NRSG 613 9.2009
NRSG 613:
Moral and Ethical Decision Making
Master of Science in Nursing
Spiritual
Service
Spiritual
Growth
Personal
Growth
Personal
Change
Agent
Moral
Professional
Growth
ONU
Nurse
Leader
Professional
Life-Long
Learner
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NRSG 613 9.2009
CONTRIBUTORS
The following individuals contributed to the completion of this
course of study:
Susan Day, MSN, RN
Assistant Professor of Nursing
Olivet Nazarene University
June 2007
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NRSG 613 9.2009
NRSG 613 MORAL AND ETHICAL DECISION MAKING
Statement of Faith
“As an educational enterprise of the Church of the
Nazarene, we pursue truth in order to glorify the
God and the Father of our Lord Jesus Christ:
praying for the coming of the spirit; remembering
the promise of Scripture and tradition; keeping our
hearts faithfully attuned to the voice of God; and
being thoughtfully, acutely, and critically engaged.”
2002-2004 Catalog. Bourbonnais, IL: Olivet
Nazarene University.
COURSE DESCRIPTION/OVERVIEW
This course provides the opportunity to study family life experiences and the nurses’ role in
moral and ethical decision making. Discussions center on recognizing physiological, moral,
ethical, and spiritual variance among cultural norms and health care practices in varied racial and
ethnic backgrounds. Students will reflect on their personal values as it relates to moral and
ethical decision making, the role to serve as change agents for others and implications to
professional, spiritual and personal growth.
COURSE LEARNING OUTCOMES
Upon completion of this course, the learner will be able to:
1.
2.
3.
4.
5.
Apply an ethical decision-making model to ethical dilemmas.
Discuss the ANA Code of Ethics and Standards of Nursing Practice as it relates to
decisions of legal and ethics of caring.
Investigate legal and regulatory aspects that influence ethical decision making in
contemporary health care practice.
Analyze the impact of cultural, social, and economic issues when providing
ethical care for clients.
Explore opportunities to empower the nursing profession and clients as a change
agent addressing contemporary health care issues.
COURSE MATERIALS
Required Textbooks:
Burkhardt, M. A., & Nathaniel, A. K. (2008). Ethics & issues in contemporary nursing (3rd ed.).
Albany, NY: Thomson Delmar Learning.
Guido, G. W. (2006). Legal and ethical issues in nursing (4th ed.). Upper Saddle River, NJ:
Prentice Hall.
O’Brien, M.E. (2008). Spirituality in nursing: Standing on holy ground. (3rd ed.). Sudbury, MA:
Jones and Bartlett.
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NRSG 613 9.2009
Courses are presented via blackboard through distance delivery. This format will enable
participants to complete work in a flexible manner. Textbooks, articles, and access to blackboard
will be made available to the learner. Online assignments will include discussion topics,
individual assignments, and projects as outlined in the syllabus.
Special Requirements:
Internet Access
Microsoft Office Software
Completion of the Online Blackboard Training Student Classroom is required.
COURSE ASSIGNMENTS/ASSESSMENTS
The learning outcomes will be fostered and assessed in a variety of ways. As best practice
suggests, assessment will be formative and summative and will include the application of
acquired course knowledge to real world practice settings. This course will include the
following:
WEEKLY DISCUSSION POSTINGS
WRITTEN ASSIGNMENTS
CUMULATIVE PORTFOLIO
Assignments
6@
5 points
30
1 @ 30 points
30
1 @ 30 points
30
1 @ 10 points
10
Discussion Postings
Assignment I: Applying
an Ethical Decision
Making Model
Points
DUE WEEK 3 DAY 7
Assignment II: The
Change Agent
DUE WEEK 5 DAY 7
Assignment III:
PowerPoint Presentation
DUE WEEK 6 DAY 7
TOTAL COURSE POINTS
100
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NRSG 613 9.2009
WEEKLY WORKSHOP TOPICS
WEEK 1: PROFESSIONAL AND PERSONAL VALUES AS IT RELATES TO
ETHICAL THEORIES, PRINCIPLES, ANA “CODE OF ETHICS FOR
NURSES”, AND STANDARDS OF PRACTICE
WEEK 2: ETHICAL DILEMMAS AND ETHICAL DECISION MAKING
MODELS
WEEK 3: NURSING LEGAL ISSUES AND IMPLICATIONS
WEEK 4: CULTURAL, ECONOMIC, AND SPIRITUALCONSIDERATIONS
FOR ETHICAL NURSING PRACTICE
WEEK 5: NURSING ISSUES AND PROFESSIONALISM
WEEK 6: THE CHANGE AGENT
ATTENDANCE PARTICIPATION
Students are required to participate in class at least three different days each week. Your
initial posting is NOT a RESPONSE to classmates. Both the quantity and quality of
participation are evaluated. In courses where there are team/group activities, those discussions
are NOT counted as part of the discussion postings. In addition to participation, the discussion
rubric provides further details on possible points according to quality of posting.
Student Participation
Courses are not to be considered independent study courses. Instead courses are considered to be
essential shared learning communities. Therefore, it is imperative that students participate with
substantive and timely postings to the online discussion board as outlined in the course syllabus.
Failure to post the expected frequency and quality will result in grade reduction for the
discussion. Students are not allowed to post ahead in any week. If a student posts ahead, faculty
will delete the post.
Faculty Participation
Faculty is expected to facilitate student personal, professional, and spiritual growth through
guided responses which provide critical insight, stimulate new ideas, or raise awareness. Faculty
is required to be accessible to the student which is demonstrated through visibility and quality
feedback on discussions and submitted assignments. It is reasonable for students to expect the
faculty will be online at least once per day and to be reasonably accessible to students by
providing contact information in their biography link. Students are required to utilize the Olivet
email address when communicating. The use of personal email addresses is not allowed. Faculty
are to return the student assignments within 7 days of due date. The returned assignment should
reflect appropriate comments using the course grading rubric. Further, the student can expect the
faculty will provide comments that facilitate personal and professional development in the
academic setting. Faculty is expected to respond to questioning and student emails within 48
hours except on holidays and weekends. If the response requires additional time the faculty
should communicate this to the student.
Student Attendance
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NRSG 613 9.2009
Students are expected to communicate directly with the course instructor regarding any
circumstance that may result in absence of course participation. Course participation is met
through discussion postings and submission of assignments by the required due date.
School of Graduate and Continuing Studies – Attendance Policy

One absence (and only one) may be excused without the grade being affected provided
make-up work is satisfactory completed:
o The learner must contact the instructor.
o The absence must be the result of unavoidable circumstances.
o Make-up work is satisfactory completed before the start of the following
workshop.
If the first absence is unexcused, the following scale will be used for grade reduction:
o For courses with 7, 8, or 9 workshops/sessions:
 1st absence will result in a final course grade no higher than a “B”
 2nd absence will result in a final course grade no higher than a “C”
 3rd absence will result in a final course grade of “F”
o For courses with 4, 5, or 6 workshops/sessions:
 1st absence will result in a final course grade no higher than a “C”
 2nd absence will result in a final course grade of “F”)





