Sample Answer for PHI 413V Discussion: Biomedical Ethics in the Christian Narrative Included After Question
PHI 413V Discussion: Biomedical Ethics in the Christian Narrative
PHI 413V Discussion: Biomedical Ethics in the Christian Narrative
Description
Objectives:
1. Describe the four principles and four boxes approach to biomedical ethics.
2. Describe how the four principles and four boxes approach would be applied according to the Christian worldview
Practicing Dignity: An Introduction to Christian Values and Decision-Making in Health Care
Description:
Read Chapters 3 from Practicing Dignity.
Incorporating Spirituality into Patient Care
Description:
Read “Incorporating Spirituality into Patient Care,” by Orr, from American Medical Association Journal of Ethics(2015).
New Testament Overview
Description:
View the online video, “New Testament Overview,” from the Bible Project, located on the YouTube website (2018).
Read Scripture: TaNaK/Old Testament
Description:
View the online video, “Read Scripture: TaNaK/Old Testament,” from the Bible Project, located on the YouTube website (2018).
Sacrifice and Atonement
Description:
Explore “Sacrifice and Atonement” webpage and watch the video, on the Bible Project website (2018).
The Messiah
Description:
Explore “The Messiah” webpage and watch the video on the Bible Project website (2018).
Understanding Health and Healing
Description:
View the “Understanding Health and Healing” media piece.
Word Study: Khata/Sin
Description:
View the online video, “Word Study: Khata/Sin,” from the Bible Project, located on the YouTube website (2018).
Word Study: Shalom/Peace
Description:
View the online video, “Word Study: Shalom/Peace,” from the Bible Project, located on the YouTube website (2017).
Optional – Topic 3: Optional Study Materials
Description:
For additional information, see the “Topic 3: Optional Study Materials” that are recommended.
Case Study on Biomedical Ethics in the Christian Narrative
Description:
This assignment will incorporate a common practical tool in helping clinicians begin to ethically analyze a case. Organizing the data in this way will help you apply the four principles and four boxes approach.
Based on the “Case Study: Healing and Autonomy” and other required topic study materials, you will complete the “Applying the Four Principles: Case Study” document that includes the following:
Part 1: Chart
This chart will formalize the four principles and four boxes approach and the four-boxes approach by organizing the data from the case study according to the relevant principles of biomedical ethics: autonomy, beneficence, nonmaleficence, and justice.
Part 2: Evaluation
This part includes questions, to be answered in a total of 500 words, that describe how principalism would be applied according to the Christian worldview.
Remember to support your responses with the topic study materials. APA style is not required, but solid academic writing is expected.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Topic 3 DQ 1
Description:
The four principles, especially in the context of bioethics in the United States, has often been critiqued for raising the principle of autonomy to the highest place, such that it trumps all other principles or values. How would you rank the importance of each of the four principles? How do you believe they would be ordered in the context of the Christian biblical narrative? Refer to the topic study materials in your response.
Topic 3 DQ 2
Description:
What do the four parts of the Christian biblical narrative (i.e., creation, fall, redemption, and restoration) say about the nature of God and of reality in relation to the reality of sickness and disease? From where would one find comfort and hope in the light of illness according to this narrative? Explain in detail each part of the narrative above and analyze the implications.
As we begin this session, I would like to take this opportunity to clarify my expectations for this course:
Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).
Course Room Etiquette:
- It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
- All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!
Office Hours:
- My office hours vary so feel free to shoot me an email at Kelly.[email protected] or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
- Phone appointments can be scheduled as well. Send me an email and the best time to call you, along with your phone number to make an appointment.
- I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the Questions to Instructor forum. In the event your question is of a personal nature, please feel free to post in the Individual Questions for Instructor forum I will respond to all posts or emails within 24 or sooner.
Late Policy and Grading Policy
Discussion questions:
- I do not mark off for late DQ’s.
- I would rather you take the time to read the materials and respond to the DQ’s in a scholarly way, demonstrating your understanding of the materials.
- I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.
- Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.
Assignments:
- Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit. Please refer to the student academic handbook and GCU policy.
- Any activity or assignment submitted after the due date will be subject to GCU’s late policy
- Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.
- No assignments can be accepted for grading after midnight on the final day of class.
