CHICAGO STATE UNIVERSITY
DEPARTMENT OF NURSING
Course Number:
Course Title:
NURSING 2250 / HSC 2250
Health Care Ethics
Thursdays, Time: 1400 - 1650
DH 103
Credits:
Three (3) Semester Hours
Term and Year:
Fall 2012
Faculty:
F. Miller
BHS 226
773-995-3848
Email: fmille20@csu.edu
Office Hours Mondays 1300 - 1700
Thursday 1700 -1800
COURSE PREREQUISITES
None
COURSE DESCRIPTION
Health care ethics is designed to facilitate exploration of ethical theory as a framework for
professional judgment and decision-making. Ethical theory will be applied in examination of
ethical dilemmas frequently encountered in professional health practices.
REQUIRED TEXTS AND COURSE MATERIALS
Fremgen, B. (2012) Medical law and ethics. (4th edition). New Jersey: Prentice Hall
Undergraduate Health Sciences Core Program Student Learning Outcomes
1. Demonstrate beginning interpersonal skills for interdisciplinary collaboration and
community service. (Student Learning Outcome – 3, 4, 7)
2. Utilize language of the health professions. (Student Learning Outcome – 3, 4)
3. Explore policy and ethical issues in health care practices. (Student Learning Outcome –
1, 2, 3, 4, 5, 6, 7, 8)
4. Reflect on the roles of the health care professionals in addressing social needs.
(Student Learning Outcome – 2, 3, 5, 6, 8)
Course Objectives:
At the completion of this course, students will be able to:
1. Discuss classical and contemporary theories of ethics. (Boom’s Taxonomy –
Comprehension)
2. Use ethical models as a tool for clarification of personal and professional values (Bloom’s
Taxonomy – Application)
3. Discuss the importance of client advocacy in assisting the client with ethical decisions.
(Bloom’s Taxonomy – Comprehension)
4. Apply arguments and Justifications using ethical positions to assert professional and
personal positions. (Bloom’s Taxonomy – Application)
5. Examine the use of professional codes in guiding health professionals with bioethical issues.
(Bloom’s Taxonomy – Application)
6. Examine ethical issues across the life span in the Western culture. (Bloom’s Taxonomy –
Application)
7. Evaluate the impact of life experiences on the choices of ethical decisions. (Bloom’s
Taxonomy – Analysis)
8. Examine the role of institutions in promoting or inhibiting ethical positions. (Bloom’s
Taxonomy –Application)
Undergraduate Health Sciences Core Program Student Learning Outcomes and Course
Objectives Link
HSC 2250 /Nursing 2250 (Health Care Ethics) satisfies the College of Health Sciences Core
Outcomes objectives 1, 2, 3 and 4.
Assessment Measures
Specific assessment measures are described in the grid on page 9.
Exams and Quizzes
Students are expected to be on time and prepared for all exams and quizzes. Failure to take an
exam or quiz will result in a grade of zero. Students who are unable to take an exam or quiz
must notify the faculty in writing (email) 24 hours BEFORE the scheduled exam or quiz timeI.
Failure to provide prior notification will result in a grade of zero for the exam or quiz. The
student will only be allowed to make up an exam if there is sufficient, official documentation
(medical statement with student’s name) to support an excused absence. Excused absences
will be given according to University guidelines. An unexcused absence will result in a grade of
zero. There will be no makeup quizzes or exams unless these guidelines have been followed.
Assignments
Students are expected to complete all assignments on time. All deadlines are to be honored.
Extensions are only granted with sufficient official documentation to support the request.
Academic enrichment activities will be integrated into the course. These include written
assignments and presentations
Course Requirements:
Attendance:
Attendance is mandatory. Students are expected to be present and on time for all classes.
