NURS-8100- Week 3 Nursing Values and Professional Ethics
NURS-8100- Week 3 Nursing Values and Professional Ethics
African Americans (AAs) with chronic illnesses were the selected vulnerable population identified for an advocacy priority. Nurses are crucial in advocating equitable healthcare access and outcomes for minority populations. They act as front-line caregivers and patient advocates and thus are well-positioned to identify disparities in patient care and work towards identifying solutions (Bhardwaj, 2022). One of the nursing values related to advocating for AAs with chronic illnesses is Cultural competence. Cultural competence is a nurse’s ability to provide effective and equitable care to patients from diverse cultural backgrounds (Stubbe, 2020). The nurse should understand and respect the beliefs, values, customs, and traditions of patients from different cultures while incorporating the knowledge learned into nursing practice.
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Professional ethics of justice, fairness, and equality apply when advocating for AAs. Justice requires that individuals are treated equally, which may include compensation for historical injustice. The major justice issues involve the fair treatment of individuals and the distribution of resources (Bhardwaj, 2022). Justice considers action from the point of view of the least fortunate in society, such as minority ethnic groups like AAs.
AAs face racial discrimination, which hinders them from fully accessing healthcare services, including specialized services for chronic illnesses. Civil rights law is the primary legal means used to address discrimination. Thus, the law has the role of combating discrimination against minority populations previously excluded from protection by federal laws (Pepin & Weber, 2020). On the other hand, politics have the role of enacting policies that will eradicate racism at multiple levels, including in systems, structures, policies, and interpersonal interactions. Lawmakers have a major role in developing and passing policies that will help reduce the health disparities that AAs face (Porche, 2021). Dawes (2020) explain that politics seem to have the greatest impact on advocacy for AAs since policies are the most effective way to address disparities caused by the system, like high uninsured rates, cost of medications, and accessibility to healthcare services in underserved areas.
References
Bhardwaj, A. (2022). Medical Professionalism in the Provision of Clinical Care in Healthcare Organizations. Journal of Healthcare Leadership, pp. 14, 183–189. https://doi.org/10.2147/JHL.S383069
Dawes, D. E. (2020). The Political Determinants of Health. Johns Hopkins University Press.
Pepin, D., & Weber, S. B. (2020). Civil Rights Law and the Determinants of Health: How Some States Have Utilized Civil Rights Laws to Increase Protections Against Discrimination. The Journal of Law, Medicine & Ethics: A Journal of the American Society of Law, Medicine & Ethics, 47(2_suppl), 76–79. https://doi.org/10.1177/1073110519857323
Porche, D. J. (2021). Health Policy: Applications for Nurses and Other Healthcare Professionals. Jones & Bartlett Learning.
Stubbe, D. E. (2020). Practicing Cultural Competence and Cultural Humility in the Care of Diverse Patients. Focus (American Psychiatric Publishing), 18(1), 49–51. https://doi.org/10.1176/appi.focus.20190041
Nursing Values and Professional Ethics
What is the importance of values and ethics? Values and ethics set the tone for human behavior. Values and ethics determine how we interact with the world, with those around us, and with ourselves. Values and ethics provide the framework for how we view the world, as well as what we put out into it. Nursing values and professional ethics are no different. These values and ethics determine the code by which we care, communicate, and approach the job of nursing.
So, what role do nursing values and professional ethics play on public health and policy?
For this Discussion, you will consider the role of nursing values and professional ethics on your selected advocacy issue. You will also consider the impact of law, politics, and ethics on the issue.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
Learning Resources
Required Resources
- Dawes, D. E. (2020). The political determinants of health. Johns Hopkins University Press.
- Chapter 2, “Setting the Precedent: America’s Attempts to Address the Political Determinants of Health Inequalities” (pp. 18–40)
- Porche, D. J. (2023). Health policy: Applications for nurses and other healthcare professionals (3rd ed.). Jones & Bartlett Learning.
