Sample Answer for ETHICS AND THE DNP-PREPARED NURSE NURS 8002 Included After Question
You are likely already upholding ethics in nursing and healthcare delivery in your current nursing practice experience. As mentioned in the introduction for this week, a patient-focused approach that promotes the delivery of safe, quality, and cost-effective healthcare for promoting positive patient outcomes represents a fundamental alignment to ethical principles for the delivery of healthcare. In your journey toward becoming a DNP-prepared nurse, you will continue to uphold ethical principles in your nursing practice and will likely continue to serve as an advocate for adhering to these principles in all you do.
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For this Discussion, reflect on the case studies/scenarios related to ethical challenges presented in this week’s Learning Resources. Think about how these ethical challenges may mirror your own experiences in nursing practice. Consider what other ethical challenges may arise in your own nursing practice or as you continue your program of study.
To prepare:
- Review the case studies/scenarios related to ethical challenges presented in this week’s Learning Resources.
- Reflect on ethical challenges related to the organization or at the point of care that you may have encountered in your nursing practice.
- Consider what new ethical challenges you might face once you obtain your doctoral degree.
By Day 3 of Week 10
Post an explanation of at least two significant ethical issues relevant to the DNP-prepared nurse. Then explain how these issues might compare to the types of issues you have encountered in your practice. Be specific and provide examples.
By Day 5 of Week 10
Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days by expanding upon your colleague’s post or suggesting an alternative approach to the ethical issue described by your colleague.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!
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Submission and Grading Information
Grading Criteria
To access your rubric:
Week 10 Discussion Rubric
Post by Day 3 of Week 10 and Respond by Day 5 of Week 10
To Participate in this Discussion:
Week 10 Discussion
What’s Coming Up in Week 11?
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Next week, you will consider the role of the DNP-prepared nurse as an advocate for promoting positive social change.
Next Week
To go to the next week:
Week 11
Module 5: Ethics and Issues for Social Change Advocacy
Ethics and the application of ethical principles is of supreme importance in nursing practice and healthcare delivery. So much of what nurses and healthcare professionals do daily stems directly from an ethical point of reference or frame. Providing patient care and ensuring patient safety while enhancing quality and diminishing costs are all well-intended and ethical practices that you likely already engage in your nursing practice. A strong ethical awareness and adherence to ethical guidelines is just one way you will positively impact your patients in your role.
What’s Happening This Module?
Module 5: Ethics and Issues for Social Change Advocacy is a 2-week module—Weeks 10–11 of the course—in which you examine the role of the DNP-prepared nurse in upholding and abiding by professional standards for the delivery of ethical nursing practice. You will also reflect on how the role of the DNP-prepared nurse is central to social change advocacy for the improvement of healthcare and nursing quality, the positive impact on patient outcomes, and positive impacts on the community as a whole.
In Week 10, you will review resources that highlight potential ethical issues in healthcare and nursing practice. You will engage with your colleagues in a Discussion that will focus on the significant ethical issues you reviewed that are relevant to the DNP-prepared nurse. In your Blog Assignment for Week 11, you will consider how you anticipate enacting a personal and professional commitment toward social change advocacy as a DNP-prepared nurse.
| What do I have to do? | When do I have to do it? |
| Review your Learning Resources | Days 1–7, Weeks 10 and 11 |
| Discussion: Ethics and the DNP-Prepared Nurse | Post by Day 3 of Week 10 and respond to your colleagues by Day 6 of Week 10. |
| Blog: Positive Social Change and the DNP-Prepared Nurse | Post by Day 3 of Week 11 and respond to your colleagues by Day 6 of Week 11. |
Go to the Week’s Content
Week 10
Week 11
Week 10: The Doctorally Prepared Nurse: Ethics
What does it mean to uphold ethics in advanced nursing practice? What strategies and considerations are important for ensuring the ethical and safe delivery of healthcare as a DNP-prepared nurse?
This week, you will examine ethical issues relevant to the role of the DNP-prepared nurse. You will explore ethical issues you may likely encounter in nursing practice and reflect on potential strategies to mitigate ethical violations in practice.
