this online assignment. Speak with your faculty member if you have questions.

a.       Presentations will give a brief overview of the topic, followed by examples of how the topic influences or assists the nursing profession.

b.       Each student will contribute two to three slides for the group presentation.

c.       The final presentation will consist of 10–12 PowerPoint slides and may include handouts, if applicable.

Preparing the assignment (Campus Students Only)

1.       Follow these guidelines when completing this on-campus assignment. Speak with your faculty member if you have questions.

a.       Each group will have 15 minutes to present on their topic.

b.       Presentations will give a brief overview of the topic, followed by examples of how the topic influences or assists the nursing profession.

c.       Each student will have an opportunity to present (speak).

d.       Each student will contribute two to three slides for the group presentation.

e.       Students will be prepared to have 10–12 PowerPoint slides and may include handouts, if applicable.

2.       Include the following sections: (

a.       Content ([All Students] 125 points/52%)

·       Identification of problem and impact on nursing practice.

·       Clearly describe the research process, including what went well, barriers encountered, and what is still needed.

·       Correlates research findings to identified clinical issue.

·       Summarizes validity of qualitative and quantitative evidence.

·       Findings are clearly identified.

·       Recommends practice change with measurable outcomes and addresses feasibility issues.

·       Suggestions for implementation.

·       Conclusion of content findings.

b.       Delivery (40 points/17%)

(Online Students Only)

·       Follows guidelines for a professional PowerPoint presentation. Speak directly with faculty for online Canvas submission process.

·       Evidence of participation by all group members.

(Campus Students Only)

·       Follows guidelines for a professional PowerPoint presentation.

·       Verbal delivery with good volume, pitch, and inflection for all group members.

·       Physical delivery with professional dress, good posture, facial expression with eye contact, and enthusiasm is present for all group members.

·       All group members effectively use notes and do not read from slides.

·       Participation by all group members.

c.       Slide Presentation ([All Students] 60 points/25% distributed as shown)

·       Title slide including group members

·       Introductory slide with the clinical problem

·       Additional slides illustrating key points

·       Conclusion slide

·       Reference slide in current APA format

·       Effective balance of color, graphics, words, and space

·       Slide limit: 10–12, inclusive of introduction and references

***Optional handouts may be included to provide information for the audience to keep.

d.       Peer Evaluation ([All Students] 15 points/6%)

·       Completed peer evaluation with respectful and constructive feedback.

·       Equal work: Did equal share of work.

·       Teamwork: Took the initiative in helping get the group organized.

·       Communication: Provided ideas for the development of the presentation.

·       Team membership skills: Assisted group members.

·       Time: Met all deadlines.

For writing assistance, visit the Writing Center.

Please note that your instructor may provide you with additional assessments in any form to determine that you fully understand the concepts learned in the review module.

Grading Rubric Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment.

Assignment Section and Required Criteria

(Points possible/% of total points available)

Highest Level of Performance

High Level of Performance

Satisfactory Level of Performance

Unsatisfactory Level of Performance

Section not present in paper

Content

(125 points/52%)

125 points

110 points

100 points

50 points

0 points

Required criteria

1.       Identification of problem and impact on nursing practice.

2.       Clearly describe the research process, including what went well, barriers encountered, and what is still needed.

3.       Correlates research findings to identified clinical issue.

4.       Summarizes validity of qualitative and quantitative evidence.

5.       Findings are clearly identified.

6.       Recommends practice change with measurable outcomes and addresses feasibility issues.

7.       Suggestions for implementation.

8.       Conclusion of content findings.

Includes 8 requirements for section.

Includes 7 requirements for section.

Includes 6 requirements for section.

Includes 5 or less requirements for section.

No requirements for this section presented.

Delivery

(40 points/17%)

40 points

35 points

25 points

12 points

0 points

Required criteria (Online Students Only)

1.       Follows guidelines for a professional PowerPoint presentation. Speak directly with faculty for online Canvas submission process.

