The Ethics Behind Assessment
NURS 6512 Week 11: The Ethics Behind Assessment
Week 11: The Ethics Behind Assessment
Consider the following scenarios:
- You are a nurse at a large county hospital. One of your patients is leaning toward selecting a certain radical treatment for cancer, to which the family is in opposition. The family is concerned about making the correct decision and asks for your advice.
- The state of Oregon has passed a “Death with Dignity” Act that allows for euthanasia in certain situations. One of your patients suffering from terminal cancer is thinking of moving there to take advantage of this law and asks your opinion.
Throughout this course, you have explored a wide range of health assessments and abnormal examination findings. Although you have predominantly focused on the procedural aspects of health assessment, this week, you will focus on ethical considerations that should be taken into account when advising patients or their families.
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Order Paper NowThis week, you will consider how evidence-based practice guidelines and ethical considerations factor into health assessments. You will also evaluate health assessment concepts related to sports physicals and well-child and well-woman examinations.
Learning Objectives
Students will:
- Apply evidence-based practice guidelines to make an informed health care decision
- Apply ethical considerations to a health assessment response
- Apply concepts, theories, and principles relating to sports physicals and well-child and well-woman examinations
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Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel’s guide to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.
- Chapter 23, “Sports Participation Evaluation” (pp. 581-593)In this chapter, the authors describe the process of a sports participation evaluation. The chapter also states the most common conditions encountered in a sports participation evaluation.
- Chapter 24, “Putting It All Together” (pp. 594-609)In this chapter, the authors tie together the concepts introduced in previous chapters. In particular, the chapter has a strong emphasis on the patient-caregiver relationship.
- Review of Chapter 16, “Breasts and Axillae” (pp. 350-369)
- Review of Chapter 18, “Female Genitalia” (pp. 416-465)
Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.
- Chapter 12, “Discharging Patients from the Hospital” (pp. 285-293)
Tingle, J. & Cribb, A. (2014). Nursing law and ethics (4th ed.). Chichester, UK: Wiley Blackwell. Retrieved from http://site.ebrary.com/lib/waldenu/reader.action?docID=10774345
Furman, C. D., Earnshaw, L. A., Farrer, L. A. (2014). A case of inappropriate apolipoprotein E testing in Alzheimer’s disease due to lack of an informed consent discussion. American Journal of Alzheimer’s Disease & Other Dementias, 29(7), 590-595. doi:10.1177/1533317514525829.
Retrieved from the Walden Library Databases.
Navarro-Illana, P., Aznar, J., & Díez-Domingo, J. (2014). Ethical considerations of universal vaccination against human papilloma virus. BMC Medical Ethics, 15(29). doi:10.1186/1472-6939-15-29 Retrieved from http://www.biomedcentral.com/1472-6939/15/29
Maron, B. J., Friedman, R. A., & Caplan, A. (2015). Ethics of preparticipation cardiovascular screening for athletes. Nature Reviews Cardiology, 12(6), 375–378. doi:10.1038/nrcardio.2015.21 Retrieved from the Walden Library Databases.
May, K. H., Marshall, D. L., Burns, T. G., Popoli, D. M. & Polikandriotis, J. A. (2014). Pediatric sports specific return to play guidelines following concussion. The International Journal of Sports Physical Therapy, 9(2), 242–255. PMCID: PMC4004129. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4004129/
American Academy of Pediatrics. (2008). Recommendations for preventative pediatric health care (periodicity schedule).
Retrieved from https://www.harmonyhpi.com/WCAssets/illinois/assets/IL_MedicaidProviderManual_PEM_AdultPHGsForProviders.pdf
This resource provides recommendations for preventative pediatric health care from infancy through adolescence. The periodicity schedule covers a variety of areas from health history to measurements, developmental/behavioral screenings, physical exams, procedural screenings, and oral health.
Rourke, L., Leduc, D., & Rourke, J. (2011). Rourke Baby Record. Retrieved from http://rourkebabyrecord.ca/
This website provides information on the Rourke Baby Record (RBR). The RBR supplies guidelines on growth and nutrition, developmental surveillance, physical exam parameters, and immunizations for well-baby and child care.
Assignment: Ethical Concerns
As an advanced practice nurse, you will run into situations where a patient’s wishes about his or her health conflict with evidence, your own experience, or a family’s wishes. This may create an ethical dilemma. What do you do when these situations occur?
In this Assignment, you will explore evidence-based practice guidelines and ethical considerations for specific scenarios.
Scenario 1:
The parents of a 5-year-old boy have accompanied their son for his required physical examination before starting kindergarten. His parents are opposed to him receiving any vaccines.
Scenario 2:
A 49-year-old woman with advanced stage cancer has been admitted to the emergency room with cardiac arrest. Her husband and one of her children accompanied the ambulance.
Scenario 3:
A 27-year-old man with Crohn’s disease has been admitted to the emergency room with an extreme flare-up of his condition. He explains that he has not been able to afford his medications for the last few months and is concerned about the costs he may incur for treatment.
Scenario 4:
A single mother has accompanied her two daughters, aged 15 and 13, to a women’s health clinic and has requested that the girls receive a pelvic examination and be put on birth control. The girls have consented to the exam but seem unsettled.
Scenario 5:
A 17-year-old boy has come in for a check-up after a head injury during a football game. He has indicated that he would like to be able to play in the next game, which is in 3 days.
