Strengths and weaknesses of the time-tested theories of ethics

Strengths and weaknesses of the time-tested theories of ethics

Strengths and weaknesses of the time-tested theories of ethics

MORAL THEORIES, PRINCIPLES OF HEALTH CARE ETHICS, AND PROFESSIONAL ETHICS CODES Ethics is a branch of philosophy devoted to the study of morality. Ethics has a long history of theories about determining right from wrong and identifying the principles of living a good life. For this assessment, you will be asked to apply foundational principles in ethics, such as autonomy and justice, in a relevant health care setting. Each profession within health care has its own code of ethical behavior designed to help individuals within that profession to make sound ethical choices in carrying out the tasks and practices particular to their professional role. It may be useful to locate one or more relevant codes of ethics for your current or desired career path. This research will be beneficial to your professional development, and you will have a chance to apply it to the Tonya’s Case: Ethics and Professional Codes assessment in this course. AUTONOMY, TRUTH-TELLING, AND CONFIDENTIALITY These are broad-ranging topics, which, if taken alone, seem almost comically simple. Of course, rational people of legal age should be able to make decisions concerning themselves and their minor children. Of course, medical professionals should be honest with patients, and, of course, patients should be honest with members of their health care teams. Of course, one’s medical issues should be kept private. But rarely are things as simple as they seem. Take some time to scratch beneath the surface, and we encounter myriad ethical dilemmas. Honesty tends to be a revered trait in many cultures. However, many people admit to lying occasionally, especially if the intent is to spare someone pain, embarrassment, or anguish. Is lying to someone because of love, concern, or reputation ever ethical? Privacy and confidentiality are also important concepts. But are there limits? Can the greater good ever outweigh the rights of individuals? And at what point can others, whether an individual or an entity such as a government body, ethically determine someone’s actions, fate, or choices? Fluoridated water, smoking regulations, compulsory K–12 education, and speed limits are only a few examples of how we, as a society, agree to limited personal freedoms because these things are good for us. DEMONSTRATION OF PROFIC IENCY By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: Strengths and weaknesses of the time-tested theories of ethics

Competency 1: Articulate ethical issues in health care.

Articulate the time-tested theories of ethics.

Describe the strengths and weaknesses of the time-tested theories of ethics.

Competency 4: Explain the conceptual framework that health care leaders use to make ethical decisions.

Identify the decision criteria of the time-tested theories of ethics.

An inventory of the basic principles of health care ethics. These principles are nonmaleficence, beneficence, utility, distributive justice, and autonomy.

An explanation of each principle as well as your own example to illustrate the application of each.

For each theory, first describe the decision criteria. The decision criteria are the instructions the theory gives for how to reach the morally correct choice in a situation that requires action.

Then, provide your own example of how someone might act using the decision criteria of the theory.

Finally, briefly describe the strengths and weaknesses of each theory using the last two columns of the Ethical Theory Matrix Template.

SCORING GUIDE Use the scoring guide to understand how your assessment will be evaluated. VIEWVIEW SCORING GUIDE

CRITERIANON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED Articulate the time-tested theories of ethics. Does not articulate the time-tested theories of ethics. Articulates the time-tested theories of ethics, but in an unclear, incomplete, or inaccurate manner. Articulates the time-tested theories of ethics. Articulates the time-tested theories of ethics, and describes how to apply them to contemporary situations. Identify the decision criteria of the time-tested theories of ethics. Does not identify the decision criteria of the time-tested theories of ethics. Identifies the decision criteria of the time-tested theories of ethics, but in an unclear, incomplete, or inaccurate manner. Identifies the decision criteria of the time-tested theories of ethics. Identifies the decision criteria of the time-tested theories of ethics, and describes real-world situations where each would be beneficial or a hindrance. Describe the strengths and weaknesses of the time-tested theories of ethics. Does not describe the strengths and weaknesses of the time-tested theories of ethics. Describes the strengths and weaknesses of the time-tested theories of ethics, but in an unclear, incomplete, or inaccurate manner. Describes the strengths and weaknesses of the time-tested theories of ethics. Describes the strengths and weaknesses of the time-tested theories of ethics, and evaluates the currency and sufficiency of the evidence supporting those theories. CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED Articulate the time-tested theories of ethics. Does not articulate the time-tested theories of ethics. Articulates the time-tested theories of ethics, but in an unclear, incomplete, or inaccurate manner. Articulates the time-tested theories of ethics. Articulates the time-tested theories of ethics, and describes how to apply them to contemporary situations. Identify the decision criteria of the time-tested theories of ethics. Does not identify the decision criteria of the time-tested theories of ethics. Identifies the decision criteria of the time-tested theories of ethics, but in an unclear, incomplete, or inaccurate manner. Identifies the decision criteria of the time-tested theories of ethics. Identifies the decision criteria of the time-tested theories of ethics, and describes real-world situations where each would be beneficial or a hindrance. Describe the strengths and weaknesses of the time-tested theories of ethics. Does not describe the strengths and weaknesses of the time-tested theories of ethics. Describes the strengths and weaknesses of the time-tested theories of ethics, but in an unclear, incomplete, or inaccurate manner. Describes the strengths and weaknesses of the time-tested theories of ethics. Describes the strengths and weaknesses of the time-tested theories of ethics, and evaluates the currency and sufficiency of the evidence supporting those theories. Strengths and weaknesses of the time-tested theories of ethics

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.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.