Learning Objectives
Students will:
- Analyze ethical issues related to the role of the DNP-prepared nurse
- Analyze ethical issues encountered in professional nursing practice
Learning Resources
Required Readings (click to expand/reduce)
Pavlish, C. L., Henriksen, J., Brown-Saltzman, K., Robinson, E. M., Warda, U. S., Farra, C., Chen, B., & Jakel, P. (2020). A team-based early action protocol to address ethical concerns in the intensive care unit. American Journal of Critical Care, 29(1), 49–61. https://doi.org/10.4037/ajcc2020915
Phelan, P. S. (2020). Organizational ethics for US health care today. AMA Journal of Ethics, 22(3), 183–186. https://doi.org/10.1001/amajethics.2020.183
Rejno, A., Ternestedt, B.-M., Nordenfelt, L., Silfverberg, G., & Godskesen, T. E. (2020). Dignity at stake: Caring for persons with impaired autonomy. Nursing Ethics, 27(1), 104–115. https://doi.org/10.1177/0969733019845128
Torkaman, M., Heydari, N., & Torabizadeh, C. (2020). Nurses’ perspectives regarding the relationship between professional ethics and organizational commitment in healthcare organizations. Journal of Medical Ethics and History of Medicine, 13(17), 1–10. https://doi.org/10.18502/jmehm.v13i17.4658
Vermeesch, A., Cox, P. H., Baca, S., & Simmons, D. (2018). Strategies for strengthening ethics education in a DNP program. Nursing Education Perspectives, 39(5), 309–311. https://doi.org/10.1097/01.NEP.0000000000000383
A Sample Answer For the Assignment: ETHICS AND THE DNP-PREPARED NURSE NURS 8002
Title: ETHICS AND THE DNP-PREPARED NURSE NURS 8002
According to Ulrich et al., in a recent study conducted over 422 questionnaires were used in the analysis to ask the most frequently occurring ethical issues nurses encountered. Out of these issues a DNP-prepared nurse would be most affected by protecting patient rights, and patient autonomy (Ulrich, 2010).
The 1973 American Hospital Association patient bill of rights was the first bill of rights written specifically for patients. One important patient right includes informed consent. The following elements are required for documentation during the discussion, 1). The nature of the procedure, 2.) the risks and benefits of the procedure, 3.) reasonable alternatives, 4.) risk and benefits of alternatives, and 5.) Assessment of the patient’s understanding of elements. which include the right to be informed of potential harm to the body and right to autonomy or self-decision making (Olejarczyk, 2021).
Patient Autonomy literally means self-rule and refers to living and making decisions according to one’s own reasons or motives. A patient who can defend his or her judgments has the right to make decisions that do not coincide with what the clinician believes is beneficial to the patient. A patient’s autonomy is violated when family members or members of a health care team pressure a patient or when they act on behalf without the patient’s permission (in a non-emergent situation) (Olejarczyk, 2021).
Then explain how these issues might compare to the types of issues you have encountered in your practice. Be specific and provide examples.
Protecting patient rights have been an issue in the past due to limited space in our clinic. Patient information on computer screens and conversations regarding patient health information can be easily overheard. To rectify this issue or department managers have asked for screen protectors, patient information to be covered whenever left on the desk, and taller cubicle space.
Informed consent has also been addressed in our clinic. When patients agree to care management, there was no written consent or agreement. Stakeholders then agreed to add an excerpt explaining care management, benefits to agreeing to the program, an opportunity to opt out, and a place on the website to go for additional questions and information. Patient are now required to sign a consent before care management begin.
Resources:
Olejarczyk, J. P. (2021, August 13). Patient rights and ethics. StatPearls [Internet]. https://www.ncbi.nlm.nih.gov/books/NBK538279/.
Ulrich, C. M., Taylor, C., Soeken, K., O’Donnell, P., Farrar, A., Danis, M., & Grady, C. (2010). Everyday ethics: Ethical issues and stress in nursing practice. Journal of Advanced Nursing, 66(11), 2510–2519. https://doi.org/10.1111/j.1365-2648.2010.05425.x
A Sample Answer 2 For the Assignment: ETHICS AND THE DNP-PREPARED NURSE NURS 8002
Title: ETHICS AND THE DNP-PREPARED NURSE NURS 8002
Going through this week’s readings, I encountered some ethical cases and scenarios that caught my attention from the learning resources. In these readings, I have discovered that ethical conflicts can complicate the clinical practice and can result in bleach of communication and collaboration among patients, their families, the providers, and the clinicians which will result in disruptions, distress, and dissatisfaction with care that is being delivered.
As a result of the concerns, I have learnt that ethical conflicts can cause trust issues among stakeholders which can lead to compromised quality adherence and safety aspects of care. In the learning resource by Pavlish et al., (2020), I have learnt that the effectiveness of a team-based and proactive ethics protocols in routine management of care is by identifying the ethics-related concerns first, then additional supports, and goals of care to be able to improve the patient outcomes as well as quality and safety of care. I learnt from this article that ethics consultations resulted in an increased outcome of care, enhanced quality, and safeguarded safety aspects of care. I totally agree and understand that with this resource, encouraging healthcare teamwork and collaboration increased ethical consultations and routine communication on the goals of care resulting to improved ethical practice in addressing diverse patient needs and engagement with families and community members.