- All assignments will be graded in accordance with the Assignment Grading Rubrics
Participation
- Participation in each week’s Discussion Board forum accounts for a large percentage of your final grade in this course.
- Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.
- It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.
- A substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do not meet the active engagement expectation.
- Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.
- I do expect outside sources as well as class materials to formulate your post.
- APA format is not necessary for DQ responses, but I do expect a proper citation for references.
- Please use peer-related journals found through the GCU library and/or class materials to formulate your answers. Do not try to “Google” DQ’s as I am looking for class materials and examples from the weekly materials.
- I will not accept responses that are from Wikipedia, Business dictionary.com, or other popular business websites. You will not receive credit for generic web searches – this does not demonstrate graduate-level research.
- Stay away from the use of personal pronouns when writing. As a graduate student, you are expected to write based on research and gathering of facts. Demonstrating your understanding of the materials is what you will be graded on. You will be marked down for lack of evidence to support your ideas.
Plagiarism
- Plagiarism is the act of claiming credit for another’s work, accomplishments, or ideas without appropriate acknowledgment of the source of the information by including in-text citations and references.
- This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.
- Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.
- Please review your LopesWrite report prior to final submission.
- Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ’s, posts to your peers, and your papers).
Plagiarism includes:
- Representing the ideas, expressions, or materials of another without due credit.
- Paraphrasing or condensing ideas from another person’s work without proper citation and referencing.
- Failing to document direct quotations without proper citation and referencing.
- Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.
- If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University’s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.
- We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.
LopesWrite
- All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite every week.
- Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite are located in the Student Success Center.
Assignment Submissions
- Please note that Microsoft Office is the software requirement at GCU.
- I can open Word files or any file that is saved with a .rtf (Rich Text Format) extension. I am unable to open .wps files.
- If you are using a “.wps” word processor, please save your files using the .rtf extension that is available from the drop-down box before uploading your files to the Assignment Drop Box.
Grade of Incomplete
- The final grade of Incomplete is granted at the discretion of the instructor; however, students must meet certain specific criteria before this grade accommodation is even possible to consider.
- The grade of Incomplete is reserved for times when students experience a serious extenuating circumstance or a crisis during the last week of class which prevents the completion of course requirements before the close of the grading period. Students also must pass the course at the time the request is made.
- Please contact me personally if you are having difficulties in meeting course requirements or class deadlines during our time together. In addition, if you are experiencing personal challenges or difficulties, it is best to contact the Academic Counselor so that you can discuss the options that might be available to you, as well as each option’s academic and financial repercussions.
Grade Disputes
- If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with me personally for further clarification.
- While I have made every attempt to grade you fairly, on occasion a misunderstanding may occur, so please allow me the opportunity to learn your perspective if you believe this has occurred. Together, we should be able to resolve grading issues on individual assignments.
- However, after we have discussed individual assignments’ point scores, if you still believe that the final grade you have earned at the end of the course is not commensurate with the quality of work you produced for this class, there is a formal Grade Grievance procedure which is outlined in the GCU Catalog and Student Handbook.
A chromosomal anomaly that results in an aberrant phenotype in the fetus or neonate affects 1 in every 150 live births. Diagnostic and prenatal genetic testing offer pregnant women information that may prompt some to think about ending the pregnancy (Grossman & Chasen,2020).
I had conflicting emotions after watching the surrogacy story on YouTube. The child’s life is complicated in both scenarios. The cost of medical care is high, and it is challenging to live with pain. Additionally, the achievement and potential for good in the world of a child whose life was cut short too young cannot be predicted. There are instances where doctors and equipment may incorrectly indicate problems when they are not life threatening. Even though I perceive this to be a horrible situation, I understand that the mother should have the final say. If the woman decides to have the baby aborted, that decision should be respected. The surrogate was just hired and was not given authority in a contract, maybe there were some loopholes in the contract. A child with many deformities is challenging to care for, and occasionally the child will die as a result. It can be exceedingly difficult to see the child suffering knowing that the defects cannot be corrected.
On the other hand, it would be unfair to end the pregnancy. Some parents believe that they can somehow custom order a baby to their exact requirements, and if the baby turns out to be flawed in any way, they can simply discard it. Every couple must consider this potential risk to their unborn children. Naturally, there are also hereditary issues that do not manifest themselves for a while or even a lifetime after the child is born. When it happens, are they going to kill the child? From a Christian worldview abortion is murder and it brings a curse. God knows all men and it is up to God how we live and what we should eat, we should not doubt God’s power to heal and perform miracles, Jesus healed all kinds of diseases and even now people are getting healed. Everyone should be given a chance to live and on the other hand l wonder if God approves surrogacy in the first place.
