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[From 10$/Pg] Abbasinia Et Al
[From 10$/Pg] Abbasinia Et Al Advocacy is described as helping others to grow, providing
informed consent and alternative options, and speaking up for a patient when they cannot
speak up for themselves (Marquis & Huston, 2021). Patient advocacy is also described as
safeguarding and championing social justice for patients (Abbasinia et al., 2020). On our
inpatient/covid unit, covid patients were not permitted to have any visitors. At times, one
visitor per non-covid patients was allowed but it was mandated that it be the same visitor
throughout the entire stay. My covid patient was about to get intubated and had been with
use for 4 weeks under covid precautions (this in itself was a fight to get her off of covid
precautions). I had a gut feeling that she was not going to come off of the ventilator and
wanted her to be able to say goodbye. I had called all of her 4 children and the 4th one
answered the phone and happened to be at the hospital for a doctor’s appointment. Without
approval, I made the decision to tell her to come to the floor to be able to talk to her mother
before she was intubated because I did not want to take a chance at hearing “no” as an
answer. After my supervisor came back from a meeting, she noticed the patient’s daughter
leaving the floor and I explained why I made that decision. I also discussed with my
hospitalist that I had called the daughter and he offered to put in an order for a visitor if
needed. She ended up supporting my decision and I knew that she would have advocated
for me if there was an issue stemming from her supervisors. My patient ended up passing
away a week later at the higher acuity facility and I will never regret that decision to allow
one of her family members to get that last hug.

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“Mrs. Walsh, a woman in her 70s, was in critical condition after repeat coronary artery bypass graft (CABG) surgery. Her family lived nearby when Mrs. Walsh had her first CABG surgery. They had moved out of town but returned to our institution, where the first surgery had been performed successfully. Mrs. Walsh remained critically ill and unstable for several weeks before her death. Her family was very anxious because of Mrs. Walsh’s unstable and deteriorating condition, and a family member was always with her 24 hours a day for the first few weeks. The nurse became involved with this family while Mrs. Walsh was still in surgery, because family members were very anxious that the procedure was taking longer than it had the first time and made repeated calls to the critical care unit to ask about the patient. The nurse met with the family and offered to go into the operating room to talk with the cardiac surgeon to better inform the family of their mother’s status. One of the helpful things the nurse did to assist this family was to establish a consistent group of nurses to work with Mrs. Walsh, so that family members could establish trust and feel more confident about the care their mother was receiving. This eventually enabled family members to leave the hospital for intervals to get some rest. The nurse related that this was a family whose members were affluent, educated, and well informed, and that they came in prepared with lists of questions. A consistent group of nurses who were familiar with Mrs. Walsh’s particular situation helped both family members and nurses to be more satisfied and less anxious. The family developed a close relationship with the three nurses who consistently cared for Mrs. Walsh and shared with them details about Mrs. Walsh and her life. The nurse related that there was a tradition in this particular critical care unit not to involve family members in care. She broke that tradition when she responded to the son’s and the daughter’s helpless feelings by teaching them some simple things that they could do for their mother. They learned to give some basic care, such as bathing her. The nurse acknowledged that involving family members in direct patient care with a critically ill patient is complex and requires knowledge and sensitivity. She believes that a developmental process is involved when nurses learn to work with families. She noted that after a nurse has lots of experience and feels very comfortable with highly technical skills, it becomes okay for family members to be in the room when care is provided. She pointed out that direct observation by anxious family members can be disconcerting to those who are insecure with their skills when family members ask things like, “Why are you doing this? Nurse ‘So and So’ does it differently.” She commented that nurses learn to be flexible and to reset priorities. They should be able to let some things wait that do not need to be done right away to give the family some tim.

