NURS 8002 Discussion: Ethics and the DNP-Prepared Nurse
Sample Answer for NURS 8002 Discussion: Ethics and the DNP-Prepared Nurse Included After Question
Discussion: Ethics and the DNP-Prepared Nurse
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.
Photo Credit: ibreakstock / Adobe Stock
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!
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?
Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images
Next week, you will consider the role of the DNP-prepared nurse as an advocate for promoting positive social change.
Next Week
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: 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)
A Sample Answer For the Assignment: NURS 8002 Discussion: Ethics and the DNP-Prepared Nurse
Title: NURS 8002 Discussion: Ethics and the DNP-Prepared Nurse
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: NURS 8002 Discussion: Ethics and the DNP-Prepared Nurse
Title: NURS 8002 Discussion: Ethics and the DNP-Prepared Nurse
Trust is a crucial component of the provider-patient relationship, and creating trust involves making sure that patients discuss their complete health information with doctors and other healthcare personnel. In turn, healthcare providers and staff have the ethical and moral obligation to protect patient confidentiality and against unauthorized disclosure of patients’ protected health information (PHI). HIPPA directs that all healthcare facilities and providers inform the patients of their rights, and it is the healthcare provider’s accountability to ensure that the patient or proxy must agree to and sign unless the patient is incapacitated or during medical emergencies (Kahn et al., 2020). Doctorate-prepared nurses must be involved in establishing written policies and procedures that designate legal and ethical standards for confidentiality in their organization. Also, they can help educate providers and staff members to guard against unauthorized use or disclosure of patients’ PHI and reinforce an organizational commitment to protecting patients.
Privacy in healthcare means that patients have the right to how their medical records must be utilized through consent (Bani Issa et al., 2020). Kahn (2020) stated that privacy in healthcare signifies the protection of PHI, patients’ identity, and their capacity to make decisions autonomously. In some instances, protecting PHI can be challenging, such as practice settings in semi-open wards with an overflow of patients in the hallway and emergency departments where various providers and staff members are involved in patient care. Strategies to preserve patient privacy and confidentiality include ensuring that computer screens with PHI are not visible among unofficial persons in the vicinity and not publicly discussing the patient’s condition. In addition, using a portable privacy screen or moving the patient in the hallway into rooms temporarily while performing procedures and taking history and physical exams may help maintain privacy.
References
Bani Issa, W., Al Akour, I., Ibrahim, A., Almarzouqi, A., Abbas, S., Hisham, F., & Griffiths, J. (2020). Privacy, confidentiality, security, and patient safety concerns about electronic health records. International Nursing Review, 67(2), 218–230.
Khan, J. H. (2020). Confidentiality and Capacity. Emergency Medicine Clinics of North America, 38(2), 283–296. https://doi.org/10.1016/j.emc.2020.01.003Links to an external site.
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Name: NURS_8002_Week10_Discussion_Rubric
| 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
NURS 8002 Discussion: Ethics and the DNP-Prepared Nurse Grading Rubric Guidelines
| Performance Category | 10 | 9 | 8 | 4 | 0 |
| Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic decisions. |
|
|
|
|
|
| Performance Category | 10 | 9 | 8 | 4 | 0 |
| Application of Course Knowledge –
Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations |
|
|
|
|
|
| Performance Category | 5 | 4 | 3 | 2 | 0 |
| Interactive Dialogue
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread) |
|
Summarizes what was learned from the lesson, readings, and other student posts for the week. |
|
|
|
| Minus 1 Point | Minus 2 Point | Minus 3 Point | Minus 4 Point | Minus 5 Point | |
| Grammar, Syntax, APA
Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition |
|
|
|
|
|
| 0 points lost | -5 points lost | ||||
| Total Participation Requirements
per discussion thread |
The student answers the threaded discussion question or topic on one day and posts a second response on another day. | The student does not meet the minimum requirement of two postings on two different days | |||
| Early Participation Requirement
per discussion thread |
The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. | The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT. |
Also Read: NURS 8002 Assignment: Locating and Critically Analyzing Primary Research Articles