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Please respond to each person (total of 10 responses) with 1-2 paragraphs each. Include in-text citations and references if needed.
1. 521 – Ma Katriz
“In this week’s episode, Althea mentioned to Jasmine that her pregnancy test returned positive and that she did not need to notify Jasmine’s mom regarding the result. While Althea is considered medically emancipated, some might deem this issue to be an ethical dilemma due to the patient being a minor and being unable to make decisions for themselves. An ethical dilemma is a situation that someone is faced with where they have to choose between conflicting moral principles or values.
According to Butts, The Five R’s approach (Recognize, Reflect, Resolve, Respond, Reflect on the outcome) is used by healthcare professionals to improve their skills of reflection and decision-making during their practice (Butts & Rich, 2020). Values are considered beliefs and principles that you believe are important either at work or in everyday life. I would consider my core values to be integrity and respect. On the other hand, I believe that respecting others and accountability for their own actions are some of the values in my society. My core values impact my personal choice by guiding my decisions, and they assist me in the way I act towards others.
As healthcare professionals, allowing our patients to have a choice in their care plan is crucial to promoting and respecting autonomy. Unfortunately, there are limits to personal choice—for example, the lack of resources. Depending on the situation, a person or environmental factors can limit choices. Limits to choices are beneficial to a certain extent because people are more inclined to make a decision and stay committed to that decision. In my opinion, health care organizations should limit choices to a certain extent. For example, if a patient chooses to undergo unnecessary surgery, Limits to choices that will result in patient harm should be considered.
References
Butts, J. B., & Rich, K. L. (2020). Nursing ethics: across the curriculum and into practice (5th ed.). Jones & Bartlett Learning.
Zolkefli, Y. (2017). Evaluating the Concept of Choice in Healthcare. Malaysian Journal of Medical Sciences, 24(6), 92–96. https://doi.org/10.21315/mjms2017.24.6.11″
2. 521 – Myriam
“Ethical dilemma refers to being forced to choose between two different actions. Both different actions must be morally right to create a moral dilemma. We usually use three criteria to choose between the two correct choices. We typically take into consideration in selecting a specific action if we are violating the law, not telling the truth, or violating our morality and principles (Butts & Rich, 2023, p. 54)
As a registered nurse, the code of ethics reflects the four fundamental values I should follow in nursing practice: autonomy, beneficence, nonmaleficence, and justice. Autonomy is about respecting a patient’s right to make his own decision. Beneficence refers to only doing what benefits patients. Nonmaleficence refers to causing no harm to patients. These are the main non-negotiable principles and values nurses in my society follow. In addition to the code of ethics, I also follow California laws, such as laws regarding patients’ privacy. All those values and principles help me make decisions in my nursing practice, especially when facing an ethical dilemma. Reading and learning about the code of ethics is the first R in the five Rs approach to ethical nursing practice. The second one is reflecting. It refers to patients’ values, cultures, and preferences in making medical decisions. The third one is recognizing the ethical dilemma and being able to determine the consequences of each choice. The fourth is Resolve, which refers to practicing ethical values. And the fifth is responding through communication and nursing interventions using moral virtues (Butts & Rich, 2023, p. 59)
Laws, hospital policies, code of ethics, and moral values limit my choices. I find it very beneficial to have limits on our choices. For example, since I started my nursing practice in 2021, patients’ staff were required to wear masks. Their choice was limited in this matter because, in this case, there is a potential harm in spreading the virus to patients with weak immune systems, like the elderly or chemotherapy-receiving patients. In this example, people’s choices were limited to ensuring patient safety and causing no harm to patients.
Butts, J. B., & Rich, K. L. (2023). Nursing ethics: across the curriculum and into practice (6th ed.). Jones & Bartlett Learning.”
3. 535 – Elizabeth DB 1
“Good afternoon class,
I can somewhat relate to this nursing student. I recall some nursing preceptors being to busy and not taking the time to teach me what they were doing.
