Sample Answer for PHI 413V Topic 5 Discussion: Intervention and Ethical Decision-Making Included After Question
PHI 413V Topic 5 Discussion: Intervention and Ethical Decision-Making
PHI 413V Topic 5 Discussion: Intervention and Ethical Decision-Making
Description
Objectives:
1. Analyze a health care situation with an ethical dilemma for an individual patient and his or her caregivers.
2. Utilize ethical theories, principles, and a decision-making framework to propose a resolution to ethical dilemmas faced by individual clients and their caregivers.
Practicing Dignity: An Introduction to Christian Values and Decision-Making in Health Care
Description:
Read Chapters 5 from Practicing Dignity.
GCU Technical Support – Field Experience Site Information Form
Description:
Refer to the “Field Experience Site Information Form” page in the GCU Technical Support Help Center for further instructions from GCU Technical Support on how to complete the “Field Experience Site Information Form” assignment. You will be submitting your chosen mentor, site information, and information regarding your chosen experience through this form in order to start the process of being cleared for your practice experience.
NOTE: Completion of the form works best on a non-mobile device. Please make sure your pop-up blockers are turned off.
Doing a Culturally Sensitive Spiritual Assessment: Recognizing Spiritual Themes and Using the HOPE Questions
Description:
Read “Doing a Culturally Sensitive Spiritual Assessment: Recognizing Spiritual Themes and Using the HOPE Questions,” by Anandarajah, from AMA Journal of Ethics (2005).
End of Life and Sanctity of Life
Description:
Read “End of Life and Sanctity of Life,” by Reichman, from American Medical Association Journal of Ethics, formerly
Virtual Mentor (2005).
Assessing the Spiritual Needs of Patients
Description:
Read ” Assessing the Spiritual Needs of Patients” by Timmins and Caldeira, from Nursing Standard (2017).
Optional – Topic 5: Optional Study Materials
Description:
For additional information, see the “Topic 5: Optional Study Materials” that are recommended.
Benchmark – Patient’s Spiritual Needs: Case Analysis
Description:
In addition to the topic study materials, use the chart you completed and questions you answered in the Topic 3 about “Case Study: Healing and Autonomy” as the basis for your responses in this assignment.
Answer the following questions about a patient’s spiritual needs in light of the Christian worldview.
1. In 200-250 words, respond to the following: Should the physician allow Mike to continue making decisions that seem to him to be irrational and harmful to James, or would that mean disrespect of a patient’s autonomy? Explain your rationale.
2. In 400-500 words, respond to the following: How ought the Christian think about sickness and health? How should a Christian think about medical intervention? What should Mike as a Christian do? How should he reason about trusting God and treating James in relation to what is truly honoring the principles of beneficence and nonmaleficence in James’s care?
3. In 200-250 words, respond to the following: How would a spiritual needs assessment help the physician assist Mike to determine appropriate interventions for James and for his family or others involved in his care?
Remember to support your responses with the topic study materials.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies: BS in Health Sciences 1.2; BS Nursing (RN to BSN ) 5.2
Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.
Field Experience Site Information Form
Description:
In preparation for your clinical practice experience, you will need to access the “Field Experience Site Information Form” from your student portal. You will be submitting your chosen mentor, site information, and information regarding your chosen experience through this form in order to start the process of being cleared for your practice experience. You can find information on the mentor and site requirements by viewing the “Guidelines for Undergraduate Field Experiences” located in the College of Nursing and Health Care Professions resource page in the Student Success Center.
For this assignment, complete the required “Field Experience Site Information Form” via your student portal. Once you log into your Student Portal, go to My Apps/Edocs/Click here to access all documents pending an e-signature. If you have any questions concerning this form, or if you are unable to view it in your student portal, contact your assigned field experience counselor for assistance.
NOTE: Completion of the form works best on a non-mobile device. Please make sure your pop-up blockers are turned off.
Once you have completed the site information form, a confirmation receipt will be sent to your my.gcu.edu email. Upload and submit your confirmation receipt in this assignment.
For further instructions, refer to “GCU Technical Support – Field Experience Site Information Form” in your topic study materials.
For students in the Bachelor of Science in Health Science: Professional Development and Advanced Patient Care, submit a Word document that states, “I am in the Bachelor of Science in Health Science: Professional Development and Advanced Patient Care program, which does not require field experience.”
For students enrolled concurrently with their community college, submit a Word document that states, “I am in the Concurrent Enrollment Program, which does not require field experience until admitted to the full degree program. Therefore, I am exempt from this requirement at this time.”