All subsequent absences (if first absence is excused) will result in an automatic grade
reduction.
The number of absences relative to grade reduction will reflect number of workshops in
the course (assuming one absence is excused based on the approved criteria listed above):
o For courses with 7, 8, or 9 workshops/sessions:
 2nd absence will result in a final course grade no higher than a “B”
 3rd absence will result in a final course grade no higher than a “C”
 4th absence will result in a final course grade of “F”
o For courses with 4, 5, or 6 workshops/sessions:
 2nd absence will result in a final course grade no higher than a “C”
 3rd absence will result in a final course grade of “F”
o For courses with 2 or 3 workshops/sessions
 An alternative cohort must be found so learner can attend the course in
total
Grades will be monitored with final attendance.
Grades must reflect absence – no exceptions.
If the first absence is not excused or the learner does not complete the necessary make-up
work, the grade will be reduced beginning with the first absence.
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NRSG 613 9.2009




Instructors will address tardiness on an individual basis. Learners are expected to arrive
for class on time and remain for the entire four hour period.
Attendance – Online Courses
Learners in online courses must post at least one, substantive online message per course
week to be considered in attendance.
Failure to log in and post at least once per week will result in an absence.
Participation is not the same as attendance. Participation requirements are determined by
the instructor and will be thoroughly explained in the course syllabus.
Absence is defined as not fulfilling any of the above requirements. Due to the nature of some
discussions, instructors may not allow students to post in advance or in retrospect to discussions
due to absences.
EVALUATION PROCEDURE AND GRADING SYSTEM
95 – 100
A
92 – 94.9
A89 – 91.9
B+
86 – 88.9
B
83 – 85.9
B80 – 82.9
C+
77 – 79.9
C_____________________________________
74 – 76.9
CNon-passing scores
71 – 73.9
D+
68 – 70.9
D
65 – 67.9
DThe student will receive credit for the assignments in the following ways:
ASSIGNMENTS
Points will be given based on the assignment and the Rubric provided. Each week the course
guide will provide the student with the required assignment. The grading rubric for the
assignment should be utilized by the learner as a guide for formulating written objectives.
Faculty will add the grading rubric, their comments, and final points received for each student
when returning student assignments. A student with an unexcused absence will receive an
automatic 50% grade reduction for any assignment submitted during that week.
DISCUSSIONS
Participation points will be given based on the Discussion Posting Requirements and the Rubric
provided. See the link for grading Rubric. To ensure all members of the learning community
have sufficient time to respond to discussions, you are expected to adhere to the following guide
for discussion posting:


Post your initial activity no later than the third day of each week by 11:59 p.m.
Respond to three of your colleagues’ initial postings during each week on three different
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NRSG 613 9.2009


days.
Provide colleagues with reflective thoughts, personal experience, resources, or general
thoughts regarding their insight to the activity or topic.
Posting after the required date will result in a grade reduction as stated in the rubric.
Each week the student will respond to the discussion objective as directed. The discussion
posting is a large part of learning in an online environment. The grading for discussion activities
is outlined in the course grading rubric. Students are required to support their discussions with
citations, write using APA format and provide a reference list at the bottom of their posting.
LATE WORK POLICY
No late papers/assignments will be accepted after the date and time stated in the syllabus or
otherwise stated by the professor. In extreme circumstances exceptions may be made (i.e.
illness). However, this must be agreed upon by the student and professor prior to the due date.
INCOMPLETE GRADES
Students are given an incomplete for a course at the discretion of the instructor and the Associate
Director of Nursing. Normally this is granted for a period of no more than one week beyond the
end of a course. The student must have 85% of the course work completed. No opportunity is
offered to make up any missing discussion postings. Points for discussion activities are provided
according to the rubric.
POLICIES ON PLAGIARISM
Plagiarism is defined as use of intellectual material produced by another person without
acknowledging its course. For example:





Wholesale copying of passages from works of others into an assignment, paper, posting,
or thesis without acknowledgement.
Using the views, opinions, or insights of another without acknowledgement.
Paraphrasing another person’s characteristic or original phraseology, metaphor, or other
literary device without acknowledgment.
Faculty will monitor for evidence of plagiarism. All work must be submitted through the
correct blackboard process to be assessed for evidence of plagiarism.
Self-plagiarism is the use of the learner’s work from a previous class and is highly
discouraged. Should the learner’s previous work be used, it must be cited as such.
For further information on Olivet Nazarene University Conduct and Responsibilities see the
Catalog at the course link (ONU Bulletin).
Students suspected of plagiarism require faculty to contact the Chair, Director of Nursing
Department at ONU directly.
Disability Support Services
It is the policy of Olivet Nazarene University to accommodate students with disabilities in
accordance with federal and state laws. Any student with a disability who needs
accommodation, for example in arranging seating, extended time for examinations, tutors or
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NRSG 613 9.2009
note-takers, should present faculty teaching courses where accommodation is appropriate a
Notice of Approval for Accommodation from the Learning Development Center. If you, as a
student with a disability, have difficulty accessing any part of the course materials or activities
for this class, please notify the instructor immediately. Accommodations for test-taking must be
arranged at least 5 business days in advance. All students seeking test accommodations must
take their exams in the Learning Development Center. Students may apply for accommodations
or services by clicking on the Learning Center Services link on the main page of Blackboard.
COURSE FORMAT
The following is an overview of the course format with a description of each area found in the
classroom environment. The course consists of 6 weeks. Each week contains activities and
assignments that will enhance learners’ understanding of the topic. The activities and the
assignments are sequential and therefore it is important the student follow the weekly sequence
as outlined through the course.
OVERVIEW WEEK 1
Personal values and morals are formed over time with life experiences and development (Guido,
2006, p. 2). When nurses enter the profession, there is an expectation to uphold legal standards of
care and practice as well as ethical codes of practice to provide the best quality of care.
Professional resources, such as the American Nurses Association (ANA) Code of Ethics for
Nurses (2001), offer nurses a framework to guide ethical decisions and obligations. As we
discuss ethical and legal aspects of care, it is important to first assess our own personal values
then discuss the integration of values with professional ethics of care and standards of practice.
Included in this exploration of personal values is spirituality and caring, an important component
to develop the Nurse-Patient relationship (O’Brien, 2004).
RESOURCES WEEK 1
Devotion
READING ASSIGNMENT WEEK 1
Burkhardt, M. A., & Nathaniel, A. K. (2008). Ethics & issues in contemporary nursing (3rd ed.).
Albany, NY: Thomson Delmar Learning.
Chapter 2 - “Ethical Theory”
Chapter 3 - “Ethical Principles”
Chapter 4 - “Values Clarification”
Chapter 5 - “Developing Values”
Appendix A - “American Nurses Association: Code for Nurses with Interpretive Statements”
Appendix B - “American Hospital Association: A Patient’s Bill of Rights”
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NRSG 613 9.2009
Guido, G. W. (2006). Legal and ethical issues in nursing (4th ed.). Upper Saddle River, NJ:
Prentice Hall.
Chapter 1 - “Ethics”
O’Brien, M.E. (2004). Spirituality in nursing: Standing on holy ground. (3rd ed.). Sudbury, MA:
Jones and Bartlett.
Chapter 5 - “The Nurse-Patient Relationship: A Sacred Covenant”
WEBSITES WEEK 1
American Journal of Bioethics
http://www.bioethics.net/beta.php
American Nurses Association Bill of Rights for Registered Nurses
http://www.nursingworld.org/tan/novdec02/rights.htm
American Nurses Association Code of Ethics for Nurses with Interpretive Statements
http://nursingworld.org/ethics/ecode.htm
American Nurses Association Code of Ethics
http://nursingworld.org/ethics/
Canadian Nursing Ethics with International Perspectives
http://www.nursingethics.ca/
International Council of Nurses Code of Ethics
http://www.icn.ch/icncode.pdf
OTHER RESOURCES WEEK 1
JOURNAL ARTICLES
Lindh, I. B., Severinsson, E., Berg, A. (2007). Moral responsibility: A relational way of being.
[Electronic version]. Nursing Ethics, 14(2), 129-140.
Mylott, L. (2005). The ethical dimension of the nurse’s role in practice [Electronic version].
Journal of Hospice and Palliative Nursing, 7, 113- 118.
Varcoe, C., Doane, G. D., Rodney, P., Storch. J. L., Mahoney, K., et al. (2004). Ethical practice
in nursing: Working in-betweens [Electronic version]. Journal of Advanced Nursing
45(3), 316-325.
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NRSG 613 9.2009
Week 1 PowerPoints Lecture - click on folder to view
Burkhardt & Nathaniel (2008)
Chapter 1 - “Social, Philosophical, and Other Historical Forcing Influencing the Development of
Nursing”
An Overview of the Historical Perspectives of the Development of Nursing
Chapter 2 - “Ethical Theory”
A great summary of theories of ethics.
Chapter 3 - “Ethical Principles”
Review the Ethical Principle Terms and then reflect on the “Think About It” slides.
Chapter 4 - “Values Clarification”
Review the slides and then read the class discussion scenario. Gather a group of classmates and
chat in the chat room about the questions that follow the scenario.
Chapter 5 - “Values Development”
Review all slides then reflect on slide 16 questions.
Week 1 PowerPoints Lecture - click on folder to view
Guido (2006)
Chapter 1 - “Ethics”
Slides 1-15 discuss ethical theory, principles, and the difference between law and ethics.
DISCUSSION ACTIVITY WEEK 1
In preparation for this posting discussion activity, read the following Case Presentation from
Burkhardt & Nathaniel (2002). Consider questions posed as you prepare to present your
responses to the discussion board.
Tip: Remember APA and citations to support your thoughts.
Reba’s eighty-two-year-old father has been hospitalized with a stroke that has left
him severely incapacitated, requiring total care. She has been informed that her
father is ready for discharge, and the physician is suggesting that he go to a
nursing home. Reba feels that she should take him home with her because her
faith says to care for her parents, but the house is small and would need a
bathroom added to the first floor. She also has concerns about performing her
father‘s care because she works full time and has three small children.
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NRSG 613 9.2009
She has considered quitting her job, but the family needs her income because her
husband’s work is seasonal. When visiting her father, she tell the nurse Moira,
that she does not know what is best for him, noting that her sister in another state
told her it is her duty to care for their father, but her husband says it is too much to
take on with all her other family responsibilities. She asks Moira what she should
do (p. 89).
1. Reflect on your initial reaction to this scenario.
2. Describe the essential ethical principles in the scenario that are important to
consider.
3. Analyze the scenario. Which values development theory best depicts Reba’s
current time in her life? Make sure to support your answer.
4. Place yourself in Moira’s position. How would you respond to this situation
based on your personal and professional values? Identify your values as you
formulate your response.
5. Identify the ethical theory utilized in your response to this scenario. Explain
why you chose the ethical theory.
6. Discuss your ethically bound role as a nurse caring for the client in this
situation. Support your response with a Tenet(s) from the ANA Code of Ethics.
7. Compare and contrast your initial reaction with your response to the scenario
based on the knowledge you have gained regarding ethical theories, principles,
and obligations.
8. Post your assignment to the discussion on the board.
9. Read all of your colleagues’ postings.
10. Respond to at least three of your colleagues’ initial postings.
* Be sure to support your posting with citations from this week’s readings. Refer
to APA Publication Manual to assure your citations in the text and reference list
are correct.
ASSIGNMENT WEEK 1
Note: This assignment will be due at the end of Week 3 no later than 11:59 p.m. CST submitted
as directed through blackboard features.
“Understanding one’s ethics and values is the first step in understanding the ethics and values of
others and in assuring the delivery of appropriate nursing care.” (Guido, 2006, p. 2). This
assignment will allow you to take time to assess your personal and professional values while
beginning to evaluate how your personal values fit into your professional practice.
Moral Distress is defined as “… the reaction to a situation in which there are moral problems that
seem to have clear solutions, yet we are unable to follow our moral beliefs” (Burkhardt &
Nathaniel, 2002). Nurses may experience moral distress when faced with restrictions in the work
environment. Institutional limitations, financial constraints, and other restrictions may lead to
moral distress when the restrictions interfere with the quality of care the client receives. Ethical
decision making models allow nurses to process situations and develop options, based on all the
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NRSG 613 9.2009