Attendance will be taken for each class. Attendance is not a team event; each student is solely
responsible for his/her own attendance. It is your responsibility to contact faculty if there are any
unexpected events that prevent you from attending class. Any issues with attendance must be
resolved prior to the next scheduled class. University policies published in the 2010-2012
Undergraduate Catalog will be followed for attendance problems. Tardiness (5 minutes or
more) will result in 0.5 point being deducted from the Class Participation grade.
Students who have more than 2 (two) unexcused absences from class will receive a failing
grade for this class. Refer to the Student Handbook for an explanation of what constitutes an
excused absence.
Students will be dropped from class by the faculty pursuant to the guidelines in the online
University Catalog under Grading System. If the student decides not to attend class, it is his/her
responsibility to comply with University policies related to dropping a course.
Please note: It is the student's responsibility to drop this course, should you decide not to
attend the class.
Class Participation:
Each student should come to each class prepared to share in and add to the discussions from
their learning from the readings, lectures and other presentations and offerings.
Active student participation is a critical element in this course so the students should be
prepared to contribute to the class discussions. Keeping up with the reading assignments, class
attendance and participation are the keys to success in this course.
Participation is encouraged, but you should not take this as an opportunity to talk to your
neighbor about social activities. If you are tired, or otherwise feel compelled to put your head
down on the desk, you will be asked to leave so as not to disturb the learning experience of the
other students. The classroom environment for this class is based on some basic assumptions
about you as an adult learner:
 You are a responsible and mature adult who is responsible for initiating and maintaining a
positive classroom environment;
 You will be prepared for all classes by doing all reading and written assignments prior to
class which means you will manage your time effectively in order to maximize your learning;
 Your special set of experiences and background along with those of your classmates and
the instructor can create a dynamic learning environment if you are willing to hear other
perspectives with a non-judgmental perspective.
You should feel free to contribute to the class discussion as often as you can. Your comments
should, however, be relevant. The topics covered in this course may be controversial and I
expect a healthy difference of opinion. Vigorous debate on the issues is expected. Students
attacking other students personally, negatively criticizing another student’s point of view or
students talking when their classmates are making presentations are all unacceptable. This
type of behavior will be addressed according to the guidelines under Student Code of Conduct
(below). Class participation is also related to attendance. If you are not on time for class or in
class, you are not capable of participation.
E-Learning
This course is uses the Moodle Course Management system. Assignments and
announcements are communicated both in class and through Moodle. All students are required
to have current Internet access, a Moodle ID and password, CSU Student ID and CSU email
account. Students are to check Moodle and CSU email daily for assignments or
announcements regarding the class. Students are to use CSU email for communication with
faculty pre University requirement. Students are held responsible for all information
communicated electronically from the faculty.
Previous Learning Material
The student is held accountable for the knowledge and skills taught in previous courses.
Students are encouraged to utilize appropriate texts and lecture materials to support mastery of
content under review.
Life-long Learning/Dynamic Profession
Healthcare is a dynamic profession with ever changing knowledge base affected by new
information in the scientific arena. Available information in the healthcare field will be integrated
in this course. As such, students may be assigned additional readings and assignments as
deemed necessary during the semester
STATEMENTS ON STUDENT CONDUCT, ABILITIES OFFICE, EMERGENCY EVACUATION,
TECHNOLOGY USE, PLAGIARISM/ACADEMIC MISCONDUCT, ACADEMIC WARNINGS
Student Code of Conduct
The student is expected to adhere to the university policy on conduct as described in the
Chicago State University online Student Handbook
(http://www.csu.edu/dosa/documents/Handbookforweb.pdf). If at any time during the course, a
student exhibits behavior that a faculty member regards as unethical or inappropriate, the
matter will be referred to the appropriate administrative channels for resolution.
Use of Cell phones and Computers
Cell phones are to be turned off when in class and during any testing activity either graded or
ungraded. Disturbance from cell phones will not be tolerated and you will be asked to leave the
class for the day. Texting is also not permitted during class time. Use of computers during
class time is strictly limited to note taking and class presentations /activities. Students found
using computers for non-class related reasons during the class time will be asked to leave class
for the day.