Faculty- To begin, the faculty lady was late to her clinical site. She was cold, unprofessional, and she lacked compassion to her student. She completely rushed by handling a list of her patient for the day and giving her the name of the preceptor. She did not giver a sense of direction or walked her to the nurses station. She simply left her at the fate of the first nurse that would walk by to help her. What a way to start your clinical experience. When the poor girl met her preceptor, she felt unwelcomed and she continued to be disoriented. The faculty lady had a second opportunity to make things right. Again, she failed to help her student in getting her situated with her preceptor. The right thing to do was to start with an apology for being tardy. Faculty needs to show some enthusiasm and compassion to her student. Then, she should have introduced her to her assigned preceptor for the day. Once all her students are matched up with their nurse, she should have came around hand help each student get caught up with knowing about their assigned clients for the day. If a student voiced the concern that her/his preceptor is neglecting to teach them or not let them practice their clinical skills, the faculty should advocate for her students or change the preceptor. Clinical experience is valuable and should not be wasted.
Nurse Preceptor- Was busy and seemed frustrated because she was called in to cover someone else shift. She was completely dismissive with the nursing student. I understand she has a lot of responsibilities to her patients, but she should have dealt with this a little different. After the student approach her in regards to follow her and get report, the RN preceptor could have simply said, ” I already got report, you can follow me to see what I’m going to do, and ask me about the patients”. There was no need to ignore the student and sent her off to read charts. Nurse preceptor need to encourage nursing students by helping them bridge theoretical learning to clinical practice. In a clinical setting, the appropriate role of the teacher is to provide guidance, support, stimulates and facilitate learning experiences (ANEF, FANN, & Shel, 2014).
Nursing Student- Although she felt lost with no guidance by her professor and nurse preceptor, she maintained a positive attitude. She demonstrated a good attitude in face the the unfortunate circumstances. I believe she could have voiced her concerns to her clinical professor and asked for help. But it is very possible she could have felt intimidated. Overall she showed good character by not giving up.
ANEF, K.B.G.P.R.C. C., FAAN, M.H.O.P.R. A., & Shel, T. (2014). Clinical Teaching Strategies in Nursing (4th ed.). Springer Publishing LLC. https://online.vitalsource.com/books/9780826119629″
4. 535 – Richard DB 1
“Good afternoon class,
I can somewhat relate to this nursing student. I recall some nursing preceptors being to busy and not taking the time to teach me what they were doing.
Faculty- To begin, the faculty lady was late to her clinical site. She was cold, unprofessional, and she lacked compassion to her student. She completely rushed by handling a list of her patient for the day and giving her the name of the preceptor. She did not giver a sense of direction or walked her to the nurses station. She simply left her at the fate of the first nurse that would walk by to help her. What a way to start your clinical experience. When the poor girl met her preceptor, she felt unwelcomed and she continued to be disoriented. The faculty lady had a second opportunity to make things right. Again, she failed to help her student in getting her situated with her preceptor. The right thing to do was to start with an apology for being tardy. Faculty needs to show some enthusiasm and compassion to her student. Then, she should have introduced her to her assigned preceptor for the day. Once all her students are matched up with their nurse, she should have came around hand help each student get caught up with knowing about their assigned clients for the day. If a student voiced the concern that her/his preceptor is neglecting to teach them or not let them practice their clinical skills, the faculty should advocate for her students or change the preceptor. Clinical experience is valuable and should not be wasted.
Nurse Preceptor- Was busy and seemed frustrated because she was called in to cover someone else shift. She was completely dismissive with the nursing student. I understand she has a lot of responsibilities to her patients, but she should have dealt with this a little different. After the student approach her in regards to follow her and get report, the RN preceptor could have simply said, ” I already got report, you can follow me to see what I’m going to do, and ask me about the patients”. There was no need to ignore the student and sent her off to read charts. Nurse preceptor need to encourage nursing students by helping them bridge theoretical learning to clinical practice. In a clinical setting, the appropriate role of the teacher is to provide guidance, support, stimulates and facilitate learning experiences (ANEF, FANN, & Shel, 2014).
Nursing Student- Although she felt lost with no guidance by her professor and nurse preceptor, she maintained a positive attitude. She demonstrated a good attitude in face the the unfortunate circumstances. I believe she could have voiced her concerns to her clinical professor and asked for help. But it is very possible she could have felt intimidated. Overall she showed good character by not giving up.