factors, allowing a decision for the safety of all involved.
Preparation:
1. Complete the reading assignment and journal readings for Weeks 1 & 2.
2. Reflect on your personal values and morals. How do you think your values
developed?
3. Consider how your values influence your professional decision making.
4. Recall a nursing experience when you were faced with an ethical dilemma.
5. Identify the feelings that you experienced during this time.
6. Review the ethical decision models found in Week 2 resources.
7. Choose an ethical decision making model you feel comfortable using.
8. In a 6-9 page paper (including title page and reference page):
a. Briefly summarize a nursing experience when you were faced with an
ethical dilemma. For confidentiality reasons, please do not use names.
b. Discuss any feelings or moral distress you experienced during this
dilemma.
c. Apply an ethical decision making model to the experience. Provide
rationales for each step of the model and support with resources. Make
sure to include all the necessary team players as well as any actions you
may need to follow up.
d. Explain the nurse-patient relationship as discussed by O’Brien (2004).
How do you include your spirituality in the ethical care of clients?
e. Compare and contrast your initial outcome to the conclusion developed
when applying the ethical decision making model. Discuss any differences
or consistency.
f. Describe your role as an advocate in this situation.
OVERVIEW WEEK 2
Nurses make decisions on a daily basis. Whether confronted with staffing issues or critical end of
life issues, it is the nurse’s responsibility to make sure clients have the best outcome for each
situation. Nurses must take in to account all factors when faced with ethical dilemmas. These
decisions are guided by personal and professional values as well as by legal standards of practice
and professional codes of ethics. This week we will discuss ethical decision making models as a
means to process ethical dilemmas. Moral Distress, a situation in which nurses are compelled to
follow through with standards such as practice standards or institutional policies while faced
with conflicting personal moral values and beliefs (Burkhardt & Nathaniel, 2002), is also
discussed this week.
RESOURCES WEEK 2
Devotion
READING ASSIGNMENT WEEK 2
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NRSG 613 9.2009
Burkhardt, M. A., & Nathaniel, A. K. (2008). Ethics & issues in contemporary nursing (3rd ed.).
Albany, NY: Thomson Delmar Learning.
Chapter 6 - “Ethical Decision Making”
Guido, G. W. (2006). Legal and ethical issues in nursing (4th ed.). Upper Saddle River, NJ:
Prentice Hall.
Chapter 1 - “Ethics”
Chapter 4 - “Standards of Care”
Chapter 10 - “Nurse Practice Acts, Licensure, and the Scope of Practice”
WEBSITES WEEK 2
Association of Academic Health Centers: A Framework for Resolving Ethical
Dilemmas in Healthcare
http://learn.gwumc.edu/hscidist/LearningObjects/EthicalDecisionMaking/frameworkexplore.htm
International Association for Hospice and Palliative Care
http://www.hospicecare.com/Ethics/monthlypiece/eithics2004/pom_oct04.htm
KUMC: MORAL Model for Ethical Decision Making
http://classes.kumc.edu/son/nrsg748/EthicalTheories.htm
OTHER RESOURCES WEEK 2
JOURNAL ARTICLES
Erlen, J. A. (2006). Genetic testing and counseling: Selected ethical issues
[Electronic version]. Orthopaedic Nursing, 25(6), 423-426.
Mathes, M. (2004). Ethical decision making and nursing [Electronic version].
MEDSURG Nursing, 13 (6), 492-431.
Zuzelo, P. R. (2007). Exploring the moral distress of registered nurses
[Electronic version]. Nursing Ethics, 14(3), 344-359.
Week 2 PowerPoints Lecture - click on folder to view
Burkhardt & Nathaniel (2008)
Chapter 6 - “Ethical Decision Making”
Review the slides and stop to reflect on the “Think About It” scenarios. What would you do in
those situations? How would you process the information to provide the best outcome for your
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client?
Week 2 PowerPoints Lecture - click on folder to view
Guido (2006)
Chapter 1 - “Ethics”
Slides 1-15 review ethical theory, principles, and the difference between law and ethics. Slides
16-21 discuss the MORAL model of ethical decision making and the value of ethical committees
when faced with an ethical decision.
Chapter 4 - “Standards of Care”
The presentation outlines the importance of Standards of Care.
Chapter 10 - “Nurse Practice Acts, Licensure, and the Scope of Practice”
DISCUSSION ACTIVITY WEEK 2
In preparation for this week’s discussion activity choose one of the following case scenarios and
post your discussion by considering the following:
1. Identify your initial reaction toward your selected scenario.
2. Describe the ethical principles and dynamics present in the scenario.
3. Apply the MORAL decision making model (as cited by Guido, 2006) to the
selected scenario. Make sure to include all the necessary components of the model
and support your statements. Also include any necessary follow up actions.
4. Identify any obstacles you may experience.
5. Compare and contrast your initial reaction to that of the conclusion based on your
application of the MORAL decision making model.
6. Post your discussion for this week.
7. Read all of your colleagues’ postings.
8. Respond to at least three of your colleagues’ initial postings.
* Be sure to support your posting with citations from this week’s readings. Refer
to APA Publication Manual to assure your citations in the text and reference list
are correct.
Sumiko is the home health nurse for Mrs. B. Her patient is an eighty-nine-yearold widow who lives in the home that she and her husband shared until his death
five years earlier. She suffers from severe rheumatoid arthritis and has a new
colostomy. The colostomy was performed as a last resort for severe ulcerative
colitis. Mrs. B. is unable to care for herself because of the advanced state of her
arthritis. Her daughter, son-in-law, and two teenage grandchildren moved into her
home to take care of her daily needs. After many months, the family feels that
caring for the elderly woman has become an unbearable burden. They
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NRSG 613 9.2009
ask Sumiko to help arrange long-term care in a local nursing home. Mrs. B. wants
to continue to live in her home (p.33).
Cora is a forty-five-year-old woman who looks years older than her stated age.
She has very limited monthly income and no health insurance. Cora smokes two
and one-half packs of cigarettes per day. She has severe COPD with constant
dyspnea and frequent exacerbations. The nurse who sees her at a local free clinic
is interested in at least preventing further problems, and speaks to Cora often
about the importance of quitting smoking. The situation becomes very frustrating
for all involved when Cora returns repeatedly for increasingly severe problems,
having failed to quit smoking. Cora, of course, becomes labeled as noncompliant.
During a particularly severe exacerbation, the nurse says to Cora, “You know you
are committing suicide by continuing to smoke.” Cora’s reply is, “You don’t
understand. I live alone I have no money, no friends, no family, and will never be
able to work. I know the damage I’m doing, but smoking is the only pleasure I
have in life (Nathaniel, 2000) (p. 44).
Maggie is a nurse employed in the newborn nursery of a small hospital. She is
working toward completing her bachelor’s degree and has an important exam at
4:30 p.m. Though she is scheduled to leave work at 3:00 p.m., by 4:00 p.m. the
nurse from the next shift has not yet arrived. There is an LPN who is capable of
caring for the newborns, but hospital policy requires the presence of an RN in the
unit at all times. The supervisor is unable to give her any assistance. All the
babies are quiet; she expects the evening shift RN to arrive soon and feels the
LPN can handle the nursery for a short time. Maggie is torn between honoring her
duty to patients versus leaving to take her exam (p. 160).
ASSIGNMENT WEEK 2
Continue to work on Assignment I - there is no new assignment.
OVERVIEW WEEK 3
Nursing practice is guided not only by ethical codes, but standards of care and practice that
provide rules and regulations for the standard of nursing performance. Laws, policies, and
procedures also guide the nursing practice within the scope and practice to protect clients, nurses,
organizations, and society as a whole. This week legal concepts, the legal system, and liability
issues will be explored as they relate to the legal practice of nursing and ethical care of clients.
RESOURCES WEEK 3
Devotion
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NRSG 613 9.2009
READING ASSIGNMENT WEEK 3
Burkhardt, M. A., & Nathaniel, A. K. (2008). Ethics & issues in contemporary nursing (3rd ed.).
Albany, NY: Thomson Delmar Learning.
Chapter 7 - “Legal Issues”
Guido, G. W. (2006). Legal and ethical issues in nursing (4th ed.). Upper Saddle River, NJ:
Prentice Hall.
Chapter 2 - “Legal Concepts and the Judicial Process”
Chapter 5 - “Tort Law”
Chapter 6 - “Nursing Liability: Defenses” Good Samaritan Law (pp. 118-120)
WEBSITES WEEK 3
http://www.taana.org
The American Association of Nurse Attorneys
http://news.findlaw.com/
FindLaw Legal News and Commentary
http://medi-smart.com/lawtypes.htm
Medi-Smart: Types of Laws Affecting Nursing Practice
http://ncsbn.org/
National Council of State Boards of Nursing
http://www.hhs.gov/ocr/hipaa/
U.S. Department of Health and Human Services Office of Civil Rights-HIPPA
http://www.washlaw.edu/
Washburn University School of Law Legal Research on the Web
OTHER RESOURCES WEEK 3
Week 3 PowerPoints Lecture - click on folder to view
Burkhardt & Nathaniel (2008)
Chapter 7 - “Legal Issues”
Reviews the types of laws and malpractice in nursing practice.
