PHI 413 Topic 5: Intervention and Ethical Decision-Making Tasks
PHI 413 Topic 5: Intervention and Ethical Decision-Making Tasks
Case Study: Healing and Autonomy
Mike and Joanne are the parents of James and Samuel, identical twins born 8 years ago. James is currently suffering from acute glomerulonephritis, kidney failure. James was originally brought into the hospital for complications associated with a strep throat infection. The spread of the A streptococcus infection led to the subsequent kidney failure. James’s condition was acute enough to warrant immediate treatment. Usually cases of acute glomerulonephritis caused by strep infection tend to improve on their own or with an antibiotic. However, James also had elevated blood pressure and enough fluid buildup that required temporary dialysis to relieve.
The attending physician suggested immediate dialysis. After some time of discussion with Joanne, Mike informs the physician that they are going to forego the dialysis and place their faith in God. Mike and Joanne had been moved by a sermon their pastor had given a week ago, and also had witnessed a close friend regain mobility when she was prayed over at a healing service after a serious stroke. They thought it more prudent to take James immediately to a faith healing service instead of putting James through multiple rounds of dialysis. Yet, Mike and Joanne agreed to return to the hospital after the faith healing services later in the week, and in hopes that James would be healed by then.
Two days later the family returned and was forced to place James on dialysis, as his condition had deteriorated. Mike felt perplexed and tormented by his decision to not treat James earlier. Had he not enough faith? Was God punishing him or James? To make matters worse, James’s kidneys had deteriorated such that his dialysis was now not a temporary matter and was in need of a kidney transplant. Crushed and desperate, Mike and Joanne immediately offered to donate one of their own kidneys to James, but they were not compatible donors. Over the next few weeks, amidst daily rounds of dialysis, some of their close friends and church members also offered to donate a kidney to James. However, none of them were tissue matches.
James’s nephrologist called to schedule a private appointment with Mike and Joanne. James was stable, given the regular dialysis, but would require a kidney transplant within the year. Given the desperate situation, the nephrologist informed Mike and Joanne of a donor that was an ideal tissue match, but as of yet had not been considered—James’s brother Samuel.
Mike vacillates and struggles to decide whether he should have his other son Samuel lose a kidney or perhaps wait for God to do a miracle this time around. Perhaps this is where the real testing of his faith will come in? Mike reasons, “This time around it is a matter of life and death. What could require greater faith than that?”
PHI 413 Assignment: Benchmark – Patient’s Spiritual Needs: Case Analysis
In addition to the topic study materials, use the chart you completed and questions you answered in the Topic 3 about “Case Study: Healing and Autonomy” as the basis for your responses in this assignment.
Answer the following questions about a patient’s spiritual needs in light of the Christian worldview.
- In 200-250 words, respond to the following: Should the physician allow Mike to continue making decisions that seem to him to be irrational and harmful to James, or would that mean a disrespect of a patient’s autonomy? Explain your rationale.
- In 400-500 words, respond to the following: How ought the Christian think about sickness and health? How should a Christian think about medical intervention? What should Mike as a Christian do? How should he reason about trusting God and treating James in relation to what is truly honoring the principles of beneficence and nonmaleficence in James’s care?
- In 200-250 words, respond to the following: How would a spiritual needs assessment help the physician assist Mike determine appropriate interventions for James and for his family or others involved in his care?
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Remember to support your responses with the topic study materials.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. PHI 413 Topic 5: Intervention and Ethical Decision-Making Tasks
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. PHI 413 Topic 5: Intervention and Ethical Decision-Making Tasks
Field Experience Site Information Form
Assessment Description
In preparation for your clinical practice experience, you will need to access the “Field Experience Site Information Form” from your student portal. You will be submitting your chosen mentor, site information, and information regarding your chosen experience through this form in order to start the process of being cleared for your practice experience. You can find information on the mentor and site requirements by viewing the “Guidelines for Undergraduate Field Experiences” located in the College of Nursing and Health Care Professions resource page in the Student Success Center.