Another learning resource by Phelan (2020), I came up with the fundamental differences between traditional health care ethics and organizational ethics to be the scope. In traditional ethics, the focus was mainly on the individuals while organizational ethics today has attention on collectives. This means contextualizing the overlapping role of different professionals in healthcare could complicate delivery of care and decision-making practices. Being transparent and having some level of trust among professionals involved in care delivery could promote the level of ethical practice in an organization.
In the learning resources, I also learn from these two learning resources by Rejnö et al. (2020) and Torkaman et al. (2020) that the concept of dignity forms an important ethical consideration targeting the dignity of identity and human dignity. Fortunately, caring situations face scenarios that could require decision making on autonomy by patients with cognitive impairment and evaluating approaches that could impair the autonomy or disrespect of patient’s dignity. When it comes to patients with impaired autonomy, I established that ethical challenges or dilemmas are prevalent in the scenarios since the patient in question has impaired autonomy. I can use the human dignity aspect of ethics to lead me in developing patient-centered care and skills that will be effective when taking care of impaired patients.
In my experience as a registered nurse, I am aware of the ethical issues identified in these learning resources. I have some instances that I remembered that happened when I work with other professionals to derive an ethical decision from a dilemma situation. In some of those cases, I remember that one of my colleagues and I had to escalate an ethical dilemma to the Hospital Ethics Board to enhance decision making in life-threatening situations that a patient refuses treatment or the patient proxy in health-related decisions was not able to be reached. Such situations could be addressed effectively via an interdisciplinary collaborative team approach. I have also noted the value and significant of the ethical principles of patient autonomy, beneficence (do good), non-maleficence (do not harm), and social justice as fundamental principles for application of ethics-related decisions (Vermeesch et al., 2018). In my experience as a registered nurse, I have identified other areas of ethical concerns to include balancing the needs of the facility for profits and commitment to promote high standards of safety and quality of care. Another area of ethical dilemma I have identified is patient’s refusal of medications or treatment involving a life-threatening disease and conditions that have a proven intervention for treatment or management (Torkaman et al., 2020). In such decisions, I think that the stakeholders, family and other clinicians could provide an effective ground for addressing these ethical concerns.
References
Pavlish, C. L., Henriksen, J., Brown-Saltzman, K., Robinson, E. M., Warda, U. S., Farra, C., & Jakel, P. (2020). A team-based early action protocol to address ethical concerns in the intensive care unit. American Journal of Critical Care, 29(1), 49-61.
Phelan, P. S. (2020). Organizational Ethics for US Health Care Today. AMA Journal of Ethics, 22 (3), 183-186.
Rejnö, Å., Ternestedt, B. M., Nordenfelt, L., Silfverberg, G., & Godskesen, T. E. (2020). Dignity at stake: Caring for persons with impaired autonomy. Nursing ethics, 27(1), 104-115.
Torkaman, M., Heydari, N., & Torabizadeh, C. (2020). Nurses’ perspectives regarding the relationship between professional ethics and organizational commitment in healthcare organizations. Journal of Medical Ethics and History of Medicine, 13.
Vermeesch, A., Cox, P. H., Baca, S., & Simmons, D. (2018). Strategies for strengthening ethics education in a DNP program. Nursing education perspectives, 39(5), 309-311.
A Sample Answer 3 For the Assignment: ETHICS AND THE DNP-PREPARED NURSE NURS 8002
Title: ETHICS AND THE DNP-PREPARED NURSE NURS 8002
Reading your posted response to the ethical challenge writing exposes me to your in-depth knowledge and professionalism in appreciating the common ethical issues nursing practitioners may face in providing quality care to patients with cognitive impairment. Moral conflict pushes charge nurses to ethical dilemmas while trying to balance organizational value-based practice with patient-value-based quality care. Your paper also identifies the trust issues, compromised quality, and the patient’s safety as co-factors in care ethical conflicts the DNP-prepared nurses work through in their practicum. The double-edged patient’s dignity mentioned in your post is well pronounced when nurses attempt to assist patients in navigating their end-of-existence process. According to the study (What Ethical Issues Can Arise With End-of-life Care? ( 2019), offering quality care to end-of-life (EOL) patients involves respecting their interests, wills, and needs while establishing a multi-class collaborative management strategy that upholds the patient’s dignity and that of their significant other(s).