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NRSG 613 9.2009
Week 3 PowerPoints Lecture - click on folder to view
Guido (2006)
Chapter 2 - “Legal Concepts and the Judicial Process”
Chapter 5 - “Tort Law”
Chapter 6 - “Nursing Liability: Defenses” Good Samaritan Law (pp. 118-120)
DISCUSSION ACTIVITY WEEK 3
In preparation for this week’s discussion activity:
1. Browse the current news or legal cases that involve a legal and ethical medical concern.
2. Select one case of interest.
3. Discuss your initial reaction to this case.
4. Investigate at least 3 resources relevant to the case. Examples: State Nursing Practice
Acts, Scope and Practice, Institutional Policies and Procedures, and Laws.
5. Briefly summarize the case.
6. Identify the type of law and ethical concern you think is relevant to this case. For
example: Quasi-Intentional Tort.
7. Discuss whether the health care provider acted within the boundaries of ethical care,
standards of care and practice, and legal boundaries. Make sure to support your answer.
8. Compare or contrast your initial thoughts about this case to your thought about the case
after you have analyzed your resources for example, standards of practice and legal
nursing practices in your state.
9. Post your discussion for this week.
10. Read all of your colleagues’ postings.
11. Respond to at least three of your colleagues’ initial postings.
* Be sure to support your posting with citations from this week’s readings. Refer to APA
Publication Manual to assure your citations in the text and reference list are correct.
ASSIGNMENT WEEK 3
Assignment: Ethical Decision Making is due by Day 7 of this week.
Assignment II
Note: This assignment will be due at the end of Week 5 submitted as directed through
blackboard features.
In planning ahead for this assignment you will read the assigned text materials and review the
available resources during Week 4 & 5.
1. Investigate nursing issues in your state, institution, or community.
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NRSG 613 9.2009
2. Examine the problem.
3. In a 6-8 page paper (including title page and reference page)
a. Review your state nurses association, community, or work environment.
b. Choose one professional nursing issue raised by the organization, community,
or institution that you have experienced in your nursing career or an issue of
interest to you.
Examples (You may choose an issue not on this list):
i.
Advance Directives
ii.
Assisted Suicide
iii. Complementary Therapies
iv.
Futile Care
v.
Health Insurance Portability Accountability (HIPPA)
vi.
Gender Stereotyping in Nursing
vii.
Stem Cell Research
viii. Universal Health Care
ix. Unlicensed Personnel Administering Medications
x. Lateral Workplace Violence/Violence against Nurses.
c. Summarize the issue.
d. Discuss the pros or cons of the issue and how it affects the practice of nursing.
e. Analyze the influence of the issue on your nursing practice and the ethics of
care or legality of health care decisions.
f. Explain your role as a leader and advocate striving for change toward legal
and ethical care of clients and improving the profession of nursing.
OVERVIEW WEEK 4
Cultural, economic, social, and spiritual issues are imperative to consider throughout nursing
practice. These considerations challenge health care providers, creating conflict of values based
on assumptions due to different cultural, social, and spiritual perspectives. When ethical
challenges occur, health care providers must explore different perspectives for positive health
care outcomes (Burkhardt & Nathaniel, 2002). As you read the assignments for this week,
consider cultural, economic, social, or spiritual issues you have experienced in your nursing
career and consider the ethical implications.
RESOURCES WEEK 4
Devotion
READING ASSIGNMENT WEEK 4
Burkhardt, M. A., & Nathaniel, A. K. (2008). Ethics & issues in contemporary nursing (3rd ed.).
Albany, NY: Thomson Delmar Learning.
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NRSG 613 9.2009
Chapter 15 - “Economic Issues”
Chapter 16 - “Social Issues”
Chapter 18 - “Transcultural and Spiritual Issues”
WEBSITES WEEK 4
http://bioethics.georgetown.edu/
Georgetown University: Kennedy Institute of Ethics Library and Information Services
http://www.bc.edu/bc_org/avp/son/ethics/
Nursing Ethics at Boston College William F. Connell School of Nursing
Nursing Ethic Links
http://www.nursingworld.org/ojin/ethicol/ethics_4.htm
Online Journals of Issues in Nursing
http://www.culturaldiversity.org/
Transcultural Nursing
OTHER RESOURCES WEEK 4
JOURNAL ARTICLES
Davis, A. J. (1999). Global influence of American nursing: Some ethical issues. Nursing Ethics,
6(2), 118-125.
Hayes, C. (2004). Ethics in end-of-life care [Electronic version]. Journal of Hospice & Palliative
Nursing, 6(1), 36-43.
Winslow, G. R., & Winslow, B. W. (2003). Examining the ethics of praying with patients.
Holistic Nursing Practice, 17(4), 170-177.
Week 4 PowerPoints Lecture - click on folder to view
Burkhardt & Nathaniel (2008)
Chapter 15 - “Economic Issues”
Review the economical theories and health care cost. Consider the economical problems in your
work environment and how the problems influence or do not influence patient care.
Chapter 16 - “Social Issues”
Review the slides and then read the class discussion scenario. Gather a group of classmates and
chat in the chat room about the questions that follow the scenario.
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NRSG 613 9.2009
Chapter 18 - “Transcultural and Spiritual Issues”
Review the slides and then read the class discussion scenario. Gather a group of classmates and
chat in the chat room about the questions that follow the scenario.
DISCUSSION ACTIVITY WEEK 4
In preparation for the activity:
1. Complete the reading and review the resources listed for this week.
2. Peruse the following scenarios.
3. Choose one scenario and answer the questions that follow.
4. Identify your initial reaction your selected scenario.
5. Describe the issue evident in your selected scenario.
6. Discuss how the issue affects health care for the client and the profession of
nursing.
7. Analyze how the issue may influence health as well as health care decisions both
ethically and legally.
8. Place yourself in the scenario you have selected. How would you respond to the
situation?
9. Explain your role as an advocate.
10. Compare and contrast your initial reaction after analyzing the scenario.
11. Post your discussion for this week.
12. Read all of your colleagues’ postings.
13. Respond to at least three of your colleagues’ initial postings.
* Be sure to support your posting with citations from this week’s readings. Refer
to APA Publication Manual to assure your citations in the text and reference list
are correct.
Scenario A: There was a recent court case in which a middle-aged indigent
woman, who suffered from insulin-dependent diabetes mellitus, demanded that
Medicaid pay for a pancreas transplant. This patient was reported to be
uncooperative in her previous diabetic regiment and disliked giving herself insulin
injections. Even though Medicaid in that state has a fiscal policy that denies
payment for this surgery to all program recipients, the state supreme court ruled
that this woman had a right to the surgery because other people with insurance or
adequate funds have access to the surgery. The decision was based on the
principle of nondiscrimination. (p. 293)
Scenario B: Mr. Chang is a sixty-five-year-old widower with chronic kidney
disease. He is supposed to receive dialysis three times a week but frequently
misses his appointments due to no transportation or not feeling well. His only
hope for a cure is a kidney transplant, which Mr. Chang really wants. Mr. Chang
is very frail with many health problems. He lives alone is a small garage
apartment. The landlord is threatening to evict Mr. Chang because he is behind in
his rent payments. Mr. Chang lives on a small pension and Medicare. His
prescription costs are excessive.
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NRSG 613 9.2009
A home health nurse used to transport Mr. Chang to dialysis occasionally, as Mr.
Chang lives outside the township limits and is unable to access public
transportation services. The clinic, which does not believe Mr. Chang is a
candidate for a transplant, has revised their policies regarding home visits due to
changes in reimbursement mechanisms. The home health nurse can no longer visit
Mr. Chang unless there is a reimbursable need such as a dressing change; and for
liability reasons, she can no longer transport Mr. Chang to dialysis (p. 311).
Scenario C: Brenda White is a home health nurse caring for seventy-two-year-old
Mrs. Cortez, who is living with her daughter and family while recovering from a
stroke. Part of the care involves working with the patient on coordination and
strengthening exercises. Brenda has found Mrs. Cortez to be very cooperative and
uncomplaining in doing the exercises under her direction, indicating that she
would do what was needed to get well. One day Brenda’s supervisor, Maria
Lopez, tells her that the agency has received a complaint from Mrs. Cortez’s
family that Brenda is being too rough on the patient. Brenda responds that she
does not understand this, because Mrs. Cortez has never complained. Brenda
further explains that she was trying to have the patient work to her maximum
capability and to give her instructions in a clear and direct manner. Ms. Lopez
says that in her culture elders are considered very precious and are treated with
gentleness and respect. Perhaps the family perceived that Brenda’s direct ways
indicated disrespect for their mother, even though the patient did not indicate this
(p. 343).
ASSIGNMENT WEEK 4
Continue to work on Assignment II - there is no new assignment.
OVERVIEW WEEK 5
