Ethics Worksheet for Case Studies

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Ethics Worksheet for Case Studies
(Based on worksheet by Thomas H. Bivins, University of Oregon.)
1. What is the ethical issue/problem, in one sentence?
2. What facts have the most bearing on the ethical decision you must render in this case?
Note: facts do not include ethical judgments at this point.
3. Are there any other external or internal factors to be considered? (Economic, political,
religious etc.)
4. Who are the claimants (people making the claim) and in what way are you obligated to
each of them? (List all affected by your decision.) all the stakeholders
5. Which options could cause harm to any claimant?
6. Are there any rules, principles or codes (legal, professional, organizational, or other) that
automatically invalidate any of your options?
7. What principle(s) of the Code of Ethics does it relate and how/why?
8. Which ethical theories support or reject which options? Explain.
• Utilitarianism or others
9. Determine a course of action based on your analysis.
10. Defend your decision in writing?

Identify an actual ethical case at a hospital which includes ethical considerations.

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Case study

You will write it up and present it to the class (5 minutes).

 

a. Identify an actual ethical case at a hospital which includes ethical considerations. The case

may involve nurses, doctors, medical technicians, CEOs etc. Try to choose an issue you’re

already interested in, or something based on a personal experience. It will make this project

more fun to do. The choice must NOT be something we already used for a class case study in

class.

To find ideas, read, read, read, listen, listen, listen, or watch, watch, watch. Get ideas from

your textbooks, or from class discussions. You can find oodles of ethically-sensitive cases out

there, if you’re looking. I won’t give you possible choices here–as this is an advanced-level

class, it’s time for you to take the initiative!

b. Identify the ethical issue posed by the case, and collect background information on this

issue from library sources and interviews with experts. You’ll need to explain: (THREE

PAGES)

• how the issue has been handled by philosophers in the past;

• legal considerations;

• professional considerations;

• opinions of experts in the field. Basically, tell me everything the world knows about

the ethical issue raised by your sample case.

c. Complete the ethics worksheet, decide how you would, or would have, handled the case.

(One page)

Length: Using the ethics worksheet as an outline, description of the case should be at least

one page. Research on the case should total at least three pages, and a good 4 sources, books

and articles included–not only web sites!

Your paper should be set up using the ethics worksheet questions, with each question

number indicated.

 

Objectives: To recognize an ethical issue based on an actual situation; to understand how

ethics philosophers and writers have considered your chosen issue; to critically analyze a

case, acknowleding ambiguities. At the end of your work, you’ll be the expert on this issue,

so I expect to read in your work a lot that I don’t know already.

 

 

 

 

 

 

 

 

 

Ethics Worksheet for Case Studies

(Based on worksheet by Thomas H. Bivins, University of Oregon.)

 

1. What is the ethical issue/problem, in one sentence?

 

2. What facts have the most bearing on the ethical decision you must render in this case?

Note: facts do not include ethical judgments at this point.

 

3. Are there any other external or internal factors to be considered? (Economic, political,

religious etc.)

 

4. Who are the claimants (people making the claim) and in what way are you obligated to

each of them? (List all affected by your decision.) all the stakeholders

 

5. Which options could cause harm to any claimant?

 

6. Are there any rules, principles or codes (legal, professional, organizational, or other) that

automatically invalidate any of your options?

7. What principle(s) of the Code of Ethics does it relate and how/why?

 

8. Which ethical theories support or reject which options? Explain.

• Utilitarianism or others

 

9. Determine a course of action based on your analysis.

 

10. Defend your decision in writing?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ANA Code of Ethics Rubric for Case Study

Criteria Exceeds Expectations Full Points 100%

Meets Expectations 90%

Falls Short of

Expectations Deductions 70%

Identification of Ethical Issues

Identifies multiple ethical issues in the case, including family conflicts, cultural influences, a minor’s role in end of life decision making, conflicts within medical team, and a nurse’s accountability for truth telling.

Identifies some ethical issues, but misses more complex, deeper issues.

Fails to identify ethical issues or imagines issues not based on facts of the case.

Viewpoints Describes unique viewpoints of all those involved in the case: patient, father, mother, nurse and physician.

Considers viewpoints of some individuals involved in the case, but ignores others.

Does not acknowledge roles or viewpoints of any of those involved in the case.

Critical Thinking Skills Leading to Decision

Arrives at a balanced decision taking into account perspectives of all involved and the ethical theories/principles/codes that guide their actions. Proposed decision deals with the most important and urgent ethical issues and reflects cultural sensitivity.

Arrives at a decision based on limited consideration of roles and perspectives.

Decision proposed is acceptable to some, not to others, accounting for some cultural considerations.

Arrives at a decision based on personal opinion. Decision proposed is not feasible, acceptable,

or ethically justifiable.

Consequences

Decision is considered in light of potential positive and negative consequences for the patient, the family, the physician and the nurse.

Recognizes anticipatory grieving and need for support through difficult death experience.