Mrs. Walsh, a woman in her 70s, was in critical condition after rep.docx

Mrs. Walsh, a woman in her 70s, was in critical condition after rep.docx

Mrs. Walsh, a woman in her 70s, was in critical condition after rep.docx

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3 Law peer reviewed references needed.Answer the Discussion Board board questions in paragraph form. 1. A premature infant was delivered at Woman’s Hospital by the plaintiff. The child died shortly after birth, and the plaintiff was assured by the floor nurse that the hospital would take care of the infant’s burial. When the mother went to the obstetrician for an examination six weeks later, she was given her folder to hold while waiting for the physician. She found in it a note from the pathologist about disposal of the baby’s body. When the plaintiff asked the physician about the disposal of the body, he instructed his nurse to take her to the hospital across the street to see someone who would tell her what had been done with the baby. When the woman and the nurse found the person, the plaintiff was handed a large jar with the baby’s body inside. As a result, the plaintiff suffered nightmares, could not sleep, was depressed when she was around children, had surgery for a pseudopregnancy, and required psychiatric treatment. Should a patient–physician relationship include the contract to dispose of a dead body? 2. The plaintiff’s 18-year-old son died suddenly at home. His body was taken to the hospital, where the cause of death could not be found without an autopsy. The deputy medical examiner ordered a postmortem examination. The plaintiff was a member of the Jewish Orthodox faith and refused the postmortem examination of his son on the basis that religious conviction prohibited any molestation of the body after death. Is freedom of religion curtailed by a law that has a compelling state interest? .

3 Law peer reviewed references needed.Answer the Discussion Board bo.docx

3 Law peer reviewed references needed.Answer the Discussion Board bo.docx

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Patricia Brenner theory “Mrs. Walsh, a woman in her 70s, was in critical condition after repeat coronary artery bypass graft (CABG) surgery. Her family lived nearby when Mrs. Walsh had her first CABG surgery. They had moved out of town but returned to our institution, where the first surgery had been performed successfully. Mrs. Walsh remained critically ill and unstable for several weeks before her death. Her family was very anxious because of Mrs. Walsh’s unstable and deteriorating condition, and a family member was always with her 24 hours a day for the first few weeks. The nurse became involved with this family while Mrs. Walsh was still in surgery, because family members were very anxious that the procedure was taking longer than it had the first time and made repeated calls to the critical care unit to ask about the patient. The nurse met with the family and offered to go into the operating room to talk with the cardiac surgeon to better inform the family of their mother’s status. One of the helpful things the nurse did to assist this family was to establish a consistent group of nurses to work with Mrs. Walsh, so that family members could establish trust and feel more confident about the care their mother was receiving. This eventually enabled family members to leave the hospital for intervals to get some rest. The nurse related that this was a family whose members were affluent, educated, and well informed, and that they came in prepared with lists of questions. A consistent group of nurses who were familiar with Mrs. Walsh’s particular situation helped both family members and nurses to be more satisfied and less anxious. The family developed a close relationship with the three nurses who consistently cared for Mrs. Walsh and shared with them details about Mrs. Walsh and her life. The nurse related that there was a tradition in this particular critical care unit not to involve family members in care. She broke that tradition when she responded to the son’s and the daughter’s helpless feelings by teaching them some simple things that they could do for their mother. They learned to give some basic care, such as bathing her. The nurse acknowledged that involving family members in direct patient care with a critically ill patient is complex and requires knowledge and sensitivity. She believes that a developmental process is involved when nurses learn to work with families. She noted that after a nurse has lots of experience and feels very comfortable with highly technical skills, it becomes okay for family members to be in the room when care is provided. She pointed out that direct observation by anxious family members can be disconcerting to those who are insecure with their skills when family members ask things like, “Why are you doing this? Nurse ‘So and So’ does it differently.” She commented that nurses learn to be flexible and to reset priorities. They should be able to let some things wait that do not need to be done right awa.