2.       Evidence of participation by all group members.

(Campus Students Only)

1.       Follows guidelines for a professional PowerPoint presentation.

2.       Verbal delivery with good volume, pitch, and inflection for all group members.

3.       Physical delivery with professional dress, good posture, facial expression with eye contact, and enthusiasm is present for all group members.

4.       All group members effectively use notes and do not read from slides.

5.         Participation by all group members.

Includes 2 requirements for section. (online)

Includes 5 requirements for section. (campus)

N/A

Includes 4 requirements for section. (campus)

Includes 1 requirement for section. (online)

Includes 3 requirements for section. (campus)

N/A

Includes 2 or less requirements for section. (campus)

No requirements for this section presented. (online)

No requirements for section presented. (campus)

Assignment Section and Required Criteria

(Points possible/% of total points available)

Highest Level of Performance

High Level of Performance

Satisfactory Level of Performance

Unsatisfactory Level of Performance

Section not present in paper

Slide Presentation

(60 points/25%)

60 points

53 points

47 points

23 points

0 points

Required criteria

1.       Title slide including group members

2.       Introductory slide with the clinical problem

3.       Additional slides illustrating key points

4.       Conclusion slide

5.       Reference slide in current APA format

6.       Effective balance of color, graphics, words, and space

7.       Slide limit: 10–12, inclusive of introduction and references

***Optional handouts may be included to provide information for the audience to keep.

Includes 7 requirements for section.

Includes 6 requirements for section.

Includes 5 requirements for section.

Includes 4 or less requirements for section.

No requirements for this section presented.

Peer Evaluation

(15 points/6%)

15 points

13 points

11 points

6 points

0 points

1.       Completed peer evaluation with respectful and constructive feedback.

2.       Equal work: Did equal share of work.

3.       Teamwork: Took the initiative in helping get the group organized.

4.       Communication: Provided ideas for the development of the presentation.

5.       Team membership skills: Assisted group members.

6.       Time: Met all deadlines.

Includes 6 requirements for section.

Includes 5 requirements for section.

Includes 4 requirements for section.

Includes 3 or less requirements for section.

No requirements for this section presented.