Some positive and negative consequences are proposed for chosen decision.

No positive or negative consequences are projected.

 Fill in the concept map linked below with the information from the COPD case study. Then look at opportunities, real or imagined, for collaborative and/or interdisciplinary care. What could you do to make everything and everyone work together for the good of the patient?

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Fill in the concept map linked below with the information from the COPD case study. Then look at opportunities, real or imagined, for collaborative and/or interdisciplinary care. What could you do to make everything and everyone work together for the good of the patient?

Evaluation may be real or imagined as well. Think “outside” the realm of the clinical picture you’re presented. If you believe the suggested improvements to care will benefit the patient, say so! If you are not convinced that the prescribed collaboration will be effective, say that as well.

Evaluation of Plan or Anticipated Evaluation of Plan:

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Nursing Diagnosis:

 

Short Term Goal:

 

Long Term Goal:

 

 

 

Clinical Manifestations:

 

Subjective:

 

Objective:

 

 

 

 

Evaluation of Plan or Anticipated Evaluation of Plan:

 

 

 

Nursing Interventions (at least 4):

Collaboration: With whom will the nurse be working and why?

Patient’s Laboratory & Test Results:

 

 

 

 

 

Patient’s Past Medical History and Significant Findings:

Patient’s Medical Diagnosis

Correlation is the process of establishing a relationship between two or more factors.

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Correlation is the process of establishing a relationship between two or more factors. Correlation is an important concept that can be misused. One misuse is saying that factor A is caused by factor B just because correlation is found. Cause cannot be implied simply from correlation. Find two examples in scholarly articles within the last 10 years that use correlation analysis. One of the articles must use correlation to imply causation correctly and one article should not have justification to imply cause.

  1. Summarize both articles in at least 500 words.
  2. Explain why cause was appropriate in one article and not in the other.
  3. What would be needed for the second article to justify a statement of cause?

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Describe the key differences between each type of qualitative and quantitative research.

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Describe the key differences between each type of qualitative and quantitative research. Provide a workplace example in which qualitative and quantitative research has been applied and how it has been used within your organization. When replying to peers, discuss how these research findings might be incorporated into another health care setting.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “HLT-362V Discussion Question Rubric” and “HLT-362V Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

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Provide an example of experimental, quasi-experimental, and nonexperimental research from the GCU Library and explain how each research type differs from the others. When replying to peers, evaluate the effectiveness of the research design of the study for two of the examples provided.

Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “HLT-362V Discussion Question Rubric” and “HLT-362V Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 4.1, 4.2.

Describe a form of interdisciplinary collaborative care you’ve seen on your current assigned clinical or work site. Then have a discussion about the following questions:

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Think back to your most recent time in the clinical setting when another discipline (respiratory, physical therapy, nutrition, occupational therapy) was utilized.

Describe a form of interdisciplinary collaborative care you’ve seen on your current assigned clinical or work site. Then have a discussion about the following questions:

  • Who coordinated that care? What was the nurse’s role in ascertaining that the care was provided?
  • Was the patient’s outcome met? How or why not? What would you, a novice nurse-leader, have done differently to achieve the patient’s goals?

One page or less

Gerontology Rubric

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Gerontology Rubric

Gerontology Rubric
Criteria Ratings Pts
This criterion is linked to a Learning Outcome Submission reflects collegiate-level academic writing. Clear effort has been made in terms of proper paragraph construction, sentence structure, grammar, spelling, and punctuation.
2 pts

Meets expectations; discusses specific Adheres to writing expectations outlined; no more than 5 mistakes

 0 pts

More than 5 mistakes

 

 2 pts
This criterion is linked to a Learning Outcome Response describes ways in which aging of Baby Boom generation may affect jobs (availability and/or nature of work) for chosen profession– MUST NAME chosen profession.
5 pts

Full Marks

 3 pts

Partial

Student adequately describes one way aging of the Baby Boom generation will affect their chosen career but doesn’t fully demonstrate how or why.

 1 pts

Partial

Does not specifically name the chosen profession OR student does name the chosen profession but does not adequately describe at least one way aging of Baby Boom generation will affect chosen career.

 0 pts

Response does not address elements required

 

 5 pts
This criterion is linked to a Learning Outcome Length–A minimum of one solid paragraph; no more than two paragraphs with citations if external or in class source was used.
3 pts

Meets length requirements and has citations (if needed)

 1 pts

Does not have citations or does not meet length requirement

 

 3 pts
Total Points: 10

 Reply to two other student posts with a reflection of their response. 

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Reply to two other student posts with a reflection of their response.

1. Educational institutions are responsible for imparting nuanced awareness regarding bullying dynamics to their student body and staff. Staff are trained to spot bullying, understand its psychological effects, and react appropriately. Classroom activities and conversations help kids understand bullying and raise awareness. The institutional approach requires specific anti-bullying policies and enforcement (Kenny et al., 2023). These well-drafted standards define bullying and provide clear consequences for violations. Consistent enforcement shows the institution’s dedication to respect and diversity. Accessible and private reporting is essential to this effort (Waseem & Nickerson, 2023). These strategies encourage students and staff to report bullying quickly, making them crucial to early intervention and prevention.