- Chapter 16, “Policy, Law, and Politics: Ethical Perspective” (pp. 239–254)
- American Nurses Association. (2015). Code of ethics for nurses with interpretative statementsLinks to an external site.. https://www.nursingworld.org/coe-view-only
- American Nurses Association. (2015). Chapter 1. Social contract theory: This profession called “nursing,” and its rights, privileges, and obligations. In Guide to nursing’s social policy statementLinks to an external site. (pp. 1–28). https://www.nursingworld.org/~4af892/globalassets/catalog/sample-chapters/guide-to-nursings-social-policy-statement.pdf
- Satcher Health Leadership Institute. (n.d.). COVID-19 fact sheetsLinks to an external site. [Infographics]. https://satcherinstitute.org/resources/covid-19-fact-sheets/
To Prepare:
- Review the resources about nursing values and professional ethics.
- Review your identified population from Weeks 1 and 2.
- Consider the connection to nursing values and professional ethics to your identified advocacy priority.
By Day 3 of Week 3
Post a response detailing the following:
- Describe the nursing values and professional ethics related to the advocacy priority identified for the selected population.
- Why do our nursing values and ethics demand it be on the agenda?
- Compare the role of law, ethics, or politics on the population identified in your Week 2 Advocacy Area Assignment. Consider which area (law, ethics, or politics) has the most impact on the area.
By Day 6 of Week 3
Read a selection of your colleagues’ posts and respond to at least two of your colleagues on two different days by supporting or expanding on the ideas identified by your colleague or sharing additional perspectives on the issue described by your colleague.
NURS_8100_Week3_Discussion_Rubric
NURS_8100_Week3_Discussion_Rubric
| Criteria |
Ratings |
Pts |
| This criterion is linked to a Learning OutcomeRESPONSIVENESS TO DISCUSSION QUESTION (20 possible points) Discussion post minimum requirements: The original posting must be completed by Day 3 at 10:59 pm CT. Two response postings to two different peer original posts, on two different days, are required by Day 6 at 10:59 pm CT. Faculty member inquiries require responses, which are not included in the peer posts. Your Discussion Board postings should be written in Standard Academic English and follow APA 7 style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s learning resources as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) |
| 20 to >19.0 ptsExcellent
• Discussion postings and responses are responsive to and exceed the requirements of the Discussion instructions. • The student responds to the question/s being asked or the prompt/s provided. Goes beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated) • Demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Exceeds the minimum requirements for discussion posts. |
19 to >15.0 ptsGood
• Discussion postings and responses are responsive to and meet the requirements of the Discussion instructions. • The student responds to the question/s being asked or the prompt/s provided. • Demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Meets the minimum requirements for discussion posts. |
15 to >12.0 ptsFair
• Discussion postings and responses are somewhat responsive to the requirements of the Discussion instructions. • The student may not clearly address the objectives of the discussion or the question/s or prompt/s. • Minimally demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Does not meet the minimum requirements for discussion posts; has not posted by the due date at least in part. |
12 to >0 ptsPoor
• Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. • Does not clearly address the objectives of the discussion or the question/s or prompt/s. • Does not demonstrate that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Does not meet the requirements for discussion posts; has not posted by the due date and did not discuss late post timing with faculty. |
|
20 pts |
| This criterion is linked to a Learning OutcomeCONTENT REFLECTION and MASTERY: Initial Post (30 possible points) |
| 30 to >29.0 ptsExcellent
Initial Discussion posting: • Post demonstrates mastery and thoughtful/accurate application of content and/or strategies presented in the course. • Posts are substantive and reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. • Initial post is supported by 3 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. |
29 to >23.0 ptsGood
Initial Discussion posting: • Posts demonstrate some mastery and application of content, applicable skills, or strategies presented in the course. • Posts are substantive and reflective, with analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. • Initial post is supported by 3 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. |
23 to >18.0 ptsFair
Initial Discussion posting: • Post may lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. • Posts demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors. • There is a lack of support from relevant scholarly research/evidence. |