Abilities Policy
The University is strongly committed to taking all reasonable steps to ensure that our students
are able to work to their fullest potential. The Abilities Office provides services for all students in
attendance at Chicago State University with verified disabilities. Please direct all requests for
accommodations related to a disability to the Abilities Office at (773) 821-4401. Detailed
information about abilities services at CSU is available online at http://www.csu.edu/abilities/.
Early Academic Warnings Grade Posting
Early Academic Warning (EAW) grades are posted for undergraduate classes every four weeks.
It is recommended that you periodically check with your instructor to determine how you are
progressing in this class. To locate the EAW grade assigned to you, visit www.csu.edu.edu,
click on Cougar Connect.
Academic Integrity
Academic integrity means that you do your own work and abide by the academic policies set
forth by the specific department and university. Behaviors that would represent a failure to meet
this expectation would include, but not limited to the following: submitting another student’s work
as your work, plagiarism, cheating, and /or knowingly assisting others to participate in academic
dishonesty. You are expected to interact with other students in a non-discriminatory manner and
honor the rights of others. Refer to the University Student Handbook for further information.
All incidents of plagiarism or cheating will be reported in writing to the appropriate department
chair.
Plagiarism: Is the use of someone’s ideas or words without giving appropriate credit to
the person. Failure to give credit where credit is due will result in a failing grade for the
paper and may result in a failing grade for the course. Students who submit any written
work that is found to be plagiarized from any source (electronic, written, another student)
will be given a grade of F. The student will not be allowed to submit any substitute
material for the assignment.
Any student found cheating during an exam will receive a grade of zero.
Adverse Weather Policy
When adverse weather conditions necessitate class cancellation or closing, announcements will
be made on local radio and televisions. No announcements will be made when the University is
open. CSU does not ask students to assume undue risk when traveling to class. Students who
are prevented by weather from reaching classes when the campus is open should contact the
instructor at the phone number provided in this syllabus as soon as possible.
Emergency Evacuations
All emergencies occurring on campus, life threatening and non‐life threatening, should be
reported to the campus police by calling ext. 2111 from any campus phone and either 911 or
(773) 995‐2111 from a cell phone. Evacuate a building when the fire alarm sounds, you smell
gas or smoke, see fire or is instructed to do so by staff or emergency personnel. You may also
receive instructions over the university’s public address system and RAVE, the emergency
notification system.
Emergency Notification Program
If possible, assist individuals with disabilities who require assistance to egress from an upper
floor or sub‐ground level floor of a building. Once an evacuation has been mandated, all
evacuees should meet at a designated location where attendance must be taken. If anyone is
missing, emergency personnel must be informed immediately. Visit www.getrave.com/login/csu
for additional information.
Criteria for Grading:
Requirement:
Weight
1. Individual Presentation
15%
2. Quizzes (2)
20%
3. Mid Term
15%
4. Final Exam
15%
5. Ethical Case Study
15%
6. Group Presentation
15%
7. Attendance
5%
8. Total
100%
9.
A grade of C (75%) or better must be achieved in order to successfully pass this course.
Percentage Distribution:
A = 90-100
B = 83-89
C = 75-82
D = 65-74
F = 64 & below
Assignments
The student is expected to complete all required and assigned readings. The student is
expected to select and read supplementary resource materials as required for individual
understanding of the content.
Individual presentation
Each student will lead a 10 minute presentation /discussion on a current ethical dilemma /issue.
The topic of this presentation will be up to you, but it must have a focus on an ethical issue
related to healthcare and be discussable. Suggestions for the focus of your discussion can be
an essay, a newspaper article or a clip from a film or video. Students are to develop 3
questions to stimulate audience discussion. These are to be submitted at the end of the
presentation. See Individual Presentation guidelines on Moodle for more information.