Topic 5 DQ 1
Description:
What is your definition of spiritual care? How does it differ or accord with the description given in the topic readings? Explain.
Topic 5 DQ 2
Description:
When it comes to facilitating spiritual care for patients with worldviews different from your own, what are your strengths and weaknesses? If you were the patient, who would have the final say in terms of ethical decision-making and intervention in the event of a difficult situation?
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.
PHI 413V Topic 5 Discussion: Intervention and Ethical Decision-Making 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 Topic 5 Discussion: Intervention and Ethical Decision-Making
Title: PHI 413V Topic 5 Discussion: Intervention and Ethical Decision-Making
Worldview Analysis and Personal Inventory
1.Spirituality and Ethics
The Christian perspective on spirituality and ethics is founded on values and beliefs derived from the Holy Bible and morality teachings. Christians believe that God and His word shape their understanding and the environment they live in, mirroring how they care for one another’s health, healing, and life. Christians take a more personal approach to health care using a holistic strategy with the belief in spiritual powers and God’s unseen effects through prayers and faith (Melé & Fontrodona, 2017). Imperatively, Christianity believes that ethics and spirituality cannot be separated since spirituality calls for a moral society where the value of life is upheld and considered above all issues. Therefore, any ethical decision in health care that affects life and its progression must be derived from the biblical and spiritual teachings.
On its part, postmodernism advances that there is no absolute truth in the world. Accordingly, truth is relative to the paradigm that the world consists of non-religious aspects that can be harnessed, controlled, and manipulated. Based on postmodernism, ethical issues are subjective and difficult to understand the good and bad as ultimate truth does not exist. Postmodernism opines that truth is subjective, as demonstrated when considering the moral or ethical propositions concerning right and wrong (Simmons & Inabinet, 2018). As such, statements like ‘murder is wrong’ or ‘racism serves no purpose’ are subjective propositions and opinions.
The health care industry is pro-science and relies on scientific analyses, studies, and outcomes in delivering care to patients. Imperatively, the Christian perspective on ethics and spirituality is essential, but providers cannot ignore the use of scientific findings that border on postmodernism. Based on my Christian beliefs, I think that nurses should offer holistic care to patients by considering both the Christian perspective and postmodernism that supports the scientific approach in health care delivery systems.
- Scientism
Scientism advances that scientific claims and assertions are the only meaningful explanations of the world’s issues and phenomena. Proponents of scientism focus on extending scientific concepts, methods, and practices and attitudes to issues concerned with human social and political realms. As such, believers in scientism contend that placing a high value on natural science at the expense of other cultures and learning branches is critical in understanding humanity and human experiences (Lowney, 2020). Therefore, as modeled on natural sciences, science becomes the only source of knowledge for people in the world.
There are two primary arguments against scientism (Burnett, 2018). These include the belief that scientism is a self-refuting philosophy, and no clear limits exist in science. The first argument against scientism is associated with the baseline thesis or belief that it is only through science that individuals can attain knowledge about the world. However, this thesis is self-refuting since there is nothing scientifically proven that science is the source of all knowledge about the world. Again, this argument is not valid since it does not show any reality. Scientism is a claim of philosophy and not known to be true.
The second argument is that science has boundaries and limits that are explicit. For instance, no scientific proof exists about ethics, and ethics cannot be tested from a scientific perspective. Morals and ethics are fundamental to health care providers and professionals. As such, when scientism argues that it is the only source of knowledge, such a proposition cannot be proved or ascertained (Moreland, 2018). Scientism is only a philosophical statement or attribution that has no basis in any discourse in healthcare provision.
- Personal Perspective and Worldview
- Ultimate Reality
My perspective and worldview on ultimate reality are based on my belief in the physical world and what those around me assert or believe. My perspective on reality is about what we see in the world and experience through our interactions and the truth, facts, and situations. For instance, today, the world faces a pandemic due to the coronavirus disease 2019 (COVID-19). In this case, the ultimate reality is that the pandemic has disrupted the normal way people have lived for many years, and the world is adjusting to the new normal. The ultimate reality in this situation is that our focus and energy should transcend the pandemic’s adversities and look beyond to demonstrate our humanity and unique abilities. Unity of purpose and effective use of the energy that we have becomes the ultimate reality in this situation and others, especially for health care providers like nurses and physicians who are frontline people in this fight. We need to transcend our situations and develop effective interventions to make the world a better place. That is the ultimate reality, in my opinion.
