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NR322 Chamberlain Ethical  Dilemma Discussion

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NR322 Chamberlain Ethical  Dilemma Discussion

Question Description
For this assignment, you will examine ethical dilemmas that exist in pediatric acute care settings, particularly

those involving genetics/genomics issues You will also explore the resources available to assist patients,

families, and healthcare professionals in solving these dilemmas, and integrate the principle of the ANA code of

Ethics.

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NR322 Pediatric Nursing

Required Uniform Assignment: Ethical Dilemma

PURPOSE

For this assignment, you will examine ethical dilemmas that exist in pediatric acute care settings, particularly

those involving genetics/genomics issues You will also explore the resources available to assist patients,

families, and healthcare professionals in solving these dilemmas, and integrate the principle of the ANA code of

Ethics.

COURSE OUTCOMES This assignment enables the student to meet the following course outcomes.

CO #1: Providesindividualized comprehensive care for children and their families with multiple health problemsin

institutions and community care settingsfrom birth through adolescence. (PO #1)

CO #4: Utilizes critical thinking skills in clinical decision making in the care of pediatric clients. (PO #4)

CO #6: utilizeslegal, ethical, and professionalstandards and principles, including those related to child abuse recognition

and intervention, as a basis for pediatric clinical decision?making. (PO #6)

DUE DATE

Refer to Course Calendar for details. The Late Assignment Policy applies to this assignment.

TOTAL POINTS POSSIBLE

100 points

REQUIREMENTS

? Write a 2?3 page paper (not including the title page and reference page) using APA format.

? Describe an ethical dilemma you encountered in your clinical setting. Example topics related to

genetics/genomics issues include, but are not limited to: genetic testing, diagnosis of a genetic disorder,

genetic counseling (or lack thereof), pharmacogenomics, lifelong surveillance, and recruiting individuals

for genetics research.  Keep in mind to maintain the privacy of all members involved in the dilemma.

PREPARING THE ASSIGNMENT

? Identify all the relevant and applicable principles within the ANA Code of Ethics that relates to your

dilemma.

? Describe in detail how your dilemma relates to the principle(s) you have identified.

? Discuss the outcome of the dilemma to the best of your knowledge.

? Discuss the resources within the clinical agency for dealing with such ethical dilemmas.

? Utilize resources such as your textbook, journal articles, Internet sites, etc, to aid in your discussion and

to support your perspective about the situations.

? Complete the assignment using APA formatting. Include a reference page in APA format of sources

used.  You must use at least two references in this assignment (one will be the ANA Code of Ethics).

Criteria for Content

  • Scholarliness: In this category, the student will conduct a search of the current databases and locate valid, relevant, and reliable information for the required topic. Each reference must be scholarly.
  • Application of Course Knowledge: In this category, the student demonstrates the ability to analyze and apply principles, knowledge, and information learned in the course lesson and outside readings. This information is then applied to a real-life professional situation as an example.
  • Interactive Dialogue: In this category, the minimum requirements are to provide an initial posting to the graded threaded discussion topic by Wednesday, 11:59 pm MT of each week. In addition, one peer response and one instructor response are required. These postings must be completed by Sunday, 11:59 pm MT of each week. The initial posting, peer response, and instructor response must be on 3 separate days.
  • Grammar, Syntax, APA: Proper grammar, APA, and syntax is required for all posts. Students should follow the APA Manual 6th Edition. Additional APA information is available in Course Resources.
  • Participation Requirement: One initial posting, one peer response and one instructor response (for a total of 3 posts for the week) are required on 3 separate days.
  • Participation Deadline: The student must provide a substantive response to the graded threaded discussion topic. This must be posted by Wednesday, 11:59 pm MT of each week. Peer and instructor responses must be posted by Sunday, 11:59 pm MT.
  • For week 8 only: the required postings are amended due to the shorter week. Two posts are required. One initial post and either a peer response or an instructor response. Initial post must be a minimum of 200 words and the peer or instructor response must be a minimum of 100 words. Both posts are required to be on two separate days. All posts must be made by Wednesday, 11:59 pm MT.