The student is responsible for providing all materials related to the presentation. Students must
bring their own laptop computers with appropriate cables and connectors. A projector will be
provided.
Students will sign up for presentation dates using “Choices” on Moodle. Time and date that this
option will be available will be discussed in class and posted. Sign up for the Individual
Presentations are on a first come basis. Those who do not sign up will have a class period
assigned for them.
ALL MATERIAL TO BE USED MUST BE SENT VIA EMAIL TO THE
FACULTY AT LEAST ONE WEEK BEFORE THE PRESENTATION SO THAT IT CAN BE
POSTED ON MOODLE. FAILURE TO COMPLY WILL RESULT IN A 3 POINT DEDUCTION
FROM THE INDIVIDUAL ASSIGNMENT GRADE.
Group Presentation
Student groups will identify a topic and give a formal presentation to the class using PowerPoint.
Group size will be 4-5 depending on class size. See Group Presentation guidelines on Moodle
for more information.
Written Assignments
All written assignments must be typed, using double-spacing, 11-point font, one-inch margins,
with page numbers using Arial and should be written in a professional manner using APA
format. All papers will be graded on content (quality of research, understanding of material,
logical adequacy of arguments, application to your professional career, etc.) as well as
presentational style (organization, clarity, grammar, sentence structure and impact). For all
papers you will need to use citations for direct quotes and when paraphrasing from a text and
have a works cited page at the end of your text. Al references must be from professional
sources. Wikipedia is not accepted as a professional source.
Ethical Case Study:
Each student will be expected to develop a case study (minimum 4 content pages) that raises
an ethical issue in the health care industry. To the extent possible, this should be based on an
actual event and related to your prospective field of study.
 A thorough non-biased presentation of the issue
 Your analysis of the dilemma faced by the people involved and their perspectives on the
issue
 What you would likely do if faced with this situation now and why.
Additional details and grading rubric will be posted on Moodle.
1) BIBLIOGRAPHY, OTHER REFERENCES AND RESOURCE MATERIAL
Recommended tests:
American Psychological Association. (2009). Publication manual of the American
Psychological Association (6th ed.). Washington, D.C.: American Psychological Association.
Chicago State University
College of Health Sciences
Health Care Ethics
Acknowledgement of Syllabus Receipt and Agreement
I _______________________________, have read and understand the policies, procedures
and requirements for Healthcare Ethics as stated in the syllabus. Failure to adhere to the
policies, procedures and requirements will result in a failing grade for this course. I have read
the syllabus for this course and understand that responsible for submitting on time all
assignments as presented in the course stalls is and adhering to all associated policies. I
understand that I am responsible for the work that I do, and I attest that my work is original and
my own.
Signature of Student: ________________________________________________
Print Your Name: ____________________________________________________
Date: _______________________________
Signature of faculty___________________________________________________
ASSESSMENT GRID AND COURSE SCHEDULE
Week /
Date Fall
1- Aug 23
Student Learning Outcomes
Content
Activities
*Discuss classical and contemporary
theories of ethics
Introduction
2- Aug 30
*Examine the role of institutions in
promoting or inhibiting ethical positions.
Legal System
3- Sept. 6
*Examine the role of institutions in
promoting or inhibiting ethical positions.
*Examine the role of institutions in
promoting or inhibiting ethical positions.
*Use ethical models as a tool for
clarification of personal and professional
values
*Examine the use of professional codes in
guiding health professionals with
bioethical
issues.
*Discuss the importance of client
advocacy in assisting the client with
ethical decisions. *Examine the use of
professional codes in guiding health
professionals with bioethical
issues.
*Examine the role of institutions in
promoting or inhibiting ethical positions.
*Explore ethical issues across the life
span in the Western culture.