Federal legislation assumes a pivotal role in shaping the landscape of bullying prevention within educational contexts, offering a structured legal framework that articulates principles of equity, inclusivity, and the assurance of a secure learning environment.  Civil rights laws are central to the federal legal architecture, notably exemplified by Title IX and Section 504 of the Rehabilitation Act (Sainz & Martín-Moya, 2023). These legislative instruments operate as foundational safeguards against discriminatory practices, including bullying. Title IX, prohibiting sex-based discrimination, extends its purview to encompass protections against gender-based bullying. Simultaneously, Section 504 affords analogous protections for students with disabilities, underscoring the federal commitment to shielding vulnerable populations from discriminatory and bullying behaviors.

Every Student Succeeds Act (ESSA) further enriches the legislative landscape, an epochal legislation that elevates the importance of safe and supportive school climates. ESSA explicitly acknowledges the centrality of such environments and provides provisions empowering states to allocate federal funds to implement anti-bullying programs (Stop Bullying home page, 2019). This legislative imprimatur signifies a paradigm shift, instigating an institutional commitment to creating school environments antithetical to the propagation of bullying.

Within the ambit of bullying prevention, the pivotal agency of students is indispensable in fostering a secure and inclusive educational milieu. Students can serve as advocates for a positive and inclusive school culture, actively engaging in preventing bullying. Cultivating a sense of responsibility among students to intervene as bystanders is pivotal (Martínez Sánchez et al., 2019). Bystander intervention, characterized by students proactively supporting victims or reporting incidents, emerges as a significant deterrent to and mitigates instances of bullying. Student communication must be open. Encouraging kids to voice concerns and report bullying to trusted adults fosters a culture of proactive intervention (Salmivalli et al., 2021). A supportive peer environment is critical to preventing and reducing bullying. Promoting inclusion and peer support, including compassion and befriending socially isolated individuals, helps create a healthy school culture.

2. Bullying among school children is an aggressive and unwanted behavior that happens among school-aged children. It may be real or perceived power imbalances. It is referred to as bullying when it happens repetitively. When bullied, a child can have serious and lifetime injuries. When someone talks about an imbalance of power, bullying happens through the use of power. For example, the child bully may have access to embarrassing information about the victim or may use their physical strength to abuse. Repetitive bullying may happen more than one time, causing more harm each time it happens. There are three main types of bullying that schoolchildren can go through. Firstly, there is verbal bullying that may happen through writing or saying mean things about someone. This can involve teasing, name-calling, taunting, making inappropriate sexual comments, and threatening that harm will happen anytime (Gaffney et al., 2021). Secondly, there is physical bullying that involves spitting, making inappropriate hand gestures, pushing someone, hitting, pinching, or kicking. Finally, bullying can happen socially through spreading rumors, making embarrassing statements, inciting other children to avoid befriending someone and excluding one when playing. Bullying can happen to children either during or after school hours. It can happen within the school compound when playing, on the bus, or in the classroom.

To prevent bullying, there are different mechanisms and resources that both parents and teachers can use. Most people who are around children have to play a role in stopping bullying including parents, school staff, and other caring adults. This can be achieved through educating them about bullying and actions to take in case of bullying. Some children do not know when they are being bullied. The teacher and other school staff have the responsibility to educate children about bullying and recognize when it happens to them or other people around them. They also need to be taught different ways of protecting themselves from being bullied. This can be achieved by talking to them often about how they can best respond to respond to bullying.

Bullying can aslso be stopped by protecting children from technology aggression. Parents should develop rules about the most appropriate time to use a specific electronic media. Sometimes, children are reluctant to disclose victimization that has been watched from social media platforms and may end up being bullies. Also, they should explore different sites that their children visit and asses their advantages and disadvantages.

Additionally, working in a community setting can help prevent bullying among children. When the power of a community is brought close together, strategies to help stop bullying can easily be prevented. Some strategies can help support children who are bullied, redirect the behavior of those who bully others, and change the attitude of parents, guardians, and teachers toward those people who bully others (Research Resources, 2021). After school, children may engage in sports with coaches and they can get an opportunity to be taught about bullying. Also, the local community can make T-shirts with bullying prevention slogans during an event within the community. When taking care of children, the care team can also read books to them about bullying and discuss it with them. When children hear anti-bullying messages from adults and in different settings, the message that bullying is unacceptable can easily be reinforced in their lives.

Finally, bullying can be stopped by encouraging children to engage in activities that they love most. For example, they can sing in church, join youth or teenage groups, join school clubs, or play sports. That way, they get a chance to play and meet other children with whom they share interests. They also build confidence and friendships that help to protect against bullying behavior.