Total Points Possible = 240 points

Purpose The Group Presentation is the final of the three assignments in this course. It builds upon and utilizes information gathered and reported in the first two assignments. The purpose of this ass
NR449 Evidence-Based Practice RUA: Evidence-Based Practice Change Group Project Guidelines Purpose The Group Presentation is the final of the three assignments in this course. It builds upon and utilizes information gathered and reported in the first two assignments. The purpose of this assignment is two-fold: a) to provide a solution to a clinical problem using the EBP process, and b) to demonstrate presentation skills for a group of peers. Course outcomes: This assignment enables the student to meet the following course outcomes. CO 1: Examine the sources of knowledge that contribute to professional nursing practice. (PO 7) CO 2: Apply research principles to the interpretation of the content of published research studies. (POs 4 and 8) CO 3: Identify ethical issues common to research involving human subjects. (PO 6) CO 4: Evaluate published nursing research for credibility and clinical significance related to evidence-based practice. (POs 4 and 8) CO 5: Recognize the role of research findings in evidence-based practice. (POs 7 and 8) Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment. Total points possible: 240 points Preparing the assignment (Online Students Only) Follow these guidelines when completing this online assignment. Speak with your faculty member if you have questions. Presentations will give a brief overview of the topic, followed by examples of how the topic influences or assists the nursing profession. Each student will contribute two to three slides for the group presentation. The final presentation will consist of 10–12 PowerPoint slides and may include handouts, if applicable. Preparing the assignment (Campus Students Only) Follow these guidelines when completing this on-campus assignment. Speak with your faculty member if you have questions. Each group will have 15 minutes to present on their topic. Presentations will give a brief overview of the topic, followed by examples of how the topic influences or assists the nursing profession. Each student will have an opportunity to present (speak). Each student will contribute two to three slides for the group presentation. Students will be prepared to have 10–12 PowerPoint slides and may include handouts, if applicable. Include the following sections: ( Content ([All Students] 125 points/52%) Identification of problem and impact on nursing practice. Clearly describe the research process, including what went well, barriers encountered, and what is still needed. Correlates research findings to identified clinical issue. Summarizes validity of qualitative and quantitative evidence. Findings are clearly identified. Recommends practice change with measurable outcomes and addresses feasibility issues. Suggestions for implementation. Conclusion of content findings. Delivery (40 points/17%) (Online Students Only) Follows guidelines for a professional PowerPoint presentation. Speak directly with faculty for online Canvas submission process. Evidence of participation by all group members. (Campus Students Only) Follows guidelines for a professional PowerPoint presentation. Verbal delivery with good volume, pitch, and inflection for all group members. Physical delivery with professional dress, good posture, facial expression with eye contact, and enthusiasm is present for all group members. All group members effectively use notes and do not read from slides. Participation by all group members. Slide Presentation ([All Students] 60 points/25% distributed as shown) Title slide including group members Introductory slide with the clinical problem Additional slides illustrating key points Conclusion slide Reference slide in current APA format Effective balance of color, graphics, words, and space Slide limit: 10–12, inclusive of introduction and references ***Optional handouts may be included to provide information for the audience to keep. Peer Evaluation ([All Students] 15 points/6%) Completed peer evaluation with respectful and constructive feedback. Equal work: Did equal share of work. Teamwork: Took the initiative in helping get the group organized. Communication: Provided ideas for the development of the presentation. Team membership skills: Assisted group members. Time: Met all deadlines. For writing assistance, visit the Writing Center. Please note that your instructor may provide you with additional assessments in any form to determine that you fully understand the concepts learned in the review module. Grading Rubric Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment. Assignment Section and Required Criteria (Points possible/% of total points available) Highest Level of Performance High Level of Performance Satisfactory Level of Performance Unsatisfactory Level of Performance Section not present in paper Content (125 points/52%) 125 points 110 points 100 points 50 points 0 points Required criteria Identification of problem and impact on nursing practice. Clearly describe the research process, including what went well, barriers encountered, and what is still needed. Correlates research findings to identified clinical issue. Summarizes