PHI 413V Discussion: Biomedical Ethics in the Christian Narrative Grading Rubric Guidelines
| Performance Category | 10 | 9 | 8 | 4 | 0 |
| Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic decisions. |
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| 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 |
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| 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) |
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Summarizes what was learned from the lesson, readings, and other student posts for the week. |
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| 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 |
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| 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. |
A Sample Answer For the Assignment: PHI 413V Discussion: Biomedical Ethics in the Christian Narrative
Title: PHI 413V Discussion: Biomedical Ethics in the Christian Narrative
Applying the Four Principles: Case Study
Part 1: Chart (60 points)
Based on the “Healing and Autonomy” case study, fill out all the relevant boxes below. Provide the information by means of bullet points or a well-structured paragraph in the box. Gather as much data as possible.
| Medical Indications
Beneficence and Nonmaleficence |
Patient Preferences
Autonomy |
| Medical indications consist of data which enables healthcare providers to make better decisions founded on effective diagnosis of a health problem affecting a patient. Medical indications help the healthcare providers to get the most effective treatment options.
Beneficence emphasizes prioritizing the best interests and intention of a patient, and even their families. Beneficence allows providers to have better outcomes (Beever & Brightman, 2017). On its part, non-maleficence is concerned with ensuring that patients are not harmed by a decision made by a healthcare provider. In this case, parents’ parents acted in his best interests by taking him to the hospital and later to their church and back again to the facility. They believed that their actions would allow their child to recover from glomerulonephritis. They acted with beneficence and did not intend to harm him (Carr & Winslow, 2017). The did not know that James condition could worsen due to delayed treatment. As Christians, they hoped that James would get better through miracles like another patient who recovered due to prayers. However, they realized that he could not benefit from the prayers and took him back for medical attention. |
Preferences by patients denote to the choices that patients and their families or relative have in relation to potential treatment interventions. Autonomy is the right to make effective decisions based on a patient’s preference concerning the type of care and treatment intervention that will help them. Autonomy allows a patient with capacity to make decisions, exercise their freewill and freedom concerning treatment interventions (Beever & Brightman, 2017). Autonomy implores health care providers to have informed consent from patients before administering any form of treatment. Patients deploy their autonomy and preferences in making decisions based on information offered by their physicians and other healthcare practitioners like nurses. Autonomy protects a patient’s dignity and enhances their understanding of diseases affecting them.
In the case, James has not ability to exercise autonomy though can assert his preferences through parents. The parents also exercise autonomy on his behalf. James requires treatment because of his condition and the parents’ preferences dictate the actions that the healthcare team takes (Gillon, 2018). The parents should make a decision on if the brother will donate his kidney to save a life. The healthcare providers cannot make any decision or take any action since they do not exercise autonomy over a patient. |
| Quality of Life
Beneficence, Nonmaleficence, Autonomy |
Contextual Features
Justice and Fairness |
| Quality of life is concerned with the medical aspects of an individual’s life before and after getting treatment. Healthcare providers give treatment with the intent to improve an individual’s quality of life (Gillon, 2018). James’ condition is deteriorating and he needs urgent interventions to enhance his quality of life. A dialysis will improve his current condition but the ultimate intervention with long-term positive outcomes is having a kidney transplant. The parents must make difficult decisions on the need for James’ twin brother to donate the kidney.
The parents have autonomy over the two boys but it is important to engage them so that they can understand the situation. the parents should act in the best interests of their sons, especially the need to save James through a kidney donated by his twin brother, Samuel. |
Contextual features provide a framework that guides legal and social or familial decisions focused on improving a patient’s medical status. Justice and fairness are concerned with equitable distribution of healthcare resources and equality in the treatment process.
In this situation, James’ parents need to make equitable decisions to save the boy’s life. The parents and the physician can impact the treatment options. For instance, the parents need to focus on options that are legal and lead to better interventions and treatment outcomes. imperatively, they should allow Samuel to donate a kidney to save the life of his brother. |