ANEF, K.B.G.P.R.C. C., FAAN, M.H.O.P.R. A., & Shel, T. (2014). Clinical Teaching Strategies in Nursing (4th ed.). Springer Publishing LLC. https://online.vitalsource.com/books/9780826119629″
5. 535 – Yenisleydis DB 2
“As an upcoming healthcare/nursing educator, I believe in fostering a supportive and collaborative student-faculty relationship. Open communication and mutual respect are essential for effective teaching and learning. My belief in this relationship positively influences the teaching-learning process by creating an environment where students feel comfortable asking questions, seeking clarification, and sharing their thoughts and concerns (Liu & Hou, 2021). The approach enhances academic performance by encouraging active engagement and critical thinking among students.
When it comes to interacting with students who are struggling or failing, I believe in offering additional support and resources. Instead of solely focusing on the grade, I aim to understand the underlying challenges the student may be facing and work together to address them. This may involve providing extra tutoring, modifying assignments, or referring the student to appropriate support services.
Dealing with student misconduct and academic dishonesty issues requires clear guidelines and consistent enforcement. I believe in addressing such issues promptly and fairly while educating students about the importance of academic integrity. This helps maintain a level playing field and reinforces ethical behavior in healthcare practice.
Managing honor code violations and substance abuse problems involves a multidisciplinary approach. I believe in working closely with relevant stakeholders, such as academic advisors, counselors, and administrators, to provide support and intervention for affected students (Liu & Hou, 2021). Rehabilitation and education are key components of addressing these issues and establishing clear consequences for violations.
My responses to these questions align with my teaching philosophy, which emphasizes fostering a supportive learning environment, promoting academic integrity, and addressing student needs with empathy and professionalism (Liu & Hou, 2021). Ultimately, I aim to empower students to succeed academically while upholding ethical standards in their professional practice.
References
Liu, Y. M., & Hou, Y. C. (2021). Effect of multi-disciplinary teaching on learning satisfaction, self-confidence level and learning performance in the nursing students. Nurse Education in Practice, 55, 103128.https://doi.org/10.1016/j.nepr.2021.103128Links to an external site.
Pacifico, J. L., Donkers, J., Jacobs, J., Van der Vleuten, C., & Heeneman, S. (2020). Understanding teaching and learning conceptions among clinical faculty as a means to improve postgraduate training. International journal of medical education, 11, 175. doi: 10.5116/ijme.5f2a.76ebLinks to an external site.”
6. 535- Shannon DB 2
“Students and faculty need to work collaboratively to create the optimal learning environment (Billings & Halstead, 2015, p. 36). To determine if learning can occur is not just the responsibility of the teacher. The student must also take the initiative to do the required work to learn, not just rely on the teacher to spoon-feed them everything they need to know. The faculty is responsible for creating a positive learning environment, supplying resources, and encouraging students to contribute to that positive environment by participating in class and taking the required learning steps. Faculty can steer a class in the correct direction when things veer off course, and help the class remain positive when they might begin to have issues.
Faculty must remain professional and avoid crossing any legal lines regarding discipline or student behavior issues. If students are being academically dishonest, I believe that students should not be allowed to continue the class. There are clear guidelines when signing up for a university class; academic dishonesty is not tolerated.
When a student is failing, I believe the teacher is responsible for following up with that student, identifying their learning needs, finding out why they are failing, and giving them grace where possible without being unfair to the other students. If makeup work is allowed, that could also be considered. Some students have difficulties that cannot be fixed; if it is not possible to help them within fair parameters, maybe the student should not be in that class and can find alternate education.
When a student has an honor code violation or substance abuse issues, I personally believe the student can have a warning, but if the issue continues, the student could need professional help, and may not be suitable for the particular university course they are attending. If the course is a nursing course, and substance abuse issues arise, that can be particularly dangerous since the field is in close proximity to various drugs, and abuse issues can cause a loss of license and serious legal implications.
My responses to these questions correlate closely to what I believe I would utilize in my teaching philosophy. Once I am in the field and actually teaching, I may be more strict or have more grace. I am not sure until I actually practice teaching.
Reference:
Billings, D. M., & Halstead, J. A. (2015). Teaching in Nursing (5th ed., pp. 19-20). Elsevier.”
7. 561- Ripsime DB 1
“When it comes to promoting health, I think it’s pretty common to face situations where your views may not match those of your patients. In moments of conflict, it’s important to handle things with empathy, respect, and a willingness to understand patients different viewpoints. Recognizing the range of values and beliefs people have about health is important. People come from social and personal backgrounds, that influence their perspectives on well-being (Kudzma, C.E. E., 2017, p. 97). As a health advocate, valuing and honoring this diversity is key to creating a positive relationship with clients.