*Examine the use of professional codes in
Importance of legal
system
Chapter 1
Review Syllabus
Individual
Presentation
Chapter 2
Syllabus agreement
due
Ind. Presentations
Chapter 3
Ind. Presentations
4- Sept. 13
5- Sept. 20
6 – Sept 27
Bloom’s
Evaluation
Taxonomy
Comprehension Case
Review
Application
Case
Review
Application
Case
Review
Matching
MCQ
Short essay
Today’s healthcare
environment
Quiz 1
Chapter 4
Review cases
Ind. Presentations
Application
Physician- Patient
Relationship
Chapter 5
Ind. Presentations
Comprehension Case
Application
Review
Professional
Liability
Chapter 6
Ind. Presentations
Application
Case
Review
7- Oct. 4
8- Oct. 11
9- Oct. 18
10- Oct. 25
11- Nov. 1
guiding health professionals with
bioethical
issues.
*Examine the role of institutions in
promoting or inhibiting ethical positions.
*Examine the use of professional codes in
guiding health professionals with
bioethical issues.
*Use ethical models as a tool for
clarification of personal and professional
values
*Examine the use of professional codes in
guiding health professionals with
bioethical
issues.
*Examine ethical issues across the life
span in the Western culture.
*Examine the use of professional codes in
guiding health professionals with
bioethical issues.
*Discuss the importance of client
advocacy in assisting the client with
ethical decisions.
*Examine the use of professional codes in
guiding health professionals with
bioethical issues.
*Discuss the importance of client
advocacy in assisting the client with
ethical decisions.
*Use ethical models as a tool for
clarification of personal and professional
values
*Apply arguments and Justifications using
Public Duties
Chapter 7
Ind. Presentations
Application
Case
Review
Workplace Law and
Ethics
Mid Term
Chapter 8
Review cases
Individual
Presentations
Application
Matching
MCQ
Short essay
Medical Record
Chapter 9
Group Presentations
Application
Case
Review
Presentation
evaluation
Patient
Confidentiality and
HIPPA
Chapter 10
Group Presentations
Comprehension Case
Application
Review
Presentation
evaluation
Ethical and
Bioethical issues
Chapter 11
Group Presentations
Comprehension Case
Application
Review
Analysis
Presentation
evaluation
12- Nov. 8
13- Nov. 15
14- Nov. 22
15- Nov. 29
16- Dec 6
ethical positions to assert personal
positions
*Evaluate the impact of life experiences on
the choices of ethical decisions.
*Discuss the importance of client
Ethical issues
relating to life
advocacy in assisting the client with
ethical decisions.
*Use ethical models as a tool for
clarification of personal and professional
values
*Apply arguments and Justifications using
ethical positions to assert personal
positions
*Evaluate the impact of life experiences on
the choices of ethical decisions.
*Discuss the importance of client
Death and Dying
advocacy in assisting the client with
ethical decisions.
*Use ethical models as a tool for
clarification of personal and professional
values
*Apply arguments and Justifications using
ethical positions to assert personal
positions
*Evaluate the impact of life experiences on
the choices of ethical decisions.
Holiday
Group
Presentations
Final Exam
Quiz 2
Chapter 12
Review cases
Group Presentations
Comprehension Matching
MCQ
Application
Short essay
Analysis
Presentation
evaluation
Chapter 13
Ethical Case Studies
due
Group Presentations
Comprehension Cass
Application
Review
Analysis
Presentation
evaluation
Group Presentations
Final Exam
Presentation
evaluation
Matching
MCQ
Short essay
PART I – THE LEGAL ENVIRONMENT
UNIT OBJECTIVES
Chapter 1:
At the completion of this unit, the student
will be able to :
CONTENT
I. Definitions
A. Laws
B. Ethics
C. Bioethics
1. Define the similarities and differences
between laws and ethics.