For this assignment, complete the required “Field Experience Site Information Form” via your student portal. Once you log into your Student Portal, go to My Apps/Edocs/Click here to access all documents pending an e-signature. If you have any questions concerning this form, or if you are unable to view it in your student portal, contact your assigned field experience counselor for assistance.
NOTE: Completion of the form works best on a non-mobile device. Please make sure your pop-up blockers are turned off.
Once you have completed the site information form, a confirmation receipt will be sent to your my.gcu.edu email. Upload and submit your confirmation receipt in this assignment.
For further instructions, refer to “GCU Technical Support – Field Experience Site Information Form” in your topic Resources.
For students in the Bachelor of Science in Health Science: Professional Development and Advanced Patient Care, submit a Word document that states, “I am in the Bachelor of Science in Health Science: Professional Development and Advanced Patient Care program, which does not require field experience.”
For students enrolled concurrently with their community college, submit a Word document that states, “I am in the Concurrent Enrollment Program, which does not require field experience until admitted to the full degree program. Therefore, I am exempt from this requirement at this time.”
This benchmark assignment assesses the following competencies:
BS Nursing (RN to BSN)
5.2: Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.
Field Experience Site Information Form
In preparation for your clinical practice experience, you will need to access the “Field Experience Site Information Form” from your student portal. You will be submitting your chosen mentor, site information, and information regarding your chosen experience through this form in order to start the process of being cleared for your practice experience. You can find information on the mentor and site requirements by viewing the “Guidelines for Undergraduate Field Experiences” located in the College of Nursing and Health Care Professions resource page in the Student Success Center. PHI 413 Topic 5: Intervention and Ethical Decision-Making Tasks
For this assignment, complete the required “Field Experience Site Information Form” via your student portal. Once you log into your Student Portal, go to My Apps/Edocs/Click here to access all documents pending an e-signature. If you have any questions concerning this form, or if you are unable to view it in your student portal, contact your assigned field experience counselor for assistance.
NOTE: Completion of the form works best on a non-mobile device. Please make sure your pop-up blockers are turned off.
Once you have completed the site information form, a confirmation receipt will be sent to your my.gcu.edu email. Upload and submit your confirmation receipt in this assignment.
For further instructions, refer to “GCU Technical Support – Field Experience Site Information Form” in your topic study materials.
Course Code Class Code Assignment Title Total Points
PHI-413V PHI-413V-O500 Benchmark – Patient’s Spiritual Needs: Case Analysis 200.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (65.00%) Satisfactory (75.00%) Good (85.00%) Excellent (100.00%)
Content 70.0%
Decision-Making and Principle of Autonomy 20.0% Decisions that need to be made by the physician and the father are not analyzed according to the principle of autonomy. Decisions that need to be made by the physician and the father are analyzed from both perspectives, but the analysis according to the principle of autonomy is unclear. Analysis is not supported by the case study, topic study materials, or Topic 3 assignment responses. Decisions that need to be made by the physician and the father are clearly analyzed from both perspectives, but the analysis according to the principle of autonomy lack details. Analysis is not supported by the case study, topic study materials, or Topic 3 assignment responses. Decisions that need to be made by the physician and the father are clearly analyzed from both perspectives with details according to the principle of autonomy. Analysis is supported by the case study, topic study materials, or Topic 3 assignment responses. Decisions that need to be made by the physician and the father are analyzed from both perspectives with a deep understanding of the complexity of the principle of autonomy. Analysis is supported by the case study, topic study materials, or Topic 3 assignment responses. PHI 413 Topic 5: Intervention and Ethical Decision-Making Tasks