Patricia Brenner theoryMrs. Walsh, a woman in her 70s, was in c.docx

Patricia Brenner theoryMrs. Walsh, a woman in her 70s, was in c.docx

Patricia Brenner theoryMrs. Walsh, a woman in her 70s, was in c.docx

“Mrs. Walsh, a woman in her 70s, was in critical condition after repeat coronary artery bypass graft (CABG) surgery. Her family lived nearby when Mrs. Walsh had her first CABG surgery. They had moved out of town but returned to our institution, where the first surgery had been performed successfully. Mrs. Walsh remained critically ill and unstable for several weeks before her death. Her family was very anxious because of Mrs. Walsh’s unstable and deteriorating condition, and a family member was always with her 24 hours a day for the first few weeks. The nurse became involved with this family while Mrs. Walsh was still in surgery, because family members were very anxious that the procedure was taking longer than it had the first time and made repeated calls to the critical care unit to ask about the patient. The nurse met with the family and offered to go into the operating room to talk with the cardiac surgeon to better inform the family of their mother’s status. One of the helpful things the nurse did to assist this family was to establish a consistent group of nurses to work with Mrs. Walsh, so that family members could establish trust and feel more confident about the care their mother was receiving. This eventually enabled family members to leave the hospital for intervals to get some rest. The nurse related that this was a family whose members were affluent, educated, and well informed, and that they came in prepared with lists of questions. A consistent group of nurses who were familiar with Mrs. Walsh’s particular situation helped both family members and nurses to be more satisfied and less anxious. The family developed a close relationship with the three nurses who consistently cared for Mrs. Walsh and shared with them details about Mrs. Walsh and her life. The nurse related that there was a tradition in this particular critical care unit not to involve family members in care. She broke that tradition when she responded to the son’s and the daughter’s helpless feelings by teaching them some simple things that they could do for their mother. They learned to give some basic care, such as bathing her. The nurse acknowledged that involving family members in direct patient care with a critically ill patient is complex and requires knowledge and sensitivity. She believes that a developmental process is involved when nurses learn to work with families. She noted that after a nurse has lots of experience and feels very comfortable with highly technical skills, it becomes okay for family members to be in the room when care is provided. She pointed out that direct observation by anxious family members can be disconcerting to those who are insecure with their skills when family members ask things like, “Why are you doing this? Nurse ‘So and So’ does it differently.” She commented that nurses learn to be flexible and to reset priorities. They should be able to let some things wait that do not need to be done right away to give the family some.

Mrs. Walsh, a woman in her 70s, was in critical condition after.docx

Mrs. Walsh, a woman in her 70s, was in critical condition after.docx

Mrs. Walsh, a woman in her 70s, was in critical condition after.docx

griffinruthie22

“Mrs. Walsh, a woman in her 70s, was in critical condition after repeat coronary artery bypass graft (CABG) surgery. Her family lived nearby when Mrs. Walsh had her first CABG surgery. They had moved out of town but returned to our institution, where the first surgery had been performed successfully. Mrs. Walsh remained critically ill and unstable for several weeks before her death. Her family was very anxious because of Mrs. Walsh’s unstable and deteriorating condition, and a family member was always with her 24 hours a day for the first few weeks. The nurse became involved with this family while Mrs. Walsh was still in surgery, because family members were very anxious that the procedure was taking longer than it had the first time and made repeated calls to the critical care unit to ask about the patient. The nurse met with the family and offered to go into the operating room to talk with the cardiac surgeon to better inform the family of their mother’s status. One of the helpful things the nurse did to assist this family was to establish a consistent group of nurses to work with Mrs. Walsh, so that family members could establish trust and feel more confident about the care their mother was receiving. This eventually enabled family members to leave the hospital for intervals to get some rest. The nurse related that this was a family whose members were affluent, educated, and well informed, and that they came in prepared with lists of questions. A consistent group of nurses who were familiar with Mrs. Walsh’s particular situation helped both family members and nurses to be more satisfied and less anxious. The family developed a close relationship with the three nurses who consistently cared for Mrs. Walsh and shared with them details about Mrs. Walsh and her life. The nurse related that there was a tradition in this particular critical care unit not to involve family members in care. She broke that tradition when she responded to the son’s and the daughter’s helpless feelings by teaching them some simple things that they could do for their mother. They learned to give some basic care, such as bathing her. The nurse acknowledged that involving family members in direct patient care with a critically ill patient is complex and requires knowledge and sensitivity. She believes that a developmental process is involved when nurses learn to work with families. She noted that after a nurse has lots of experience and feels very comfortable with highly technical skills, it becomes okay for family members to be in the room when care is provided. She pointed out that direct observation by anxious family members can be disconcerting to those who are insecure with their skills when family members ask things like, “Why are you doing this? Nurse ‘So and So’ does it differently.” She commented that nurses learn to be flexible and to reset priorities. They should be able to let some things wait that do not need to be done right away to give the family some.