18 to >0 ptsPoor
Initial Discussion posting: • Post lacks in substance, reflection, analysis, or synthesis. • Posts do not generalize, extend thinking or evaluate concepts and issues within the topic or context of the discussion. • Relevant examples and scholarly resources are not provided. |
|
30 pts |
| This criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: First Response (20 possible points) |
| 20 to >19.0 ptsExcellent
Discussion response: • Significantly contributes to the quality of the discussion/interaction and thinking and learning. • Provides rich and relevant examples and thought-provoking ideas that demonstrates new perspectives, and synthesis of ideas supported by the literature. • Scholarly sources are correctly cited and formatted. • First response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Responds to questions posed by faculty. |
19 to >15.0 ptsGood
Discussion response: • Contributes to the quality of the interaction/discussion and learning. • Provides relevant examples and/or thought-provoking ideas • Scholarly sources are correctly cited and formatted. • First response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Responds to questions posed by faculty. |
15 to >12.0 ptsFair
Discussion response: • Minimally contributes to the quality of the interaction/discussion and learning. • Provides few examples to support thoughts. • Information provided lacks evidence of critical thinking or synthesis of ideas. • There is a lack of support from relevant scholarly research/evidence. • No response to questions posed by faculty. |
12 to >0 ptsPoor
Discussion response: • Does not contribute to the quality of the interaction/discussion and learning. • Lacks relevant examples or ideas. • There is a lack of support from relevant scholarly research/evidence. • No response to questions posed by faculty. |
|
20 pts |
| This criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: Second Response (20 possible points) |
| 20 to >19.0 ptsExcellent
Discussion response: • Significantly contributes to the quality of the discussion/interaction and thinking and learning. • Provides relevant examples and thought-provoking ideas that demonstrates new perspectives, and extensive synthesis of ideas supported by the literature. • Second response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Scholarly sources are correctly cited and formatted. • Responds to questions posed by faculty. |
19 to >15.0 ptsGood
Discussion response: • Contributes to the quality of the interaction/discussion and learning. • Provides relevant examples and/or thought-provoking ideas • Second response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Scholarly sources are correctly cited and formatted. • Responds to questions posed by faculty. |
15 to >12.0 ptsFair
Discussion response: • Minimally contributes to the quality of the interaction/discussion and learning. • Provides few examples to support thoughts. • Information provided lacks evidence of critical thinking or synthesis of ideas. • Minimal scholarly sources provided to support post. • Does not respond to questions posed by faculty. |
12 to >0 ptsPoor
Discussion response: • Does not contribute to the quality of the interaction/discussion and learning. • Lacks relevant examples or ideas. • No sources provided. • Does not respond to questions posed by faculty. |
|
20 pts |
| This criterion is linked to a Learning OutcomeQUALITY OF WRITING (10 possible points) |
| 10 to >9.0 ptsExcellent
Discussion postings and responses exceed doctoral level writing expectations: • Use Standard Academic English that is clear, concise, and appropriate to doctoral level writing. • Make few if any errors in spelling, grammar, that does not affect clear communication. • Uses correct APA 7 format as closely as possible given the constraints of the online platform. • Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints. |
9 to >8.0 ptsGood
Discussion postings and responses meet doctoral level writing expectations: • Use Standard Academic English that is clear and appropriate to doctoral level writing • Makes a few errors in spelling, grammar, that does not affect clear communication. • Uses correct APA 7 format as closely as possible given the constraints of the online platform. • Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints. |
8 to >6.0 ptsFair
Discussion postings and responses are somewhat below doctoral level writing expectations: • Posts contains multiple spelling, grammar, and/or punctuation deviations from Standard Academic English that affect clear communication. • Numerous errors in APA 7 format • May be less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints. |
6 to >0 ptsPoor
Discussion postings and responses are well below doctoral level writing expectations: • Posts contains multiple spelling, grammar, and/or punctuation deviations from Standard Academic English that affect clear communication. • Uses incorrect APA 7 format • Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints. |
|
10 pts |
| Total Points: 100 |