2. Discuss the theories of ethics
3. Describe the three decision making
models
4. Describe the principles of bioethics
II. Theories of ethics behavior
A. Utilitarianism
B. Rights based
C. Duty based
D. Justice based
E. Virtue based
III. Principles of ethical behavior
IV. Interpersonal ethics
V. Three ethical models
A. Three step model
B. Seven step model
C. Dr. Bernard Lo’s Clinical Model
V. Principles of bioethics
A. Autonomy
B. Beneficence
C. Nonmaleficence
D. Justice
CLASSROOM ACTIVITIES
Read Fremgen, chapter 1.
PART I – THE LEGAL ENVIRONMENT
UNIT OBJECTIVES
Chapter 2
CONTENT
I. Sources of law
At the completion of this unit, the student
will be able to :
A. Constitutional law
1. Discuss why an understanding of the
legal profession is necessary for the
healthcare professional.
C. Common law / case law
B. Statutory and regulatory law
II. Types of law
A. Civil
2. Describe the sources of law
1. Torts
3. Discuss the differences between
criminal and civil law.
2. Contract law
4. List six intentional torts.
5. Describe criminal actions that relate
to health care workers.
6. Discuss the trial process.
3. Class action lawsuit
B. Public law
A. Criminal law
B. Administrative law
C. Actions against health care
workers
A. Fines
B. Imprisonment
C. Suspension of license
D. Revocation of license
E. Malpractice suit
D. The trial process
CLASSROOM ASSIGNMENTS
Read Fremgen, chapter 2
PART I – THE LEGAL ENVIRONMENT
UNIT OBJECTIVES
Chapter 3
At the completion of this unit, the student
will be able to:
CONTENT
I. Licensure methods
A. Examination
B. Endorsement
C. Reciprocity
1. Describe the three methods used by a
state to grant and rescind licensure.
2. Discuss what the term standard of
care means.
3. Describe the concept of confidentiality.
4. Describe the importance of the
discover rule as it relates to the statue of
limitations.
5. Describe the concept of the Good
Samaritan Law
6. Discuss the importance of the phrase
Respondeat superior.
7. Compare and contrast employees’
and employers’ duties
D. Registration
E. Revocation
II. Standard of Care
A. Prudent Person rule
III. Confidentiality
A. Definition
B. Impact of HIPPA
IV. Statute of Limitations
V. Good Samaritan Law
VI. Respondeat Superior
VII. Employees’ duties
VIII. Employers’ duties
CLASSROOM OBJECTIVES
Read Fremgen, Chapter 3.
PART I – THE LEGAL ENVIRONMENT
UNIT OBJECTIVES
Chapter 4
At the completion of this unit, the student
will be able to:
CONTENT
I. Types of health care systems
A. Health Maintenance Organizations
(HMOs)
B. Preferred provider organizations
1. Compare and contrast various
managed care systems.
2. Discuss the ethical considerations of
Managed Care.
3. Describe Diagnostic Related Groups
(DRGs)
4. Describe the types of medical practice
5. Describe the duties of various health
care professionals.
6. State the differences between
Medicare and Medicaid
7. Discuss the ethics of fee splitting.
8. Describe the conscience clause.
(PPOs)
C. Exclusive provider organization
(EPO)
II. Diagnostic Related Groups (DRGs)
A. Definition
B. Impact on health care delivery
III. Types of medical practice
A. Solo
B. Partnership
C. Associate
D. Group
E. Professional Corporations
IV. Fee-splitting
V. Conscience clause
CLASSROOM ACTIVITIES
Read Fremgen, chapter 4.
PART II – THE HEALTHCARE ENVIRONMENT
UNIT OBJECTIVES
CONTENT
CLASSROOM ACTIVITIES
I. Rights of a physician/provider
Chapter 5
1. Describe the rights/duties of a
physician when caring for a client
2. Discuss patient’s rights
2. Describe the three Patient SelfDetermination Acts
3. Describe informed consent
.
A. Rights
B. Professional practice responsibilities
II. Patients’ Rights
A. Confidentiality
III. Patient Self-Determination Acts
A. Proxy
B. Advance directive
C. Living will
D. Durable power of attorney
E. Uniform Anatomical Gift Act
IV. Rights of Minors
V. Patient Responsibilities - Consent
A. Informed
B. Implied
Read Fremgen, chapter 5.