Mrs. Walsh, a woman in her 70s, was in critical condition after rep.docx

Mrs. Walsh, a woman in her 70s, was in critical condition after rep.docx

Mrs. Walsh, a woman in her 70s, was in critical condition after rep.docx

“Mrs. Walsh, a woman in her 70s, was in critical condition after repeat coronary artery bypass graft (CABG) surgery. Her family lived nearby when Mrs. Walsh had her first CABG surgery. They had moved out of town but returned to our institution, where the first surgery had been performed successfully. Mrs. Walsh remained critically ill and unstable for several weeks before her death. Her family was very anxious because of Mrs. Walsh’s unstable and deteriorating condition, and a family member was always with her 24 hours a day for the first few weeks. The nurse became involved with this family while Mrs. Walsh was still in surgery, because family members were very anxious that the procedure was taking longer than it had the first time and made repeated calls to the critical care unit to ask about the patient. The nurse met with the family and offered to go into the operating room to talk with the cardiac surgeon to better inform the family of their mother’s status. One of the helpful things the nurse did to assist this family was to establish a consistent group of nurses to work with Mrs. Walsh, so that family members could establish trust and feel more confident about the care their mother was receiving. This eventually enabled family members to leave the hospital for intervals to get some rest. The nurse related that this was a family whose members were affluent, educated, and well informed, and that they came in prepared with lists of questions. A consistent group of nurses who were familiar with Mrs. Walsh’s particular situation helped both family members and nurses to be more satisfied and less anxious. The family developed a close relationship with the three nurses who consistently cared for Mrs. Walsh and shared with them details about Mrs. Walsh and her life. The nurse related that there was a tradition in this particular critical care unit not to involve family members in care. She broke that tradition when she responded to the son’s and the daughter’s helpless feelings by teaching them some simple things that they could do for their mother. They learned to give some basic care, such as bathing her. The nurse acknowledged that involving family members in direct patient care with a critically ill patient is complex and requires knowledge and sensitivity. She believes that a developmental process is involved when nurses learn to work with families. She noted that after a nurse has lots of experience and feels very comfortable with highly technical skills, it becomes okay for family members to be in the room when care is provided. She pointed out that direct observation by anxious family members can be disconcerting to those who are insecure with their skills when family members ask things like, “Why are you doing this? Nurse ‘So and So’ does it differently.” She commented that nurses learn to be flexible and to reset priorities. They should be able to let some things wait that do not need to be done right away to give the family some.

Mrs. Walsh, a woman in her 70s, was in critical condition after.docx

Mrs. Walsh, a woman in her 70s, was in critical condition after.docx

Mrs. Walsh, a woman in her 70s, was in critical condition after.docx

“Mrs. Walsh, a woman in her 70s, was in critical condition after repeat coronary artery bypass graft (CABG) surgery. Her family lived nearby when Mrs. Walsh had her first CABG surgery. They had moved out of town but returned to our institution, where the first surgery had been performed successfully. Mrs. Walsh remained critically ill and unstable for several weeks before her death. Her family was very anxious because of Mrs. Walsh’s unstable and deteriorating condition, and a family member was always with her 24 hours a day for the first few weeks. The nurse became involved with this family while Mrs. Walsh was still in surgery, because family members were very anxious that the procedure was taking longer than it had the first time and made repeated calls to the critical care unit to ask about the patient. The nurse met with the family and offered to go into the operating room to talk with the cardiac surgeon to better inform the family of their mother’s status. One of the helpful things the nurse did to assist this family was to establish a consistent group of nurses to work with Mrs. Walsh, so that family members could establish trust and feel more confident about the care their mother was receiving. This eventually enabled family members to leave the hospital for intervals to get some rest. The nurse related that this was a family whose members were affluent, educated, and well informed, and that they came in prepared with lists of questions. A consistent group of nurses who were familiar with Mrs. Walsh’s particular situation helped both family members and nurses to be more satisfied and less anxious. The family developed a close relationship with the three nurses who consistently cared for Mrs. Walsh and shared with them details about Mrs. Walsh and her life. The nurse related that there was a tradition in this particular critical care unit not to involve family members in care. She broke that tradition when she responded to the son’s and the daughter’s helpless feelings by teaching them some simple things that they could do for their mother. They learned to give some basic care, such as bathing her. The nurse acknowledged that involving family members in direct patient care with a critically ill patient is complex and requires knowledge and sensitivity. She believes that a developmental process is involved when nurses learn to work with families. She noted that after a nurse has lots of experience and feels very comfortable with highly technical skills, it becomes okay for family members to be in the room when care is provided. She pointed out that direct observation by anxious family members can be disconcerting to those who are insecure with their skills when family members ask things like, “Why are you doing this? Nurse ‘So and So’ does it differently.” She commented that nurses learn to be flexible and to reset priorities. They should be able to let some things wait that do not need to be done right away to give the family some.

