NURS FPX 6103 Teaching About Legal and Ethical Issues Example

NURS FPX 6103 Assessment 5 Teaching About Legal and Ethical Issues

NURS FPX 6103 Teaching About Legal and Ethical Issues Assignment Brief

Course: NURS FPX 6103 The Nurse Educator Role

Assignment Title: Assessment 5 Teaching About Legal and Ethical Issues in Nursing Education

Assignment Instructions Overview:

In this assignment, you will design a comprehensive teaching plan focused on legal and ethical issues in nursing education. Your task is to develop strategies for addressing academic dishonesty, promoting ethical behavior, and fostering a culture of integrity within the nursing education environment. The assignment requires you to synthesize relevant resources, incorporate evidence-based examples, and propose actionable plans for continuous learning and improvement.

The Student’s Role:

As a student in NURS FPX 6103, your role is to assume the perspective of a nursing educator tasked with teaching about legal and ethical issues in nursing education. You will leverage your knowledge of nursing ethics, professional standards, and educational principles to develop a comprehensive teaching plan tailored to the needs of nursing students and faculty.

Your task involves conducting thorough research, synthesizing relevant information, and applying evidence-based practices to address legal and ethical challenges in nursing education. You will design engaging teaching strategies, incorporate real-life examples, and propose actionable plans for promoting academic integrity and ethical behavior among students and faculty.

Throughout the assignment, you will demonstrate critical thinking, creativity, and professionalism in developing solutions to complex legal and ethical issues facing the nursing profession. Your work should reflect a commitment to upholding the highest standards of integrity and ethical conduct in nursing education and practice.

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NURS FPX 6103 Teaching About Legal and Ethical Issues Example

Slide 1: Introduction

Greetings, fellow nursing students. Today, we gather to delve into a crucial aspect of our education: the importance of maintaining legal and ethical standards in nursing practice. As aspiring nurses, it’s essential for us to understand and uphold these standards. Addressing academic dishonesty is particularly important in our journey. This introduction underscores the necessity of taking a thorough approach to tackle this issue and foster ethical behavior. By doing so, we not only enhance the quality of our education but also cultivate integrity within ourselves, which is vital for becoming trustworthy nursing professionals (Abbott & Nininger, 2020).

Slide 2: Identified Legal and Ethical Issue: Academic Dishonesty

Academic dishonesty, encompassing acts such as plagiarism, cheating, and unauthorized collaboration, poses a significant legal and ethical challenge within nursing education. It erodes the sanctity of the learning process, undermines the credibility of educational institutions, and contradicts the fundamental principles of professional ethics. Addressing this issue mandates the implementation of several pivotal changes (Abbott & Nininger, 2020).

1. Establish Clear Expectations

• Faculty members and students must possess a comprehensive understanding of academic dishonesty.
• Clear expectations should be delineated regarding acceptable academic practices, including proper citation, avoidance of cheating, and responsible collaboration (Bloomfield et al., 2021).
• The development and dissemination of a comprehensive academic honesty policy are imperative to explicitly define academic misconduct and delineate associated consequences.

Slide 2 (continuation): 2. Strengthen Policies and Procedures

• Existing policies and procedures necessitate enhancement to furnish explicit guidance on addressing academic dishonesty.
• Emphasize the importance of upholding academic integrity and clearly state consequences for engaging in such behaviors.
• Define processes for reporting, investigating, and adjudicating cases of academic misconduct to ensure fairness and due process.

3. Promote a Culture of Honesty

• Creating a culture of honesty within the educational environment is paramount.
• Encourage open discussions and dialogues about academic integrity, ethical decision-making, and the repercussions of academic dishonesty.
• Foster environments where students feel motivated to act honestly and ethically through mentorship programs, peer support, and regular reinforcement of ethical behavior.

Slide 3: Change Management Approach

To effectuate a seamless transition towards addressing academic dishonesty, a structured change management approach can be instrumental:

a) Raise Awareness

• Engage stakeholders in dialogues about the implications of academic dishonesty through seminars, workshops, and interactive sessions.
• Provide real-life examples and evidence-based research to underscore the impact of academic dishonesty on patient safety, professional credibility, and personal integrity.

b) Training and Education

• Develop comprehensive training programs for faculty members to enhance their ability to detect and address academic dishonesty effectively (Bdair, 2021).
• Equip faculty with resources and strategies to educate students on proper citation practices, paraphrasing, and responsible academic writing.

c) Implementation of Consequences

• Clearly communicate consequences of academic dishonesty through institutional policies.
• Apply disciplinary measures consistently while ensuring fairness and due process (Philion, et.al, 2021).