Professional nursing issues are evident in the media, nursing organizations, and medical
institutions. Nursing organizations develop position statements, institutions develop policies and
procedures, and federal and state lawmakers develop laws such as mandated regulations on nurse
to patient ratio. These steps are taken to protect the public’s best issues. As you read the
assignments for this week you will notice issues that will be brought forth for discussion that not
only affect the contemporary healthcare system, but the ethical and legal challenges for nurses.
During your reading, consider these issues in your nursing profession or issues that affect your
nursing practice. Reflect on the nurse’s role and responsibility to advocate for policy change at
the local level and beyond.
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NRSG 613 9.2009
RESOURCES WEEK 5
Devotion
READING ASSIGNMENT WEEK 5
Burkhardt, M. A., & Nathaniel, A. K. (2008). Ethics & issues in contemporary nursing (3rd ed.).
Albany, NY: Thomson Delmar Learning.
Chapter 8 - “Professional Issues”
Chapter 9 - “Professional Relationship Issues”
Chapter 10 - “Practice Issues Related to Technology”
Chapter 11 - “Practice Issues Related to Patient Self-Determination”
Chapter 12 - “Scholarship Issues”
Chapter 13 - “Global Consciousness in the 21st Century”
Chapter 14 - “Health Policy Issues”
Chapter 17 - “Gender Issues
WEBSITES WEEK 5
http://www.agingwithdignity.org
Aging with Dignity
http://www.acog.org/from_home/publications/ethics/ethics060.pdf
The American College of Obstetricians and Gynecologists: Committee of Opinion
http://www.ama-assn.org/ama/pub/category/8390.html
American Medical Association
http://4women.gov/violence/index.cfm
4 Women: Violence Against Women
http://www.aamn.org
American Assembly for Men in Nursing
http://nursingworld.org/readroom/position/
American Nursing Association Position Statements
http://www.nursingworld.org/rnindex/gov.htm
American Nurses Association: Nursing Links to Governmental Resources
http://www.bioethics.od.nih.gov
Bioethics
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NRSG 613 9.2009
http://www.cms.hhs.gov/
Center for Medicaid and Medicare
http://www.partnershipforcaring.org
Choice in Dying
http://www.eeoc.gov/
U.S. Equal Employment Opportunity Commission
http://bioethics.georgetown.edu/
Georgetown University: Kennedy Institute of Ethics
Library and Information Services
http://www.illinoisnurses.com/
Illinois Nurses Association
http://www.csg.org/policy/health/default.aspx
National Conference of State Government, Health Policy Issues
www.nighcommunities.org
Nightingale Initiative for Global Health
http://www.theworkinggroup.org/niotresources.html
Not In Our Town: Working Group Against Hate
http://www.bc.edu/bc_org/avp/son/ethics/
Nursing Ethics at Boston College William F. Connell School of Nursing
Nursing Ethic Links
http://www.eldis.org/healthsystems/poverty/index.htm
Poverty and Health
http://tie.telemed.org/telemed101/policy_links.asp
Telemedicine Information Exchange
www.tcn.org
Transcultural Nursing Society
http://depts.washington.edu/bioethx/topics/futil.html
University of Washington School of Medicine
Ethics in Medicine
http://www.yourdoctorinthefamily.com/grandtheory/section7_9.htm
Your Doctor in the Family.Com
OTHER RESOURCES WEEK 5
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NRSG 613 9.2009
JOURNAL ARTICLES
Aroskar. M. A., Moldow, D. G., & Good, C. M. (2004). Nurses’ voices: Policy, practice, and
ethics [Electronic version]. Nursing Ethics, 11(3), 266-276.
Hayes, C. (2004). Ethics in end-of-life care [Electronic version]. Journal of Hospice & Palliative
Nursing, 6(1), 36-43.
Week 5 PowerPoints Lecture - click on folder to view
Burkhardt & Nathaniel (2008)
Chapter 8 - “Professional Issues”
Chapter 9 - “Professional Relationship Issues”
Chapter 10 - “Practice Issues Related to Technology”
Chapter 11 - “Practice Issues Related to Patient Self-Determination”
Chapter 12 - “Scholarship Issues”
Chapter 13 - “Global Consciousness in the 21st Century”
Chapter 14 - “Health Policy Issues”
Chapter 17 - “Gender Issues”
Review all the PowerPoint presentations and read the class discussion scenarios. Gather a group
of classmates; choose one section of interest in particular. Read the class discussion or the slide
titled discussion and chat in the chat room about the questions that follow the scenario.
DISCUSSION ACTIVITY WEEK 5
In preparation for the activity:
1. Complete the readings assigned for week 5.
2. Select one of the issues discussed in Chapters 9-14, 17 (Burkhardt & Nathaniel, 2008).
3. Summarize a personal experience related to the selected issue. If you do not have
personal experiences to share you may select a Case Presentation from the appropriate
chapter or a Class Discussion scenario from the PowerPoint Slides.
4. Discuss the ethical and/or legal issues present in your experience.
5. Research a professional nursing organization (ANA, INA) position on the issue.
6. Assess your reaction to the position statement of the organization.
7. Explain if the position statement is congruent with your values and one or more of the
Tenets of the ANA “Code of Ethics for Nurses” and legal nursing standards of practice.
If not, explain why not.
8. Discuss any economic, social, cultural, or spiritual nursing considerations nurses should
be cognizant of when challenged with this issue.
9. Analyze your role as an advocate for policy change.
10. Post your discussion for this week.
11. Read all of your colleagues’ postings.
12. Respond to at least three of your colleagues’ initial postings.
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NRSG 613 9.2009
* Be sure to support your posting with citations from this week’s readings. Refer to APA
Publication Manual to assure your citations in the text and reference list are correct.
ASSIGNMENT WEEK 5
Assignment II: Change Agent is due by Day 7 of this week.
Looking ahead
Note: This assignment will be due at the end of Week 6 submitted as directed through
blackboard features.
Preparation:
1. Review assignment II submitted earlier in the course.
2. In a 10-12 slide PowerPoint presentation (including title page and reference page)
a. Outline your main points of your professional issues.
a. Identify your topic
b. Summarize the issue
c. Outline the pros or cons of the issue
d. Provide a rationale or key points of your argument
e. Discuss your role as an advocate for ethical and legal change
b. Include a title page and reference page
TIP: Refer to APA Publication Manual to assure your citations in the text and reference
list are correct. Although this is a power point APA does apply.
OVERVIEW WEEK 6
The ANA “Code of Ethics for Nurses” provides nurses with guidelines to continue the practice
of ethical care through the legacy of virtues such as courage, integrity, and accountability (2001;
Burkhardt & Nathaniel, 2002, p.361). Consider the Aroskar, Moldow, and Good (2004) article
from last week discussing the influence of policy on ethical care of patients and advocacy for
policies, informing policymakers to empower nurses ethical care of patients. Empowering nurses
to unite with one voice to change the nursing profession gives nurses the opportunity to make
ethical and legal decisions in the nursing practice. Moreover, empowering nurses to become
comfortable with the decision process creates a ripple effect toward a better health care system
and patient outcomes for ethical care such as the O’Brien’s (2008) view of the Nurse-Patient
relationship leading to empowered, informed patients.
RESOURCES WEEK 6
Devotion
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NRSG 613 9.2009
READING ASSIGNMENT WEEK 6
Burkhardt, M. A., & Nathaniel, A. K. (2008). Ethics & issues in contemporary nursing (3rd ed.).
Albany, NY: Thomson Delmar Learning.
Chapter 19 - “Empowerment for Nurses”
Chapter 20 - “Enabling Patient Empowerment”
WEBSITES WEEK 6
http://www.nursingadvocacy.org/news/news.html
The Center for Nursing Advocacy
http://www.icisf.org/articles/
International Critical Incident Stress Foundation, Inc.
http://www.osha.gov/dep/oia/whistleblower/index.html
Occupational Safety and Health Administration
Office of Investigative Assistance
The Whistleblower Program
http://nursingsociety.org/
Sigma Theta Tau
www.tribes.com
Tribes: A New Way of Learning
OTHER RESOURCES WEEK 6
JOURNAL ARTICLES
Brown, D., McWilliam, C., Ward-Griffin, C. (2006). Client centered
empowering partnering in nursing [Electronic version]. Journal of Advanced Nursing, 53
(2), 160-168.
Daiski, I. (2004). Changing nurses’ dis-empowering relationship [Electronic
version]. Journal of Advanced Nursing, 48(1), 43-50.
Week 6 PowerPoints Lecture - click on folder to view
Burkhardt & Nathaniel (2008)
Chapter 19 - “Empowerment for Nurses”
Chapter 20 - “Enabling Patient Empowerment”
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NRSG 613 9.2009
Review all the PowerPoint presentations and read the class discussion scenario. Gather a group
of classmates, choose one section in particular. Read the class discussion or the slide titled
discussion and chat in the chat room about the questions that follow the scenario.
DISCUSSION ACTIVITY WEEK 6
In preparation for the activity:
1. In 5-8 slides, create a rough draft of your PowerPoint Assignment due at the end of this
week.
2. Use the notes page to expand discussion about your outlined points.
3. Post your presentation to the discussion board.
4. Read all of your colleagues’ postings.
5. Respond to at least three of your colleagues’ initial postings.
* Be sure to support your posting with citations from this week’s readings. Refer to APA
Publication Manual to assure your citations in the text and reference list are correct.
ASSIGNMENT WEEK 6
Power point presentation is due at the end of this week.
FINAL COURSE REMINDERS!