PART II – THE HEALTHCARE ENVIRONMENT
UNIT OBJECTIVES
Chapter 6
1. Describe the four D’s of negligence.
CONTENT
I. Professional Negligence and Medical
Malpractice
II. The Tort of Negligence
A. Feasance
2. Describe res ipsa loquitur
B. Malfeasance
3. Explain he term liability and what it
means for the physician and other health
care professionals.
C. Misfeasance
4. Describe types of Damage awards.
D. Nonfeasance
III. Four D’s of negligence
A. Duty
B. Dereliction of duty
5. Explain the law of agency
C. Direct or proximate cause
6. Describe the types of malpractice
insurance
D. Damages
7. Discuss interventions to prevent
malpractice.
IV. Fraud
V. Malpractice
A.
B.
C.
D.
E.
F.
G.
Definition
Defense
Professional liability
Malpractice Insurance
Prevention
Alternative Dispute Resolution
Liability of other healthcare
professionals
H. Tort reform
CLASSROOM ASSIGNMENTS
Read Fremgen, chapter 6.
PART II – THE HEALTHCARE ENVIRONMENT
UNIT OBJECTIVES
Chapter 7
1. Describe the public duties of
providers.
CONTENT
I. Public health records and vital
statistics
A. Reports of births and deaths
B. Reports of communicable diseases
2. Describe the guidelines that should be
used when completing a legal record or
certificate.
3. List the information that should be
included on a death certificate.
4. List ten reportable combinable
diseases.
5. Discuss the Child Abuse, Prevention
and Treatment Act of 1974.
6. Describe signs of child, elder and
spousal abuse.
7. Discuss the federal legislation of
controlled substances.
8. List and explain the five categories of
drugs.
9. Describe the EAP program.
C. Abuse cases
II. Controlled Substance Act
A. Definition
B. Five schedules of controlled
Substances
A. Safety policies related to
controlled substances
III. Protection for the employee and the
environment
CLASSROOM ASSIGNMENTS
Read Fremgen, chapter 7.
PART II – THE HEALTHCARE ENVIRONMENT
UNIT OBJECTIVES
Chapter 8
1. Discuss the regulations concerning
equal employment opportunity and
employment discrimination.
2. Describe the regulations affecting
employee health and safety.
CONTENT
I. Professionalism in the workplace
A. Discrimination
B. Privacy
C. Cultural considerations
D. Religious considerations
II. Legal and Illegal interview questions
III. Federal regulations that affect employees.
3. Discuss the regulations affecting
employee compensation and benefits.
4. Give examples of regulations affecting
consumer protection and collection
practices.
5. Describe various regulations that
affect employees.
6. Describe accommodations that must
be offered to individuals with disabilities.
7. Discuss questions that are legal and
illegal to be asked during an interview.
CLASSROOM ASSIGNMENTS
A. Equal employment opportunity and
employment discrimination
B. Employee Health and Safety
C. Compensation and benefits regulations
D. Consumer protection and collection
practices
Read Fremgen, chapter 8.
PART II – THE HEALTHCARE ENVIRONMENT
UNIT OBJECTIVES
Chapter 9
1. List the purposes of the medical
record.
CONTENT
I. Medical records
A. Purpose
B. Content
C. Corrections
2. Describe the maintenance of medical
records.
3. Discuss effective charting.
4. Define the Privacy Act of 1974.
D. Time frames for retention of
records
E. Completeness and credibility
F. Ownership
II. Confidentiality
5. Discuss the maintenance of
confidentiality.
III. Retention and Storage
6. Discuss the guidelines to follow when
a subpoena duces tecum is in effect.
V. Use of the Medical Records in Court
7. Describe confidentiality obligations
using electronic medical record keeping.
