Ethical Decision Making
Course #37074 - $90 -
- Participation Instructions
- Review the course material online or in print.
- Complete the course evaluation.
- Review your Transcript to view and print your Certificate of Completion. Your date of completion will be the date (Pacific Time) the course was electronically submitted for credit, with no exceptions. Partial credit is not available.
In a rapidly changing healthcare environment, clinical healthcare professionals face difficult choices concerning what is best for their patients. In some cases, these choices become enmeshed in ethical dilemmas; additionally, what patients choose for themselves may not be in unison with what the family or physicians believe should be done. Even between seemingly similar individuals, value systems may prove to be radically different. This course will assist healthcare professionals define the predominant ethical theories and principles used in health care, determine any legal and regulatory implications, and in collaboration with their colleagues and patients/clients, make effective decisions that determine the appropriate course of treatment or refusal of such, for and with those for whom they care.
- INTRODUCTION
- A BACKWARD GLANCE
- ETHICAL SHOP TALK AND THE DECISION-MAKING PROCESS
- ETHICAL THEORETICAL SYSTEMS
- PRACTICAL APPLICATION OF ETHICAL THEORIES
- FORMING AN ANALYTICAL ETHICAL FRAMEWORK
- BIOETHICS AND THE HEALTHCARE PROFESSIONAL
- A POLICY STATEMENT AND GUIDELINES FOR ETHICAL DECISION MAKING IN PATIENT CARE
- ADDITIONAL CASE STUDIES
- CONCLUSION
- Works Cited
This course is designed for all nurses and allied healthcare professionals.
The purpose of this course is to assist healthcare professionals to define the predominant ethical theories and principles used in health care, determine any legal and regulatory implications, and in collaboration with their colleagues and patients/clients, make effective decisions that determine the appropriate course of treatment, or refusal of such, for and with those for whom they care.
Upon completion of this course, you should be able to:
- Describe the history of ethics, specifically as it relates to the physician-patient relationship.
- Identify the historical events, including three human experimentation studies, that brought about measures to ensure patient rights.
- Discuss the Karen Ann Quinlan case as it influenced national and state healthcare policies.
- Review the impact of the Nancy Cruzan case on healthcare delivery and policy.
- State the purpose of the Patient Self- Determination Act (PSDA) of 1990 and the role of healthcare professionals.
- Differentiate between the types of advance directives.
- Discuss national ethical standards frameworks and their relationship to ethical decision making for patients.
- Define terminology regarding bioethics, including the seven principles guiding medical ethical decision making.
- Compare the five ethical theories as they relate to healthcare.
- Review the basics of forming an analytical ethical framework.
- Identify appropriate uses of ethical frameworks in the healthcare professional's practice.
- Outline Kohlberg's six stages of moral development and their importance in understanding ethical decision making from a psychological perspective.
- Describe the complex ethical issues facing healthcare professionals today.
- Describe elements of a usable policy statement and guidelines for ethical decision making in patient care.
- Analyze the three case studies presented at the end of the study and identify the steps to resolve the ethical dilemma described in each.
Michele Nichols, RN, BSN, MA, received her Associates Degree in Nursing in 1977, her Bachelor of Science Degree in Nursing in 1981 and obtained her Master of Arts Degree in Ethics and Policy Studies in 1990 through the University of Nevada, Las Vegas. She was Chief Nurse Executive at Valley Hospital Medical Center in Las Vegas, Nevada, and retired as the System Director for the Valley Health System University, a five hospital system in Las Vegas, Nevada. She is currently a volunteer nurse for Volunteers in Medicine of Southern Nevada.
Contributing faculty, Michele Nichols, RN, BSN, MA, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Margo A. Halm, RN, PhD, NEA-BC, FAAN
The division planner has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Sarah Campbell
The Director of Development and Academic Affairs has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
The purpose of NetCE is to provide challenging curricula to assist healthcare professionals to raise their levels of expertise while fulfilling their continuing education requirements, thereby improving the quality of healthcare.
Our contributing faculty members have taken care to ensure that the information and recommendations are accurate and compatible with the standards generally accepted at the time of publication. The publisher disclaims any liability, loss or damage incurred as a consequence, directly or indirectly, of the use and application of any of the contents. Participants are cautioned about the potential risk of using limited knowledge when integrating new techniques into practice.
It is the policy of NetCE not to accept commercial support. Furthermore, commercial interests are prohibited from distributing or providing access to this activity to learners.
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The role of implicit biases on healthcare outcomes has become a concern, as there is some evidence that implicit biases contribute to health disparities, professionals' attitudes toward and interactions with patients, quality of care, diagnoses, and treatment decisions. This may produce differences in help-seeking, diagnoses, and ultimately treatments and interventions. Implicit biases may also unwittingly produce professional behaviors, attitudes, and interactions that reduce patients' trust and comfort with their provider, leading to earlier termination of visits and/or reduced adherence and follow-up. Disadvantaged groups are marginalized in the healthcare system and vulnerable on multiple levels; health professionals' implicit biases can further exacerbate these existing disadvantages.
Interventions or strategies designed to reduce implicit bias may be categorized as change-based or control-based. Change-based interventions focus on reducing or changing cognitive associations underlying implicit biases. These interventions might include challenging stereotypes. Conversely, control-based interventions involve reducing the effects of the implicit bias on the individual's behaviors. These strategies include increasing awareness of biased thoughts and responses. The two types of interventions are not mutually exclusive and may be used synergistically.