CHECK THE PORTFOLIO GUIDELINE FOR ARTIFACTS REQUIRED FOR
THIS COURSE.

REMEMBER TO COMPLETE THE ONLINE COURSE ASSESSMENT.
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NRSG 613 9.2009
References
Aroskar. M. A., Moldow, D. G., & Good, C. M. (2004) Nurses’ voices: Policy, practice, and
ethics [Electronic version]. Nursing Ethics, 11(3), 266-276.
Brown, D., McWilliam, C., Ward-Griffin, C. (2006). Client centered Empowering partnering in
nursing [Electronic version]. Journal of Advanced Nursing, 53 (2), 160-168.
Burkhardt, M. A., & Nathaniel, A. K. (2008). Ethics & issues in contemporary nursing (3rd ed.).
Albany, NY: Thomson Delmar Learning.
Burkhardt, M. A., & Nathaniel, A. K. (2002). Ethics & issues in contemporary nursing (2nd ed.).
Albany, NY: Thomson Delmar Learning.
Daiski, I. (2004). Changing nurses’ dis-empowering relationship [Electronic version]. Journal of
Advanced Nursing, 48(1), 43-50.
Davis, A. J. (1999). Global influence of American nursing: Some ethical issues. Nursing Ethics,
6(2), 118-125.
Erlen, J. A. (2006). Genetic testing and counseling: Selected ethical issues [Electronic version].
Orthopaedic Nursing, 25(6), 423-426.
Guido, G. W. (2006). Legal and ethical issues in nursing (4th ed.). Upper Saddle River, NJ:
Prentice Hall.
Hayes, C. (2004). Ethics in end-of-life care [Electronic version]. Journal of Hospice & Palliative
Nursing, 6(1), 36-43.
Lindh, I. B., Severinsson, E., Berg, A. (2007). Moral responsibility: A relational way of being
[Electronic version]. Nursing Ethics, 14(2), 129-140.
Mathes, M. (2004). Ethical decision making and nursing [Electronic version]. MEDSURG
Nursing, 13 (6), 492-431.
Mylott, L. (2005). The ethical dimension of the nurse’s role in practice [Electronic version].
Journal of Hospice and Palliative Nursing, 7, 113-118.
O’Brien, M.E. (2004). Spirituality in nursing: Standing on holy ground. (3rd ed.). Sudbury, MA:
Jones and Bartlett.
Varcoe, C., Doane, G. D., Rodney, P., Storch. J. L., Mahoney, K., et al. (2004). Ethical practice
in nursing: Working in-betweens [Electronic version]. Journal of Advanced Nursing,
45(3), 316-325.
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NRSG 613 9.2009
Winslow, G. R., & Winslow, B. W. (2003). Examining the ethics of praying with patients.
Holistic Nursing Practice, 17(4), 170-177.
Zuzelo, P. R. (2007). Exploring the moral distress of registered nurses [Electronic version].
Nursing Ethics, 14(3), 344-359.
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NRSG 613 9.2009
GRADING RUBRICS
ASSIGNMENT I: ETHICAL DECISION MAKING MODEL
DUE WEEK 3 – DAY 7
CONTENT
Summarizes Nursing
Ethical Dilemma.
Discusses Moral
Distress
Experienced.
Applies an ethical
decision making
model to the
experience and
provides rationales,
resources for each
step.
Discusses the
nurse-patient
relationship and
integration of
spirituality in the
ethics of nursing
care.
Reflects on the
initial outcome and
the analyzed
outcome based on
utilizing the ethical
decision making
model.
Follows appropriate
spelling and
grammar. Utilizes at
least five
appropriate
scholarly sources.
Follows appropriate
APA format
Total Points
POSSIBLE
POINTS
POINTS
RECEIVED
FACULTY COMMENTS
3.5
3
11
4
4
2.25
2.25
30
Received
Support your work with citations from Journal articles, textbook assigned readings, and other
scholarly references utilized throughout the course.
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NRSG 613 9.2009
ASSIGNMENT II: THE CHANGE AGENT
DUE WEEK 5 – DAY 7
CONTENT
Identifies a
professional nursing
issue relevant to
contemporary
nursing.
Summarizes the
issue.
Discusses the pros
and cons of the
selected issues and
provides supported
rationales of how
the issue affects
nursing practice.
Explains the role of
a nurse as change
agent.
Follows appropriate
spelling and
grammar. Utilizes at
least five
appropriate
scholarly sources.
Follows appropriate
APA format.
Total Points
POSSIBLE
POINTS
POINTS
RECEIVED
FACULTY COMMENTS
4
5
8.5
8
2.25
2.25
30
Received
Support your work with citations from Journal articles, textbook assigned readings, and other
scholarly references utilized throughout the course.
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NRSG 613 9.2009
ASSIGNMENT III: POWERPOINT PRESENTATION
DUE WEEK 6 – DAY 7
CONTENT
Identifies the topic .
POSSIBLE
POINTS
1
Summarizes the
issue.
1.5
Outlines the pros and
cons of the issue.
2
Supports above
criteria with
rationales and
resources.
2
Describes their role
as an advocate.
2
Follows appropriate
spelling and
grammar. Utilizes at
least five
appropriate
scholarly sources.
Follows appropriate
APA format
0.75
Total Points
10
POINTS
RECEIVED
FACULTY COMMENTS
0.75
Received
Support your work with citations from Journal articles, textbook assigned readings, and other
scholarly references utilized throughout the course.
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NRSG 613 9.2009
Discussion Requirements and Rubric
Up to 1 point can be deducted for APA and/ or grammar.
5 Points (Exemplary)