validity of qualitative and quantitative evidence. Findings are clearly identified. Recommends practice change with measurable outcomes and addresses feasibility issues. Suggestions for implementation. Conclusion of content findings. Includes 8 requirements for section. Includes 7 requirements for section. Includes 6 requirements for section. Includes 5 or less requirements for section. No requirements for this section presented. Delivery (40 points/17%) 40 points 35 points 25 points 12 points 0 points Required criteria (Online Students Only) Follows guidelines for a professional PowerPoint presentation. Speak directly with faculty for online Canvas submission process. Evidence of participation by all group members. (Campus Students Only) Follows guidelines for a professional PowerPoint presentation. Verbal delivery with good volume, pitch, and inflection for all group members. Physical delivery with professional dress, good posture, facial expression with eye contact, and enthusiasm is present for all group members. All group members effectively use notes and do not read from slides. Participation by all group members. Includes 2 requirements for section. (online) Includes 5 requirements for section. (campus) N/A Includes 4 requirements for section. (campus) Includes 1 requirement for section. (online) Includes 3 requirements for section. (campus) N/A Includes 2 or less requirements for section. (campus) No requirements for this section presented. (online) No requirements for section presented. (campus) Assignment Section and Required Criteria (Points possible/% of total points available) Highest Level of Performance High Level of Performance Satisfactory Level of Performance Unsatisfactory Level of Performance Section not present in paper Slide Presentation (60 points/25%) 60 points 53 points 47 points 23 points 0 points Required criteria Title slide including group members Introductory slide with the clinical problem Additional slides illustrating key points Conclusion slide Reference slide in current APA format Effective balance of color, graphics, words, and space Slide limit: 10–12, inclusive of introduction and references ***Optional handouts may be included to provide information for the audience to keep. Includes 7 requirements for section. Includes 6 requirements for section. Includes 5 requirements for section. Includes 4 or less requirements for section. No requirements for this section presented. Peer Evaluation (15 points/6%) 15 points 13 points 11 points 6 points 0 points Completed peer evaluation with respectful and constructive feedback. Equal work: Did equal share of work. Teamwork: Took the initiative in helping get the group organized. Communication: Provided ideas for the development of the presentation. Team membership skills: Assisted group members. Time: Met all deadlines. Includes 6 requirements for section. Includes 5 requirements for section. Includes 4 requirements for section. Includes 3 or less requirements for section. No requirements for this section presented. Total Points Possible = 240 points © 2021 Chamberlain University. All Rights Reserved NR449_RUA_Group_Presentation_V2_JUL22 0
Purpose The Group Presentation is the final of the three assignments in this course. It builds upon and utilizes information gathered and reported in the first two assignments. The purpose of this ass
Topic Search Strategy Paper: Ethics of Euthanasia Name University NR449Evidence-Based Practice Professor Date Deliberately taking an individual’s life to ease their misery, otherwise called killing, is a profoundly petulant subject with moral consequences that length medical services and society. Physician-assisted euthanasia in adult patients in the last stages of their illness remains a contentious issue (Greonewoud et al., 2022). The individuals who support it contend that it is a humane method for lightning enduring. In contrast, the people who go against it argue that it is against clinical morals and the holiness of life. Clinical Question The group’s work focuses on the topic “Ethics of Euthanasia.” Specifically, the group will focus on how euthanasia is applied among terminally ill patients and the resulting implications when it is physician-assisted. In addition, there will also be a comparison between palliative care and euthanasia; palliative care revolves around providing specialized care to those suffering from severe illnesses and who may qualify for euthanasia. From this perspective, the group will explore how these factors relate to the ethics of patient autonomy, suffering, and the toll it takes on practitioners and the patient’s family. The topic of euthanasia has significance because it directly relates to patient well-being. Research indicates that terminal illnesses such as cancer mean pain is a constant reality for patients. Notably, Mallah et al. (2019) suggest that about 77% of cancer patients report moderate to serve pain, with about 65% receiving adequate pain management. In another research by Hagarty et al. (2020), severe pain is a source of fear for terminally ill patients experiencing end-of-life care. Therefore, serious ethical questions are raised on whether physician-assisted euthanasia is appropriate in these causes of serve patient discomfort. The group has developed a PICOT question that will