Criteria for Format and Special Instructions

  1. Instructor reserves the right to submit any threaded discussion posting to TurnItIn in order to verify the originality.
  2. When journals are used as the outside source of information, it is preferred that the journal be peer reviewed. The Chamberlain online librarian is very helpful in assisting you to find an article related to your topic. If you have questions concerning scholarly sources, please refer to the handout entitled “What is a scholarly source” located under “Course Resources” tab.
  3. Web sites vary in quality and scholarship. It is the responsibility of the student to determine the scholarly nature of the web site. If the instructor determines that the site failed to demonstrate scholarship, points maybe deducted. Students are cautioned to use care regarding .com sites. Some .com sites are excellent such as American Heart Association, but others are built by individuals and scholarliness is lacking. It is recommended that you check with your instructor before using a .com website as a reference.
  4. Only one small quote (15 words or less) within the entire initial posting is acceptable. It is expected that the student will paraphrase the information when presenting information from a scholarly source. The scholarly source(s) for the paraphrased information must be cited using APA format. Do not include a number of small quotes even if they are just a few words as your instructor considers a quote to be a quote no matter its limited size.

NR322/328 Pediatric Nursing
Faculty Guide for Facilitating the RUA Ethical Dilemma Debate

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NR322/328 Faculty Guide for facilitating RUA Debate_V2

Clearly Identify the Purpose of the Debate

Start the debates with a discussion clearly articulating the project objectives. Relate them to the students in
terms of the course and program objectives, and finally to the practice of nursing.

Clearly explain that in a debate, there is no right or wrong side; each side has merit, and the core purpose of a
debate is to hear both sides. Be clear that there is no winner and no loser, no matter the topic.

Consider providing students with an example of times when you as a nurse faced ethical dilemmas with patients
and family members, and how you resolved these conflicts.

Explain to students the purpose of the debate format, and how it will challenge them to think at a higher
cognitive level and increase their understanding of the concepts by:

o Helping students to understand the complexity of the issues they may face in nursing.

o Enhancing skills for dialogue that students can take into other venues.

o Relating the debate skills learned to other roles that students have as members of society.

o Examining and developing positions on issues of social policy.

o Enhancing the understanding of the viewpoints of others who differ from their own.

o Developing the ability to respect others who share a different view.

Establish Ground Rules and Expectations

Set behavior expectations for students to maintain during and after the debate.

o Remain professional and respectful at all times.

o Listen actively and with an ear to understanding both sides.

o The debate is not personal, each person has a role to play.

o The opinions or points they argue for may be different than their personal views.

o Avoid any offensive or inflammatory language.

o Allow everyone the chance to speak, ask questions, and state their views without fear of judgement.

o Avoid asking questions during the debate.

Be an active facilitator

In order to keep the debate focused and within the scope of the guideline be an active facilitator rather than a
passive observer. Be careful to maintain some control but not over-control.

Be the time keeper. Position yourself in the back of the room, and have a “5 min left” sign ready to signal the
group needs to wrap it up. Be firm in ending the time if needed.

If the discussion turns tense or hostile, be quick to diffuse the situation and redirect students. Do not allow an
escalation of emotions between students. Instead, actively interject and regain control by reminding them of
the purpose and ground rules.

De-personalize any contentious points and reiterate that all participants have a role that may differ from their
own viewpoints.

If students ask faculty to express their own point of view or opinion, the response must be carefully considered.
A neutral and objective viewpoint may further facilitate the student’s ability to empathize with and understand
views that differ from their own. Faculty should consider their comfort in expressing their personal beliefs, and
the impact such expressions will have on this and future discussion in class.

NR322/328 Pediatric Nursing
Faculty Guide for Facilitating the RUA Ethical Dilemma Debate

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NR322/328 Faculty Guide for facilitating RUA Debate_V2

Reflection

It is very important to save time at the end of the debates to conclude by summarizing the main points of the
discussion and giving the students an opportunity to reflect on the discussion that took place.

Acknowledge that some of the discussion may have been uncomfortable for them, or left them feeling
unsettled. Remind them that the debate teams each had roles to play, and the opinions expressed may not
have been in line with their personal views.

Pose a few contemplative questions to them, and allow for a brief class discussion. Examples would be:

o Did this discussion make you uncomfortable today? If so, how can you resolve these feelings in a productive
and professional way?

o Did the debate make you think about a different viewpoint that you would not have originally considered?

o Do you think you will encounter patient situations that may cause you to feel uncomfortable or conflicted?

o Do you feel better equipped to face an ethical dilemma as a result of this experience?

o What did you learn specifically from what someone else said that you would not have thought of on your
own?

End the debate experience on a positive note. Be sure to provide positive feedback and acknowledge the
difficulty level of engaging in the type of activity. Leave the students feeling as though they have succeeded in
the assignment and progressed in their journey to become a professional nurse.

References

Ronald Hyman, 1980, In Improving Discussion Leadership. New York: Columbia University, College Teachers Press

University of Michigan, 2018, Guidelines for Discussing Difficult or Controversial Topics. Center for Research on
Leadership and Training. Retrieved from http://www.crlt.umich.edu/publinks/generalguidel

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

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