Besides, your post suggests ethical dilemma preventive measures involving team-based proactive protocol, all-inclusive involvement of the stakeholders, and thorough collaborative communication to mitigate ethical dilemmas in clinical decision-making. Undoubtedly, this procedure could provide the avenue to arrive at a common safe, patient-centered approach to caring for patients with some level of cognitive impairment. In a somewhat different dimension, the clinical society also experiences a dilemma in addressing the issue of tobacco advertisements concerning increased lung cancer cases in North America. The ethical dilemma is whether the health sector has the moral ethic to nail the tobacco advertisements for the identified cancer trend as raised in (Morality and Marketing, n.d.). In secular response to this, Sy (2023) informs that some notable tobacco companies have attempted manufacturing tobacco-related disease-curing drugs, which, I fear, may further complicate the medical world’s dilemma in accepting a clinical behavior that seeks to justify creating a disease by introducing its cure with significant financial benefit at both ends.
Great job you have done. Topical, expository, and discerning enough to help in-depth understanding of practice ethical dilemmas in the clinical settings.
References
Morality and marketing. (n.d.). https://www.scu.edu/mcae/publications/iie/v1n4/marlboro.htmlLinks to an external site.
Sy, D. (2023). Tobacco industry’s ‘wellness’ tactic: Ethical dilemma and solutions. Tobacco Prevention and Cessation, 9(April), 1–6. https://doi.org/10.18332/tpc/159119Links to an external site.
What Ethical Issues Can Arise with End-of-life Care? (2019, December 4). Bradley University Online. https://onlinedegrees.bradley.edu/blog/what-ethical-issues-can-arise-with-end-of-life-care/Links to an external site.
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Name: NURS_8002_Week10_Discussion_Rubric
- Grid View
- List View
| Excellent
90%–100% |
Good
80%–89% |
Fair
70%–79% |
Poor
0%–69% |
|||
| Main Posting:
Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. |
40 (40%) – 44 (44%)
Thoroughly responds to the Discussion question(s). Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. No less than 75% of post has exceptional depth and breadth. Supported by at least three current credible sources. |
35 (35%) – 39 (39%)
Responds to most of the Discussion question(s). Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module. 50% of the post has exceptional depth and breadth. Supported by at least three credible references. |
31 (31%) – 34 (34%)
Responds to some of the Discussion question(s). One to two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Cited with fewer than two credible references. |
0 (0%) – 30 (30%)
Does not respond to the Discussion question(s). Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible references. |
||
| Main Posting:
Writing |
6 (6%) – 6 (6%)
Written clearly and concisely. Contains no grammatical or spelling errors. Adheres to current APA manual writing rules and style. |
5 (5%) – 5 (5%)
Written concisely. May contain one to two grammatical or spelling errors. Adheres to current APA manual writing rules and style. |
4 (4%) – 4 (4%)
Written somewhat concisely. May contain more than two spelling or grammatical errors. Contains some APA formatting errors. |
0 (0%) – 3 (3%)
Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style. |
||
| Main Posting:
Timely and full participation |
9 (9%) – 10 (10%)
Meets requirements for timely, full, and active participation. Posts main Discussion by due date. |
8 (8%) – 8 (8%)
Meets requirements for full participation. Posts main Discussion by due date. |
7 (7%) – 7 (7%)
Posts main Discussion by due date. |
0 (0%) – 6 (6%)
Does not meet requirements for full participation. Does not post main Discussion by due date. |
||
| First Response:
Post to colleague’s main post that is reflective and justified with credible sources. |
9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives. |
8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting. |
7 (7%) – 7 (7%)
Response is on topic and may have some depth. |
0 (0%) – 6 (6%)
Response may not be on topic and lacks depth. |
||
| First Response: Writing |
6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues. Response to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. |
5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English. |
4 (4%) – 4 (4%)
Response posed in the Discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited. |
0 (0%) – 3 (3%)
Responses posted in the Discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited. |
||
| First Response: Timely and full participation |
5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation. Posts by due date. |
4 (4%) – 4 (4%)
Meets requirements for full participation. Posts by due date. |
3 (3%) – 3 (3%)
Posts by due date. |
0 (0%) – 2 (2%)
Does not meet requirements for full participation. Does not post by due date. |
||
| Second Response: Post to colleague’s main post that is reflective and justified with credible sources. |
9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives. |
8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting. |
7 (7%) – 7 (7%)
Response is on topic and may have some depth. |
0 (0%) – 6 (6%)
Response may not be on topic and lacks depth. |
||
| Second Response: Writing |
6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues. Response to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. |
5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English. |
4 (4%) – 4 (4%)
Response posed in the Discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited. |
0 (0%) – 3 (3%)
Responses posted in the Discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited. |
||
| Second Response: Timely and full participation |
5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation. Posts by due date. |
4 (4%) – 4 (4%)
Meets requirements for full participation. Posts by due date. |
3 (3%) – 3 (3%)
Posts by due date. |
0 (0%) – 2 (2%)
Does not meet requirements for full participation. Does not post by due date. |
||
| Total Points: 100 | ||||||
Name: NURS_8002_Week10_Discussion_Rubric