Scenario 6:
A 12-year-old girl has come in for a routine check-up and has not yet received the HPV vaccine. Her family is very religious and believes that the vaccine would encourage premarital sexual activity.
Scenario 7:
A 57-year-old man who was diagnosed with motor neuron disease 2 years ago is experiencing a rapid decline in his condition. He prefers to be admitted to the in-patient unit at a hospice to receive end-of-life care, but his wife wants him to remain at home.
To prepare:
- Select one scenarios, and reflect on the material presented throughout this course.
- What necessary information would need to be obtained about the patient through health assessments and diagnostic tests?
- Consider how you would respond as an advanced practice nurse. Review evidence-based practice guidelines and ethical considerations applicable to the scenarios you selected.
To complete:
Write a detailed one-page narrative (not a formal paper) explaining the health assessment information required for a diagnosis of your selected patient (include the scenario number). Explain how you would respond to the scenario as an advanced practice nurse using evidence-based practice guidelines and applying ethical considerations. Justify your response using at least 3 different references from current evidence based literature.
By Day 6
This assignment is due.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 11 Assignment Rubric
Check Your Assignment Draft for Authenticity
To check your Assignment draft for authenticity:
Submit your Week 11 Assignment draft and review the originality report.
Submit Your Assignment by Day 6
To submit your Assignment:
Week 11 Assignment
Week 11 Final Exam
This exam is a test of your knowledge in preparation for your certification exam. No outside resources including books, notes, websites, or any other type of resource are to be used to complete this exam. You are expected to comply with Walden University’s Code of Conduct.
This exam will be on topics covered in weeks 7, 8, 9, 10, and 11. Prior to starting the exam, you should review all of your materials. This exam is timed with a limit of two hours for completion. When time is up, your exam will automatically submit.
By Day 7
Complete the Final Exam.
Submission and Grading Information
Submit Your Quiz by Day 7
To submit your Final Exam:
Week 11 Final Exam
Week in Review
This week, you properly applied evidence-based practice guidelines in making informed health care decisions and ethical considerations to a health assessment response. Additionally, you applied appropriate theories and principles related to sports physicals, along with well-child and well-woman examinations.
Congratulations! After you have finished all of the assignments for this week, you have completed the course. Please submit your Course Evaluation by Day 7.
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Content
| Excellent | Good | Fair | Poor | |
|---|---|---|---|---|
| Quality of Work Submitted: The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking. |
Points Range: 27 (27%) – 30 (30%)
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.
|
Points Range: 24 (24%) – 26 (26%)
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
|
Points Range: 21 (21%) – 23 (23%)
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
|
Points Range: 0 (0%) – 20 (20%)
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
|
| Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to: Understand and interpret the assignment’s key concepts. |
Points Range: 27 (27%) – 30 (30%)
Demonstrates the ability to critically appraise and intellectually explore key concepts.
|
Points Range: 24 (24%) – 26 (26%)
Demonstrates a clear understanding of key concepts.
|
Points Range: 21 (21%) – 23 (23%)
Shows some degree of understanding of key concepts.
|
Points Range: 0 (0%) – 20 (20%)
Shows a lack of understanding of key concepts, deviates from topics.
|
| Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to: Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources. |
Points Range: 18 (18%) – 20 (20%)
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 2-3 course resources to support point of view.
|
Points Range: 16 (16%) – 17 (17%)
Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view.
|
Points Range: 14 (14%) – 15 (15%)
Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.
|
Points Range: 0 (0%) – 13 (13%)
Includes and integrates specific information from 0 to 1 resource to support major points and point of view.
|
| Written Expression and Formatting
Paragraph/Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused–neither long and rambling nor short and lacking substance. |
Points Range: 9 (9%) – 10 (10%)
Paragraphs/Sentences follow writing standards for structure, flow, continuity and clarity
|
Points Range: 8 (8%) – 8 (8%)
Paragraphs/sentences follow writing standards for structure, flow, continuity and clarity 80% of the time.
|
Points Range: 7 (7%) – 7 (7%)
Paragraphs/sentences follow writing standards for structure, flow, continuity and clarity 60%- 79% of the time.
|
Points Range: 0 (0%) – 6 (6%)
Paragraphs/sentences follow writing standards for structure, flow, continuity and clarity < 60% of the time.
|
| Written Expression and Formatting
English writing standards: Correct grammar, mechanics, and proper punctuation. |
Points Range: 5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
|
Points Range: 3 (3%) – 4 (4%)
Contains a few (1-2) grammar, spelling, and punctuation errors.
|
Points Range: 2 (2%) – 2 (2%)
Contains several (3-4) grammar, spelling, and punctuation errors.
|
Points Range: 0 (0%) – 1 (1%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
|
| Written Expression and Formatting
The assignment follows parenthetical/in-text citations, and at least 3 evidenced based references are listed. |
Points Range: 5 (5%) – 5 (5%)
Contains parenthetical/in-text citations and at least 3 evidenced based references are listed.
|
Points Range: 3 (3%) – 4 (4%)
Contains parenthetical/in-text citations and at least 2 evidenced based references are listed
|
Points Range: 2 (2%) – 2 (2%)
Contains parenthetical/in-text citations and at least 1 evidenced based reference is listed
|
Points Range: 0 (0%) – 1 (1%)
Contains no parenthetical/in-text citations and 0 evidenced based references listed.
|
| Total Points: 100 |
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