assist in exploring the topic of the ethics of euthanasia. The sections of the PICOT questions are indicated below: P: In terminally ill adult patients I: what are the ethical implications of physician-assisted euthanasia. C: Comparing euthanasia to palliative care O: In terms of patient autonomy and societal perception The complete PICOT question is presented: “In terminally ill adult patients, what are the ethical implications of physician-assisted euthanasia compared to palliative care in terms of patient autonomy, relief of suffering, and impact on families and healthcare providers?” The purpose of this paper is to explore scholarly evidence and provide an analysis of the ethical implications of physician-assisted euthanasia compared to palliative care. Notably, this assessment will determine the impact of these interventions regarding patient autonomy, relief of suffering, and impact on families and healthcare providers. Ultimately, the research will assist in making informed decisions concerning end-of-life care. Levels of Evidence Based on the PICOT question described in the section above, it can be categorized as an ethics question because it primarily concerns ethical decision-making within euthanasia. Therefore, to address the question, one needs to have a nuanced understanding of the problem and interpret the different perspectives and values around euthanasia. Moreover, it requires comparing euthanasia and palliative care to highlight the ethical distinctions between the two interventions. The best type of research to address the question is qualitative studies. At their core, qualitative studies are about exploring real-world challenges to develop new insights. As mentioned above, the ethical nature of the research question requires a nuanced approach to finding a solution. Therefore, stringent facts and figures may not accurately capture patients’ perceptions and how families and health practitioners feel affected when making end-of-life care decisions. Search Strategy The search terms selected were inspired by the PICOT question created in the earlier sections to allow us to identify the largest pool of relevant articles. The search terms that were primarily used when looking for articles in order of preference include; “terminally ill patients,” “physician-assisted euthanasia,” “palliative care,” “ethical implications of euthanasia,” “euthanasia and pain,” and “impact of euthanasia.” These are just some of the search terms deployed, but they were not used in isolation, as some were combined to get different variations of results. The search for scholarly articles and research studies began at the CU library databases. The CU library was especially helpful as it provided access to various scholarly publications. Some databases proved useful when performing the search for studies. Some notable databases include BMC, PubMed Central, CINAHL, and PsycINFO. In addition, Google Scholar offers an easily accessible search avenue where it is easy to specify parameters and get open-access articles without barriers. As noted above, some search terms were combined to get different results, which was a refinement strategy. In such a situation, boolean operators combine the search terms. For example, “terminally ill patients” AND “ethical implications.” Another refinement strategy was using a time restriction, as only articles published within the last five years were considered. The two articles selected are “Ethical Considerations at the end-of-life Care” by Akdeniz et al. (2021) and “Nursing and Euthanasia: A narrative review of the nursing ethics literature” by Pesut et al. (2019). The article by Akdeniz et al. (2021) is relevant because it addresses the ethical challenges of end-of-life care and the ethical principles that guide the decision, notably autonomy, beneficence, nonmaleficence, fidelity, and justice. On the other hand, the article by Pesut et al. (2019) is relevant because it highlights the ethical arguments for euthanasia and how it affects nursing practitioners. Conclusion Physician-assisted euthanasia is usually applied among terminally-ill patients who are in significant discomfort. Therefore, it is essential to explore the ethical implications of euthanasia and compare this with palliative care. The research question developed for this research falls in the category of ethical analysis and can best be addressed using qualitative studies. The research revolves around limiting articles to five years since publication and combining search terms using Boolean operators to find different results. References Akdeniz, M., Yardımcı, B., & Kavukcu, E. (2021). Ethical Considerations at the end-of-life Care. SAGE Open Medicine, 9(9). https://doi.org/10.1177/20503121211000918. Hagarty, A. M., Bush, S. H., Talarico, R., Lapenskie, J., & Tanuseputro, P. (2020). Severe pain at the end of life: a population-level observational study. BMC Palliative Care, 19(1). https://doi.org/10.1186/s12904-020-00569-2. Mallah, H., Mousa, R., Fadl, N. B., Musmar, S., Ball, S., & Nugent, K. (2019). Pain Severity and Adequacy of Pain Management in Terminally Ill Patients with Cancer: An Experience from North Palestine. Indian Journal of Palliative Care, 25(4), 494–500. https://doi.org/10.4103/IJPC.IJPC_39_19. Pesut, B., Greig, M., Thorne, S., Storch, J., Burgess, M., Tishelman, C., Chambaere, K., & Janke, R. (2019). Nursing and euthanasia: A narrative review of the nursing ethics literature. Nursing Ethics, 27(1), 096973301984512. https://doi.org/10.1177/0969733019845127.