- Nature of Universe
In my opinion, the nature of the universe is about God’s natural physical world but perfected by man through knowledge acquisition and the quest for more understanding. The universe is a wholesome way of looking at what shapes our lives and how we live on the earth, and what we do to better. This world’s physical nature provides a battleground based on different individual energies that, when harnessed collectively, leads to a better understanding and appreciation of who we are and what humanity can do. The universe gives us a sense of what it means to understand different aspects of science and humanity, especially from a biblical perspective about creation and how human beings live today.
- Human Being
I believe that a human being is the highest level of all animals globally, with increased intelligence and the ability to make decisions. Based on knowledge and energy, the human being is beyond other animals because he has experienced enlightenment. Imperatively, human beings show emotions and are more than the scientific and biological machines that some people believe. The energy in each human being is enormous and creates unique and undefinable abilities that help individuals seek and attain enlightenment and live better lives. As humans, we can communicate better than other animals and show love, affection, create and control all creatures, and other aspects of the natural environment and ecosystem. We can destroy one another like animals. While death occurs, human beings maintain energy within their vessels and transfer it to others. Human beings are special and are the only animals that resemble God’s image, as stated in Genesis during the creation.
- Knowledge
Knowledge comes from one’s ability to decipher the meaning of information and data presented to them from valid and reliable sources. Knowledge is useful and allows one to make critical decisions, especially in health care, whereas a nurse deals with fellow human beings. Knowledge entails understanding what is relevant, whether it is trusting physical senses or perceived ones. Science is not the only source of knowledge but the ability to use facts and truths emanating from human experiences and scientific work. Knowledge of different aspects should help human beings make better choices, such as environmental management and responding to calamities. As such, I believe that knowledge should help individuals become better human beings with instincts and concerns and care for others. Knowledge leads to sensitivity, and if one cannot know what is around them, they behave and act irrationally.
- Basis of Ethics
Ethics entails moral principles and values that guide our conduct, decisions, choices, and how we relate with others and professional life. The basis of my ethics concerning right and wrong is my upbringing, Christian perspective, and experience in life. I believe that strong moral values and virtues begin at the family level. An individual’s perception of what is wrong and right is instilled while growing in families and through their interactions in the broader society. I have learned ethical values and virtues like love, kindness, honesty, trust, and hard work from my family. My Christian values implore me to make moral decisions and one with the greatest impact on the majority. I believe in the biblical aspect of love. Therefore, as a health care provider, I must ensure that I treat patients and colleagues ethically. Education allows one to develop significant values and ethical perspectives that enhance their ability to provide optimal care to patients by understanding them better.
- Purpose of Existence
I believe that my existence in the world is purposeful and essential to my family, friends, colleagues, and the entire world. According to my Christian perspective, human beings are part of God’s plan for the world, and our purpose is to serve each other. We decipher the meaning of our lives when we serve others and demonstrate their value to us. Life is what one makes it, and we always have opportunities to do better, impact others, and show our compassion for humanity. I believe that through my existence, the world should be a better place. I must serve humanity through my career and education based on the knowledge that I possess. We are co-creators, and when faced with patients experiencing critical conditions, we have a responsibility to show them love and a purpose in their lives irrespective of their conditions. However, I believe that when one lacks the purpose of their existence, it is difficult to translate the same to patients. I think that my perspective and worldview are critical in my practice as a nurse as I advance my education to be better positioned to care for patients optimally.
References
Burnett, T. (2018). What is Scientism? Retrieved from
https://www.aaas.org/programs/dialogue-science-ethics-and-religion/what-scientism
Lowney, C. W. (2020). Michael Polanyi: A Scientist Against Scientism. In Critics of
Enlightenment Rationalism (pp. 139-158). Palgrave Macmillan, Cham.
Melé, D., & Fontrodona, J. (2017). Christian ethics and spirituality in leading business
organizations: Editorial introduction. Journal of business ethics, 145(4), 671-679.
Moreland, J. P. (2018 September 19). 10 Things You Should Know about Scientism. Retrieved
from https://www.crossway.org/articles/10-things-you-should-know-about-scientism/
Swihart, D. L. & Martin, R. L. (2020). Cultural Religious Competence in Clinical Practice.
StatPearls (Internet). Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK493216/
Simmons, J. A., & Inabinet, B. (2018). Retooling the Discourse of Objectivity: Epistemic
Postmodernism as Shared Public Life. Public Culture, 30(2), 221-243.