Slide 4: Synthesizing Resource Information and Addressing Knowledge Gaps

To evoke meaningful change in addressing academic dishonesty, it is imperative to synthesize pertinent resource information and identify areas of uncertainty or knowledge gaps:

1. Conduct Extensive Research

• Gather relevant information, strategies, and resources aimed at preventing academic dishonesty in nursing education (Bloomfield et al., 2021).
• Explore academic journals, educational websites, and published studies focusing on effective interventions and best practices.

2. Identify Knowledge Gaps

• Identify specific areas of uncertainty or knowledge gaps related to academic dishonesty in nursing education.
• Address gaps in understanding through targeted interventions and professional development programs.

3. Design Professional Development Programs

• Design professional development programs for faculty, staff, and students addressing identified knowledge gaps.
• Provide practical guidance on fostering academic integrity and ethical behavior.

Slide 5: Teaching Presentation and Measuring Change

To evoke change regarding academic dishonesty, a well-designed teaching presentation focusing on academic integrity and its consequences is crucial:

1. Develop a Structured Presentation

• Use evidence-based examples to illustrate the consequences of academic dishonesty.
• Incorporate interactive elements to foster active participation and promote a deeper understanding of the topic.

2. Engage the Audience

• Foster discussions through case studies and group activities.
• Encourage critical thinking and reflection among participants (Guerrero-Dib et al., 2020).

3. Incorporate Pre- and Post-Presentation Assessments

• Utilize surveys or quizzes to measure changes in knowledge, attitudes, and behaviors related to academic integrity.

Slide 6: Culturally Sensitive Issues and Evidence-Based Research

Recognizing the influence of cultural differences on perceptions of academic integrity:

1. Utilize Evidence-Based Examples

• Incorporate findings from studies exploring cultural factors influencing academic integrity (McDowall and Ramos, 2023).
• Encourage respectful discussions that embrace cultural diversity (Gottardello and Karabag, 2020).

2. Ground Discussions in Evidence-Based Research

• Utilize evidence-based research to substantiate the importance of cultural competence in promoting academic integrity.

Slide 7: Action Plans for Continuous Learning

To ensure continuous learning about academic integrity:

1. Implement Regular Training Sessions

• Develop training programs for faculty members to enhance their understanding of academic integrity.
• Collaborate with experts to deliver evidence-based training sessions (Garg & Goel, 2022)..

2. Empower Students

• Encourage student-led initiatives focused on promoting ethical behavior.
• Conduct surveys or focus groups to gain insights into student perspectives on academic integrity (Çelik & Razı, 2023).

3. Conduct Regular Reviews of Institutional Policies

• Regularly review institutional policies related to academic integrity (Stevenson et al., 2023).
• Incorporate feedback from faculty and students to ensure policies are comprehensive and effective.

Slide 8: Conclusion

In conclusion, addressing legal and ethical issues in nursing education is pivotal for upholding professional standards and fostering integrity. Through proactive measures, ongoing training, and continuous research, we nurture an ethical learning environment. By empowering stakeholders and staying abreast of emerging challenges, we equip future nurses to navigate complex ethical dilemmas with confidence and integrity. Thus, it is through our collective commitment that we fortify the foundation of nursing education, ensuring excellence and compassion in patient care.

Slide 9: References

 Abbott, M. R. B., & Nininger, J. (2020). Academic integrity in nursing education: Policy review. Journal of Professional Nursing. https://doi.org/10.1016/j.profnurs.2020.12.006

Bdair, I. (2021). Nursing students’ and faculty members’ perspectives about online learning during COVID-19 pandemic: A qualitative study. Teaching and Learning in Nursing, 16(3). https://doi.org/10.1016/j.teln.2021.02.008

Bloomfield, J. G., Crawford, T., & Fisher, M. (2021). Registered nurses understanding of academic honesty and the perceived relationship to professional conduct: Findings from a cross-sectional survey conducted in Southeast Asia. Nurse Education Today, 100, 104794. https://doi.org/10.1016/j.nedt.2021.104794

Çelik, Ö., & Razı, S. (2023). Facilitators and barriers to creating a culture of academic integrity at secondary schools: An exploratory case study. International Journal for Educational Integrity, 19(1). https://doi.org/10.1007/s40979-023-00125-4

Gottardello, D., & Karabag, S. F. (2020). Ideal and actual roles of university professors in academic integrity management: A comparative study. Studies in Higher Education, 47(3), 1–19. https://doi.org/10.1080/03075079.2020.1767051

Guerrero-Dib, J. G., Portales, L., & Heredia-Escorza, Y. (2020). Impact of academic integrity on workplace ethical behaviour. International Journal for Educational Integrity, 16(1). https://doi.org/10.1007/s40979-020-0051-3