Purpose The Group Presentation is the final of the three assignments in this course. It builds upon and utilizes information gathered and reported in the first two assignments. The purpose of this ass
Article Interpretation: Ethics of Euthanasia Name University NR449- Evidence Based Practice Professor Date Problem The topic that guides this presentation is “Ethics of Euthanasia.” The problem being addressed in this presentation is the application of euthanasia among terminally ill patients and the preceding consequences, especially when the procedure is physician-assisted. Another approach to this problem that will be approach is to compare euthanasia and palliative care. These two concepts are opposites, as palliative care requires specialized care for individuals with terminal illnesses. In other words, these people would also qualify for physician-assisted euthanasia. With this context in mind, the discussion will explore the ethical considerations related to autonomy, relief of suffering, and the impact on healthcare providers and the patient’s family. The topic of euthanasia is significant as it is directly related to the concept of patient outcomes. Specifically, it can impact the well-being of terminally ill patients. A statistic highlighting the significance of the problem is by Mallah et al. (2019), who indicate that about 77% of cancer patients report moderate to severe pain, and only about 65% receive adequate pain management. Another concerning finding in the research is that terminally ill patients fear pain, especially when receiving end-of-life care. These findings emphasize the pressing need to address the ethical questions surrounding the appropriateness of physician-assisted euthanasia in cases where patients experience severe discomfort. It asks whether practitioners must alleviate their patient’s discomfort and whether this promotes or distracts from ensuring patient well-being. Therefore, this paper aims to analyze two articles that offer insight into the ethical implications of physician-assisted euthanasia compared to palliative care for terminally ill adult patients. The ethical principles guiding this exploration are patient autonomy, the procedure’s potential impact on family members and medical practitioners, and the duty to relieve patient suffering. An evidence matrix will be completed and provided in the appendix section with an appropriate reference, purpose, variables, sample size, and major findings of each article. The PICOT question guiding this interpretation of the articles is “In terminally ill adult patients, what are the ethical implications of physician-assisted euthanasia compared to palliative care in terms of patient autonomy, relief of suffering, and impact on families and healthcare providers?” Evidence Matrix Table Template: Data Summary The purpose of this section is to describe data input in the Evidence Matrix Table. The data is vital as it provides an opportunity to compare and contrast the two articles selected most appropriately responding to the PICOT question. In addition, this comparison will allow highlighting of the articles’ purpose, methods, and, notably, the significant findings they present. Please see Appendix A for the complete Evidence Matrix Table, which includes a detailed description of the data from the two articles: Akdeniz et al. (2021) and Pesut et al. (2019). Description of Findings Variables The independent variable in the article by Akdeniz et al. (2021) is ethical principles, while the dependent variable is the ethical challenges and difficulties encountered in end-of-life care. On the other hand, for Pesut et al. (2019), there are multiple independent variables, including ethical principles, moral consistency, the nature of the social good, and the nature of nursing. However, the article’s dependent variable is the ethical arguments surrounding euthanasia in nursing practice. Since both these articles are qualitative and exploratory, variables are not explicitly stated when they describe their research process. Methods The two articles selected use qualitative study design and procedures. Akdeniz et al. (2021) depend on a qualitative study design, specifically a narrative review, and draw information from varied sources, including research studies, ethical guidelines, and expert opinions, to discuss ethical difficulties in end-of-life care. Similarly, Pesut et al. (2019) systematically searched nine electronic databases and synthesized information to provide an overview of the ethical arguments surrounding euthanasia in relation to nursing practice. Participants The two articles are similar in that they are both qualitative since they depend on literature reviews. Therefore, neither of the articles relied on participants to provide data. Instead, the studies turned on information they retrieved from various sources and did not involve primary data collection from participants. Instruments The article by Akdeniz et al. (2021) is purely a narrative review and does not provide details on the instruments used to collect and synthesize information. In