Mrs. Walsh, a woman in her 70s, was in critical condition after rep.docx

Mrs. Walsh, a woman in her 70s, was in critical condition after rep.docx

Mrs. Walsh, a woman in her 70s, was in critical condition after rep.docx

The cases about the two Hmong children whom went to the doctors and had fevers were similar but different in some ways. With the case about Daisy, the six month old girl, the parents had taken her daughter to her primary care physician because she had a fever of 103°F but had no other symptoms. The parents tried to treat the fever with Tylenol but the fever got worse. There was no interpreter so the physician spoke to the parents in English. The physician was concerned that Daisy might have had bacterial meningitis. The parents asked little questions about the procedures and tests the physician wanted to do to confirm bacteria in the blood stream. The parents agreed to keep Daisy at the hospital. The grandparents came and stated that they wanted a khawv koob ritual. The doctor had allowed the ritual to happen in the hospital but had said that the healer could not burn incense because of oxygen Daisy was being given. Unfortunately Daisy did not get better and died from cardiac arrest. If I was the physician I would have made sure that there was an interpreter present and translating for me what I had to say to the parents. This is very important because so many details of Daisy’s condition could get lost in the conversation between Daisy’s parents and me. With the interpreter, all options could be informed effectively and the parents could be warned of repercussions. It would also be important for me to be competent about this cultural and the values it has. It’s evident that the Hmong culture believes in Khawv Koob healers and value this practice. I would know what the benefits of this practice are and use my knowledge to be empathetic towards what this family was asking for. I would make sure that the nurses tending to the patient and their families were also competent about the Hmong culture. This case was hard to determine whether the daughter was going to die with or without the ritual. Unlike the other case, Daisy was not getting better, instead she was getting worse. In my opinion, there was probably nothing that could have been done to save her life. The case about Neng Song was different than Daisy’s case because the fever Neng had was not persistent and the doctors had no real proof of bacterial infection because no test was done. Neng’s parents refused any treatment or test to determine with there was bacteria in the blood stream and the doctor was concerned that the baby would die if not being treated. So, the doctor tried to get a court order and held the family at the hospital but by the end of their hold the baby’s fever had went down to 100 °F and the baby was not fussy anymore. The family somehow escaped and the baby had gotten better with khawv koob ritual. In this case there was a Hmong interpreter but it’s obvious that the doctor was not competent of the Hmong culture. The doctor did not allow the Khawv Koob to be in the hospital and did not offer that. I would allow the khawv koob be in the hospital and allow the ritural t ...

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APA style 300 words 2 references minimum (within 5 years) “Mrs. Walsh, a woman in her 70s, was in critical condition after repeat coronary artery bypass graft (CABG) surgery. Her family lived nearby when Mrs. Walsh had her first CABG surgery. They had moved out of town but returned to our institution, where the first surgery had been performed successfully. Mrs. Walsh remained critically ill and unstable for several weeks before her death. Her family was very anxious because of Mrs. Walsh’s unstable and deteriorating condition, and a family member was always with her 24 hours a day for the first few weeks. The nurse became involved with this family while Mrs. Walsh was still in surgery, because family members were very anxious that the procedure was taking longer than it had the first time and made repeated calls to the critical care unit to ask about the patient. The nurse met with the family and offered to go into the operating room to talk with the cardiac surgeon to better inform the family of their mother’s status. One of the helpful things the nurse did to assist this family was to establish a consistent group of nurses to work with Mrs. Walsh, so that family members could establish trust and feel more confident about the care their mother was receiving. This eventually enabled family members to leave the hospital for intervals to get some rest. The nurse related that this was a family whose members were affluent, educated, and well informed, and that they came in prepared with lists of questions. A consistent group of nurses who were familiar with Mrs. Walsh’s particular situation helped both family members and nurses to be more satisfied and less anxious. The family developed a close relationship with the three nurses who consistently cared for Mrs. Walsh and shared with them details about Mrs. Walsh and her life. The nurse related that there was a tradition in this particular critical care unit not to involve family members in care. She broke that tradition when she responded to the son’s and the daughter’s helpless feelings by teaching them some simple things that they could do for their mother. They learned to give some basic care, such as bathing her. The nurse acknowledged that involving family members in direct patient care with a critically ill patient is complex and requires knowledge and sensitivity. She believes that a developmental process is involved when nurses learn to work with families. She noted that after a nurse has lots of experience and feels very comfortable with highly technical skills, it becomes okay for family members to be in the room when care is provided. She pointed out that direct observation by anxious family members can be disconcerting to those who are insecure with their skills when family members ask things like, “Why are you doing this? Nurse ‘So and So’ does it differently.” She commented that nurses learn to be flexible and to reset priorities. They should be able to let some things wa.