Decision-Making, Christian Perspective, and the Principles of Beneficence and Nonmaleficence 20.0% Decisions that need to be made by the physician and the father are not analyzed according to the Christian perspective and the principles of beneficence and nonmaleficence. Decisions that need to be made by the physician and the father are analyzed according to the Christian perspective and the principles of beneficence and nonmaleficence, but the analysis is unclear. Analysis is not supported by the case study, topic study materials, or Topic 3 assignment responses. Decisions that need to be made by the physician and the father are clearly analyzed according to the Christian perspective and the principles of beneficence and nonmaleficence but lacks details. Analysis is not supported by the case study, topic study materials, or Topic 3 assignment responses. Decisions that need to be made by the physician and the father are clearly analyzed with details according to the Christian perspective and the principles of beneficence and nonmaleficence. Analysis is supported by the case study, topic study materials, or Topic 3 assignment responses. Decisions that need to be made by the physician and the father are analyzed with deep understanding of the complexity of the Christian perspective, as well as with the principles of beneficence and nonmaleficence. Analysis is supported by the case study, topic study materials, or Topic 3 assignment responses. PHI 413 Topic 5: Intervention and Ethical Decision-Making Tasks
Spiritual Needs Assessment and Intervention (CoNHCP 5.2) 30.0% How a spiritual needs assessment would help the physician assist the father determine appropriate interventions for his son, his family, or others involved in the care of his son is not analyzed. How a spiritual needs assessment would help the physician assist the father determine appropriate interventions for his son, his family, or others involved in the care of his son is analyzed, but unclear. Analysis is not supported by the case study, topic study materials, or Topic 3 assignment responses. How a spiritual needs assessment would help the physician assist the father determine appropriate interventions for his son, his family, or others involved in the care of his son is clearly analyzed but lacks details. Analysis is not supported by the case study, topic study materials, or Topic 3 assignment responses. How a spiritual needs assessment would help the physician assist the father determine appropriate interventions for his son, his family, or others involved in the care of his son is clearly analyzed with details. Analysis is supported by the case study, topic study materials, or Topic 3 assignment responses. How a spiritual needs assessment would help the physician assist the father determine appropriate interventions for his son, his family, or others involved in the care of his son is clearly analyzed with a deep understanding of the connection between a spiritual needs assessment and providing appropriate interventions. Analysis is supported by the case study, topic study materials, or Topic 3 assignment responses. PHI 413 Topic 5: Intervention and Ethical Decision-Making Tasks
Organization, Effectiveness, and Format 30.0%
Thesis Development and Purpose 7.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction 8.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Paper Format (use of appropriate style for the major and assignment) 5.0% Template is not used appropriately, or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Resources
GCU Technical Support – Field Experience Site Information Form
Refer to the “Field Experience Site Information Form” page in the GCU Technical Support Help Center for further instructions from…
https://support.gcu.edu/hc/en-us/articles/360000596207
Assessing the Spiritual Needs of Patients
Read ” Assessing the Spiritual Needs of Patients” by Timmins and Caldeira, from Nursing Standard (2017).
https://lopes.idm.oclc.org/login?url=https://search-proquest-com.lopes.idm.oclc.org/docview/1877957457?accountid=7374
End of Life and Sanctity of Life, Commentary 1
Read “End of Life and Sanctity of Life,, Commentary 1,” by Reichman, from American Medical Association Journal of Ethics…
http://journalofethics.ama-assn.org/2005/05/ccas2-0505.html
Optional – Topic 5: Optional Resources
For additional information, see the “Topic 5: Optional Resources” that are recommended.
PHI-413V-RS-T5OptionalResources.docx
Practicing Dignity: An Introduction to Christian Values and Decision-Making in Health Care
Read Chapters 5 from Practicing Dignity.
https://www.gcumedia.com/digital-resources/grand-canyon-university/2020/practicing-dignity_an-introduction-to-christian-values-and-decision-making-in-health-care_1e.php
Doing a Culturally Sensitive Spiritual Assessment: Recognizing Spiritual Themes and Using the HOPE Questions
Read “Doing a Culturally Sensitive Spiritual Assessment: Recognizing Spiritual Themes and Using the HOPE Questions,” by Anan…
https://journalofethics.ama-ass
Benchmark – Patient’s Spiritual Needs: Case Analysis – Rubric
Criteria Description
Decision-Making and Principle of Autonomy
Criteria Description
Decision-Making, Christian Perspective, and the Principles of Beneficence and Nonmaleficence
Criteria Description
Spiritual Needs Assessment and Intervention (C1.2, 5.2)
Criteria Description
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
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