One way to deal with conflicting values is through communication. Having a nonjudgmental conversation with the patient can offer insights into their beliefs and the factors guiding their choices. This will help you understand the patient more. By listening and asking questions for clarity, you can gain a deeper understanding of their values and why they think like this. Finding common ground is essential for building trust. Identify shared goals and values that align with both the clients and your own views on health (Molina-Mula, J., et al, 2020). This collaborative approach can help connect differences and help work towards mutually beneficial results.
References:
Kudzma, C.E. E. (2017). Health Promotion Throughout the Life Span (10th ed.). Elsevier Health Sciences (US). https://online.vitalsource.com/books/9780323846295Links to an external site.
Molina-Mula, J., & Gallo-Estrada, J. (2020). Impact of Nurse-Patient Relationship on Quality of Care and Patient Autonomy in Decision-Making. International journal of environmental research and public health, 17(3), 835. https://doi.org/10.3390/ijerph17030835Links to an external site.”
8. 561- Lyndsay DB 1
“Healthcare promotion requires us to be sensitive to our patients’ goals and values. Health promotion requires effective communication. Effective communication helps us establish respect and a good rapport with our patients. Values are beliefs of great importance to an individual. These values affect decision-making. In order to promote health, nurses must appreciate and respect values of our patients even if they conflict with our own. It is important to understand our patients values and we can do so by asking them what is important to them and what they value in life. As a nurse, I must listen to what my patients say and listen to it without judgement or interruption. I can seek clarification to ensure I understand thoroughly. I can collaborate with my patient to develop a plan of care that aligns with their beliefs. I can be supportive of my patients decisions and encourage them in their health decisions. Within myself I can reflect on my own values and use the conflict to grow personally and professionally.
Reference
Kudzma, C.E. E. (2023). Health Promotion Throughout the Life Span (10th ed.). Elsevier Health Sciences (US). https://online.vitalsource.com/books/9780323846295Links to an external site.”
9. 561 – Mia DB 2
“Ethical issues I encountered while teaching health promotion strategies included respecting the patient’s autonomy, beneficence, and nonmaleficence. The patient was a paraplegic male with multiple Stage IV pressure injuries. He was depressed, non-compliant with medications and treatment, and had poor nutritional intake. I had to balance respecting the patient’s right to make their own decisions while ensuring their well-being. Nonmaleficence was complicated by the patient’s noncompliance and poor nutritional intake, which were likely influenced by their depressed state.
A mental health evaluation was requested to address his depression. He was given a Trapeze, which allowed him to maneuver in bed more easily, giving him more independence. This lifted his mood slightly, and he was more receptive to care. He began taking some of his medications as well as some nutritional supplements and allowed for labs to be drawn. His decisions slowly moved towards better well-being. This illustrates the principle by Solberg (2021) that health outcomes are determined by the patient’s responses to their conditions and achieved through empowerment.
References:
Solberg, B. (2021). The ethics of health promotion: From public health to health care. In: Haugan, G. & Eriksson, M. (Eds.), Health promotion in health care – Vital theories and research (pp. 23-32). Springer, Cham. https://doi.org/10.1007/978-3-030-63135-2_3Links to an external site.”
10. 561 – Megan DB 2
“One ethical issue I have encountered while teaching health promotion is an adolescent patient smoking, and the parent is unaware. It put me in a predicament. I educated the patient about the disadvantages of smoking and the long-term effects it can have on their health. I also had to be honest with the parents and inform them that their child is smoking. It can be challenging to care for adolescents, as they are old enough to understand health concepts and how to care for themselves.
Veracity is an ethical principle used in this ethical dilemma. Since the patient was an adolescent, I had to tell their parents that they were smoking. The patient was then informed of all the effects smoking can have on their health. Being truthful with patients and parents aids their decision-making process regarding their health (Edelman & Kudzma,2022). When a patient trusts their physician, discussing their child’s behavior with the parents can be difficult. However, not addressing the issue can lead to ethical dilemmas. The patient may not understand, but I was advocating for them and making sure they understood the effects of smoking.
Edelman, C., & Kudzma, E. C. (2022). Health promotion: Throughout the life span. Elsevier.”