Discussion 2.1: Intersection of Policy and Ethics in APRN Practice NUR 740

Hello class!

Reading the Code of ethics for nurses with interpretive statements (2015), one would be forgiven for assuming that nurses are on par with Saints. This document provides the criteria and expectations of the moral and ethical standards of the profession (Goudreau, & Smolenski, 2022). Nurses are to practice their craft with compassion and respect, taking care to include the individual patient, their family, group, and community. The nurse must advocate for their patient as if they were advocating for their own family but respect the autonomy of the patient at the same time. He or she must strive to continually improve the ethical environment and conditions that they work in as well as advance the nursing practice through research and scholarly inquiry, while also helping to eliminate health disparities and integrate principles of social justice into nursing practice (ANA, 2015),

One real-life example of a much-needed policy can be examined in Provision 5. This provision outlines the expectations that nurses owe to themselves the same care and concern that is shown to their patients (ANA, 2015). Last week, the nation (at least those that watch sports or own a television) watched a 24-year-old athlete in peak physical health receive CPR due to Commotio Cordis. Damar Hamlin received CPR in front of the world, leading to the suspension of the football game just minutes into the first quarter due to the emotional distress of his teammates and the opposing team. Many news outlets discussed how emotionally disturbing this scene was and how affected onlookers were watching paramedics save his life. Both teams were taken to their respective locker rooms to debrief and collect themselves, waiting for news about their teammate and the game was rescheduled due to the unprecedented events of that night.

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Since this incident, many jokes and satire-laced videos have been made about nurses and how there is little support following participation in a code. It is known that debriefing following a code improves both the technical skills as well as the mental health of healthcare providers (Conrad & Morrison, 2018). However, debriefings following these high-stress events are at the discretion of the facility or department and there is no general policy, requirement, or even encouragement to have or participate in this type of reflection. If nurses are to truly follow Provision 5 and take care of themselves as well as they care for patients, why would something that is known to help providers not be utilized? A policy to help guide these reflections or debriefings may help leaders to know exactly how to care for their staff and reduce a barrier to implementing this intervention, helping to improve the mental health of nursing staff, reduce burnout and moral distress, and improving retention for the facility in which a policy such as this is implemented.

Discussion 2.1: Intersection of Policy and Ethics in APRN Practice NUR 740

Lily Shugart

Reference

ANA. (2015). Code of ethics for nurses with interpretive statements. ANA, American Nurses Association.

Conrad, & Morrison, R. D. (2018). MP31: Debriefing critical incidents in health care: a review of the evidence. Canadian Journal of Emergency Medicine, 20(S1), S51–S52. https://doi.org/10.1017/cem.2018.185

Goudreau, K. A., & Smolenski, M. C. (2022). Health policy and advanced nursing practice (3rd ed.) Springer.

R: Hi Lily, thanks for your post this week. I agree with you that the nurse must advocate for their patient as if they were advocating for their own family but respect the autonomy of the patient at the same time. This is because respect for autonomy ensures that patients are treated as individuals with their own preferences and values.

I: You made mention of jokes and satire being made about nurses and how there is little support following participation in a code following the Damar Hamlin incident. What exactly are you referring to as little support in a code?

S: You might want to include supporting information on your real-life example which is stated in provision 5. This provision outlines the expectations that nurses owe to themselves the same care and concern that is shown to their patients (ANA, 2015). I was expecting to read more about a specific encounter that will depict the urgent need to improve nurses’ health, particularly in the areas of physical activity, nutrition, rest, safety, and quality of life. I found this article on Purdue Global that states the importance of self-care for nurses and how to put a plan in place. Here is a link: https://www.purdueglobal.edu/blog/nursing/self-care-for-nurses/

Links to an external site.

E: Overall, great job with your post. Perhaps you can expand the actions that APRNs should do when confronted with such challenges such as referring to the code of ethics, seeking education, and speaking up.

References

Importance of Self-Care for Nurses and How to Put a Plan in Place. (n.d.). Purdue Global. Retrieved January 13, 2023, from https://www.purdueglobal.edu/blog/nursing/self-care-for-nurses/

Grading Rubric

Performance Category	100% or highest level of performance 100% 16 points	Very good or high level of performance 88% 14 points	Acceptable level of performance 81% 13 points	Inadequate demonstration of expectations 68% 11 points	Deficient level of performance 56% 9 points	Failing level of performance 55% or less 0 points
Total Points Possible= 50	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic topics.	Presentation of information was exceptional and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was good, but was superficial in places and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was minimally demonstrated in all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in one of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in two of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in three or more of the following elements Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Application of Course Knowledge Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations	Presentation of information was exceptional and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was good, but was superficial in places and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was minimally demonstrated in the all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in one of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from and scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in two of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in three of the following elements Applies principles, knowledge and information and scholarly resources to the required topic. Applies facts, principles or concepts learned scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.
	10 Points	9 Points			6 Points	0 Points
Interactive Dialogue Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic.	Demonstrated all of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 3 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.			Demonstrated 2 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 1 or less of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.
	8 Points	7 Points	6 Points	5 Points	4 Points	0 Points
Grammar, Syntax, APA Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error.	The following was present: 0-3 errors in APA format AND Responses have 0-3 grammatical, spelling or punctuation errors AND Writing style is generally clear, focused on topic,and facilitates communication.	The following was present: 4-6 errors in APA format. AND/OR Responses have 4-5 grammatical, spelling or punctuation errors AND/OR Writing style is somewhat focused on topic.	The following was present: 7-9 errors in APA format. AND/OR Responses have 6-7 grammatical, spelling or punctuation errors AND/OR Writing style is slightly focused on topic making discussion difficult to understand.	The following was present: 10- 12 errors in APA format AND/OR Responses have 8-9 grammatical, spelling and punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand.	The following was present: 13 – 15 errors in APA format AND/OR Responses have 8-10 grammatical, spelling or punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand. AND/OR The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.	The following was present: 16 to greater errors in APA format. AND/OR Responses have more than 10 grammatical, spelling or punctuation errors. AND/OR Writing style does not facilitate communication
	0 Points Deducted					5 Points Lost
Participation Requirements	Demonstrated the following: Initial, peer, and faculty postings were made on 3 separate days					Failed to demonstrate the following: Initial, peer, and faculty postings were made on 3 separate days
	0 Points Lost					5 Points Lost
Due Date Requirements	Demonstrated all of the following: The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.					Demonstrates one or less of the following. The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.