IV. Reporting an Disclosure
CLASSROOM ASSIGNMENTS
Read Fremgen, chapter 9.
PART II – THE HEALTHCARE ENVIRONMENT
Chapter 10
1. Discuss the problems associated with
patient confidentiality.
I. Confidentiality
II. HIPAA
A. The Privacy Rule
B. Release of information
2. Discuss the purpose of the Health
Insurance Portability and Accountability
Act (HIPPA).
C. Public health authorities and self
insured employers included
3. Describe the information to which the
Privacy Rule refers and how it relates to
your profession.
E. Removal of personal identifiers
4. Identify what entities are covered by
HIPAA.
5. List the patients’ rights under the
Privacy Standards.
6. Discuss the ethical issues concerning
information technology.
D. Unique identifiers for health care
providers
F. Penalties for non compliance with
HIPAA
G. Patients’ rights under the Privacy
Rule
H. HIPAA related to research
I. Ethical concerns with Information
technology
Read Fremgen, chapter 10.
PART III – MEDICAL ETHICS
UNIT OBJECTIVES
Chapter 11
1. Describe the ethical issues related to
biotech medicine.
CONTENT
I. Ethical issues related to biotech
medicine
CLASSROOM ASSIGNMENTS
Read Fremgen, chapter 11.
A. Codes of ethics
B. Bioethical issues
2. Describe the ethical impacts of genetic
testing and stem cell research.
C. Ethical issues and personal choice
D. Ethics of biomedical research
E. Defense of United States against
terrorism
II. Ethical impact of genetic testing and
stem cell research
A. Need for more organs
B. No sale of organs
C. Ability to harvest organs
D. Cost of transplants
E. Cloning
F. Gene therapy
G. Use of embryos in research
III. Healthcare reform
.
PART III - MEDICAL ETHICS
UNIT OBJECTIVES
Chapter 12
1. Discuss the ethical issues related to
artificial insemination/
CONTENT
I. Conception
A. Artificial
B. In Vitro
C. Surrogate Motherhood
2. Discuss the Baby M case.
3. Discuss the ethical considerations
relating to surrogate motherhood and oral
contraception.
4. Describe ethical issues related to
sterilization and contraception.
5. Explain the significance of roe versus
Wade.
D. Fertility Drugs
E. Selective reduction
II. Sterilization
A. Voluntary sterilization
B. Consent
C. Therapeutic sterilization
D. Eugenic sterilization
E. Negligence
F. Ethical Issues
III. Abortion
A.
B.
C.
D.
E.
F.
G.
H.
I.
Roe v. Wade
Partial birth abortion
Incompetent persons
Plan B
Opposition
Rights to refuse to participate
Funding
Baby Doe / Baby K
Conscience clause in contraception
and abortion
IV. Genetics
V. Wrongful Life
CLASSROOM ASSIGNMENTS
Read Fremgen, chapter 12.
PART III - MEDICAL ETHICS
UNIT OBJECTIVES
Chapter 13
1. Describe the definitions of death.
CONTENT
I. Legal definitions of Death
A. Karen Ann Quinlan
B. Cardiac death
2. Discuss the issues of euthanasia.
C. Brain death
3. Describe examples of ordinary versus
extraordinary means used in the
treatment of the terminally ill.
D. Uniform Determination of Death Act
4. Describe the five stages of death and
dying.
E. Withdrawing versus withholding
treatment
F. Active versus passive euthanasia
G. Assisted Suicide
H. Direct versus indirect killing
I. Ordinary versus extraordinary means
J. Right to die versus right to refuse
treatment
II. Stages of dying
A. Denial
B. Anger
C. Bargaining
D. Depression
E. Acceptance
III. Quality of Life
A. Hospice
B. Palliative Care
C. Viatical settlements
IV. Choices in life and death
CLASSROOM ASSIGNMENTS
Read Fremgen. Chapter 13.