APA style300 words2 references minimum (within 5 years).docx

APA style300 words2 references minimum (within 5 years).docx

APA style300 words2 references minimum (within 5 years).docx

Benevolent Despotism

Benevolent Despotism

Benevolent Despotism

Paul Coelho, MD

Please answer the 3 questions in apa format, more than 300 words and NO PLAGIARISM please. In advance thank you. Case study Patricia Brenner theory “Mrs. Walsh, a woman in her 70s, was in critical condition after repeat coronary artery bypass graft (CABG) surgery. Her family lived nearby when Mrs. Walsh had her first CABG surgery. They had moved out of town but returned to our institution, where the first surgery had been performed successfully. Mrs. Walsh remained critically ill and unstable for several weeks before her death. Her family was very anxious because of Mrs. Walsh’s unstable and deteriorating condition, and a family member was always with her 24 hours a day for the first few weeks. The nurse became involved with this family while Mrs. Walsh was still in surgery, because family members were very anxious that the procedure was taking longer than it had the first time and made repeated calls to the critical care unit to ask about the patient. The nurse met with the family and offered to go into the operating room to talk with the cardiac surgeon to better inform the family of their mother’s status. One of the helpful things the nurse did to assist this family was to establish a consistent group of nurses to work with Mrs. Walsh, so that family members could establish trust and feel more confident about the care their mother was receiving. This eventually enabled family members to leave the hospital for intervals to get some rest. The nurse related that this was a family whose members were affluent, educated, and well informed, and that they came in prepared with lists of questions. A consistent group of nurses who were familiar with Mrs. Walsh’s particular situation helped both family members and nurses to be more satisfied and less anxious. The family developed a close relationship with the three nurses who consistently cared for Mrs. Walsh and shared with them details about Mrs. Walsh and her life. The nurse related that there was a tradition in this particular critical care unit not to involve family members in care. She broke that tradition when she responded to the son’s and the daughter’s helpless feelings by teaching them some simple things that they could do for their mother. They learned to give some basic care, such as bathing her. The nurse acknowledged that involving family members in direct patient care with a critically ill patient is complex and requires knowledge and sensitivity. She believes that a developmental process is involved when nurses learn to work with families. She noted that after a nurse has lots of experience and feels very comfortable with highly technical skills, it becomes okay for family members to be in the room when care is provided. She pointed out that direct observation by anxious family members can be disconcerting to those who are insecure with their skills when family members ask things like, “Why are you doing this? Nurse ‘So and So’ does it differently.” She commented that nurses l.

Please answer the 3 questions in apa format, more than 300 words and.docx

Please answer the 3 questions in apa format, more than 300 words and.docx

Please answer the 3 questions in apa format, more than 300 words and.docx

Lisa Juliar story

Lisa Juliar story

Lisa Juliar story

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Mrs. Walsh, a woman in her 70s, was in critical condition after rep.docx

Mrs. Walsh, a woman in her 70s, was in critical condition after rep.docx

Mrs. Walsh, a woman in her 70s, was in critical condition after rep.docx

Trajectories to safe or unsafe abortion in Zambia

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3 Law peer reviewed references needed.Answer the Discussion Board bo.docx

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Patricia Brenner theoryMrs. Walsh, a woman in her 70s, was in c.docx

Patricia Brenner theoryMrs. Walsh, a woman in her 70s, was in c.docx

Patricia Brenner theoryMrs. Walsh, a woman in her 70s, was in c.docx

Mrs. Walsh, a woman in her 70s, was in critical condition after.docx

Mrs. Walsh, a woman in her 70s, was in critical condition after.docx

Mrs. Walsh, a woman in her 70s, was in critical condition after.docx

Mrs. Walsh, a woman in her 70s, was in critical condition after rep.docx

Mrs. Walsh, a woman in her 70s, was in critical condition after rep.docx

Mrs. Walsh, a woman in her 70s, was in critical condition after rep.docx

Mrs. Walsh, a woman in her 70s, was in critical condition after.docx

Mrs. Walsh, a woman in her 70s, was in critical condition after.docx

Mrs. Walsh, a woman in her 70s, was in critical condition after.docx

Mrs. Walsh, a woman in her 70s, was in critical condition after rep.docx

Mrs. Walsh, a woman in her 70s, was in critical condition after rep.docx

Mrs. Walsh, a woman in her 70s, was in critical condition after rep.docx

The cases about the two Hmong children whom went to the doctors an.docx

The cases about the two Hmong children whom went to the doctors an.docx

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APA style300 words2 references minimum (within 5 years).docx

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Please answer the 3 questions in apa format, more than 300 words and.docx

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