Discussion postings and responses are responsive to the requirements of the Discussion
instructions and are posted by the due date.

Discussion postings and responses significantly contribute to the quality of interaction by
providing rich and relevant examples, applicable research support, discerning ideas,
and/or stimulating thoughts/probes, and are respectful when offering suggestions,
constructive feedback, or opposing viewpoints.

Discussion postings and responses demonstrate an in-depth understanding of concepts
and issues presented in the course (e. g., insightful interpretations or analyses, accurate
and perceptive parallels, and well-supported opinions), and are well supported, when
appropriate, by pertinent research.

Discussion postings and responses provide evidence that the student has read and
considered a sampling of colleagues' postings and synthesized key comments and ideas,
as applicable.
4 Points (Proficient)

Discussion postings and responses are responsive to the requirements of the Discussion
instructions and are posted by the due date.

Discussion postings and responses contribute to the quality of interaction by providing
examples, research support when appropriate, ideas, and/or thoughts/probes, and are
respectful when offering suggestions, constructive feedback, or opposing viewpoints.

Discussion postings and responses demonstrate some depth of understanding of the issues
and show that the student has absorbed the general principles and ideas presented in the
course, although viewpoints and interpretations are not always thoroughly supported.

Discussion postings and responses provide evidence that the student has considered at
least some colleagues' postings and synthesized some key comments and ideas, as
applicable.
3 Points (Sufficient)

Discussion postings and responses are posted by the due date but are not always
responsive to the requirements of the Discussion instructions.

Discussion postings and responses do little to contribute to the quality of interaction or to
stimulate thinking and learning.

Discussion postings and responses demonstrate a minimal understanding of concepts
presented, tend to address peripheral issues, and, while generally accurate, display some
omissions and/or errors.

Discussion postings and responses do not provide evidence that the student has
considered at least some colleagues' postings or synthesized at least some key comments
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NRSG 613 9.2009
and ideas, as applicable.
2 or Less Points (Developing)

Discussion postings and responses are posted past the late deadline, defined as 11:59 p.m.
on the due date, and/or do not address the requirements of the Discussion instructions.

Discussion postings and responses do not contribute to the quality of interaction or
stimulate thinking and learning.

Discussion postings and responses do not demonstrate an understanding of the concepts
presented in the course, and/or do not address relevant issues, and/or are inaccurate and
contain many omissions and/or errors.

Discussion postings and responses do not provide evidence that the student has read or
considered colleagues' postings, as applicable.
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