contrast, the article by Pesut et al. (2019) systematically searched nine electronic databases and loaded articles into an EPPI-Reviewer. A screening process was then used to determine if the articles met the eligibility criteria. Then a critical analysis of the articles was conducted, and data were thematically categorized based on the nature of the questions and arguments used to address those questions. Implications for Future Work The research findings in both articles provide valuable insights into the ethical dimensions of the clinical problem surrounding euthanasia in end-of-life care and its implications for healthcare professionals, particularly nurses. Akdeniz et al. (2021) highlight the importance of adhering to ethical principles such as fidelity, beneficence, nonmaleficence, autonomy, and justice in end-of-life care. Pesut et al. (2019) explore the arguments for and against euthanasia, emphasizing the need for nurses to consider various ethical factors and the scarcity of literature on the topic. While the findings contribute to understanding the clinical problem, further evidence is needed to examine the perspectives of patients, families, and healthcare providers directly involved in end-of-life care decision-making. Based on the current findings, two questions that can guide the group’s work are: What are the experiences and perspectives of terminally ill patients, their families, and healthcare providers regarding euthanasia and palliative care? How can healthcare professionals, including nurses, be better prepared to address the ethical challenges and dilemmas of euthanasia in end-of-life care? Conclusion The two articles, Akdeniz et al. (2021) and Pesut et al. (2019), have provided valuable insights into the ethical implications of euthanasia in end-of-life care. The narrative reviews have shed light on the ethical challenges healthcare professionals face and the arguments surrounding euthanasia concerning nursing practice. The findings emphasize the importance of adhering to ethical principles and considering the multifaceted nature of the ethical debate. While the studies contribute to understanding the clinical problem, further evidence is needed to explore the perspectives of patients, families, and healthcare providers directly involved in end-of-life care decision-making. Moving forward, it is crucial to consider the experiences and viewpoints of all stakeholders and develop a comprehensive understanding of the ethical dimensions of euthanasia to inform and guide healthcare practice. References Akdeniz, M., Yardımcı, B., & Kavukcu, E. (2021). Ethical Considerations at the end-of-life Care. SAGE Open Medicine, 9(9). https://doi.org/10.1177/20503121211000918. Mallah, H., Mousa, R., Fadl, N. B., Musmar, S., Ball, S., & Nugent, K. (2019). Pain Severity and Adequacy of Pain Management in Terminally Ill Patients with Cancer: An Experience from North Palestine. Indian Journal of Palliative Care, 25(4), 494–500. https://doi.org/10.4103/IJPC.IJPC_39_19. Pesut, B., Greig, M., Thorne, S., Storch, J., Burgess, M., Tishelman, C., Chambaere, K., & Janke, R. (2019). Nursing and euthanasia: A narrative review of the nursing ethics literature. Nursing Ethics, 27(1), 096973301984512. https://doi.org/10.1177/0969733019845127. Appendix A Evidence Matrix Table: Data Summary Article References Purpose Hypothesis Study Question(s) Variables Independent(I) Dependent(D) Study Design Sample Size & Selection Data Collection Methods Major Finding(s) 1 Akdeniz, M., Yardımcı, B., & Kavukcu, E. (2021). Ethical Considerations at the end-of-life Care. SAGE Open Medicine, 9(9). https://doi.org/10.1177/20503121211000918. Explore the ethical difficulties healthcare professionals encounter in end-of-life care. D-Ethical challenges and difficulties I-Ethical principles Qualitative: Narrative review Varied sources inform the discussion, including research studies, ethical guidelines, and expert opinions. Literature search to gather relevant information from various sources Ethical principles are essential to adhere to when providing end-of-life care. These ethical principles include fidelity, beneficence, nonmaleficence, autonomy, and justice. 2 Pesut, B., Greig, M., Thorne, S., Storch, J., Burgess, M., Tishelman, C., Chambaere, K., & Janke, R. (2019). Nursing and euthanasia: A narrative review of the nursing ethics literature. Nursing Ethics, 27(1), 096973301984512. https://doi.org/10.1177/0969733019845127. Review the moral justifications for euthanasia in nursing practice. D-ethical arguments surrounding euthanasia in nursing practice I-Ethical principles, Moral consistency, nature of the social good, nature of nursing Qualitative: Narrative review N – 9 electronic databases were searched. 43 articles were identified. Systematic search and narrative review The nature of the social good, ethical precepts, and moral consistency are often the foundations of the arguments for and against euthanasia. However, the scarcity of literature on the subject suggests that nurses may not be adequately prepared to deal with the ethical issues surrounding euthanasia. Arguments for and against euthanasia are multifaceted thus nurses need to take consideration of all the information before forming an opinion.

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