Garg, M., & Goel, A. (2022). A systematic literature review on online assessment security: Current challenges and integrity strategies. Computers & Security, 113, 102544. https://doi.org/10.1016/j.cose.2021.102544

McDowall, A., & Ramos, F. (2023). Preparation for doctoral research: A narrative review. The Australian Educational Researcher, 1-19. https://doi.org/10.1007/s13384-023-00630

Philion, R., St-Pierre, I., & Bourassa, M. (2021). Accommodating and supporting students with disability in the context of nursing clinical placements: A collaborative action research. Nurse Education in Practice, 54, 103127. https://doi.org/10.1016/j.nepr.2021.103127

Stevenson, S. M., Flannigan, K., Willey, A., & Kaur, T. (2023). Exploring factors that contribute to nursing students’ willingness to report peer academic integrity violations. Nursing Education Perspectives, Publish Ahead of Print. https://doi.org/10.1097/01.nep.0000000000001090

Detailed Assessment Instructions for the NURS FPX 6103 Teaching About Legal and Ethical Issues Presentation Assignment

Description

Assessment Instructions

PREPARATION

In this assessment, you will create a PowerPoint presentation of 12–20 slides that you could use to teach a group about a legal or ethical issue related to nursing or nursing education. To do so, you will select a case from the Nursing Education Legal and Ethical Scenarios media piece, linked in the Resources under the Capella Multimedia heading to focus on.

• Review the case and take time to reflect on the change that needs to occur and the group that you will be addressing.
• Research what the group needs to know to improve the legal or ethical situation that has occurred.
• Use a minimum of seven references, of which at least five should come from peer-reviewed sources.

As you conduct research, synthesize information that will be needed to evoke a change in the situation.‹

INSTRUCTIONS

Create a 12–20 slide PowerPoint presentation that you would use to teach about the legal or ethical situation and to create change related to that situation.

Note: You must include 2–4 context slides. These are additional slides that provide contextual information for this assessment. Follow the guidelines for the two types of slides below.

Presentation Slides

For your 12–20 slide presentation:

• Choose an appropriate theme and style.
• Include an introductory slide that identifies the problem and your role.
• Use slides to convey the important information and understandings to the group.
• Provide a summary slide that reiterates the important points of the presentation.
• Provide a slide that offers resources for the group after the teaching/learning experience.
• Include a slide with any references used in preparing the PowerPoint.
• Use the speaker’s notes feature to provide any additional information that you would include in the presentation. This should include any cultural sensitivity aspects and how the content is expected to make a change regarding the issue being addressed.

Context Slides

For the 2–4 contextual slides (which are not considered part of the actual presentation but rather should contain information that you as a presenter would need to consider in your preparation and presentation):

• Discuss any specific cultural and/or diversity aspects of the presentation that could be significant in the learning process. Include references and sources used to inform this.
• Analyze how the presentation may result in a significant change in the identified environment. Cite any relevant sources.
• Develop specific plans for how you might stay informed about the legal or ethical issue that was your focus. What resources could you use to learn about changes or developments that would impact your work?

ADDITIONAL REQUIREMENTS

Your presentation should meet the following requirements:

• Presentation: Create a professional-looking PowerPoint presentation, using speaker notes throughout.
• Written communication: Written communication should be free of grammar and spelling errors that distract from the content.
• APA format: Use correct APA format for all citations and references.
• Length: 12–20 slides for teaching presentation plus 2–4 additional contextual slides. Be sure to include the references slide.

Resources

REQUIRED RESOURCES

The following resources are required to complete the assessment.

Capella Multimedia

• Nursing Education Legal and Ethical Scenarios | Transcript.

SUGGESTED RESOURCES

The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The MSN-FP6103 The Nurse Educator Role Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.

Capella University Library Resources

• Killam, L. A., & Heerschap, C. (2013) Challenges to student learning in the clinical setting: A qualitative descriptive study. Nurse Education Today, 33(6), 684–691.
• Klocko, M. N. (2014). Academic dishonesty in schools of nursing: A literature review. Journal of Nursing Education, 53(3), 121–125.
• Pitt, V., Powis, D., Levett-Jones, T., & Hunter, S. (2012). Factors influencing nursing students’ academic and clinical performance and attrition: An integrative literature review. Nurse Education Today, 32(8), 903–913.
• Robertson, J. E. (2012). Can’t we all just get along? A primer on student incivility in nursing education. Nursing Education Perspectives, 33(1), 21–26.

Internet Resources

Please note that links may change frequently. Permissions to use the following links have been granted, or the links have been deemed appropriate for educational use at the time of course publication.

• Hlavac, G. C., & Easterly, E. J. (2015). FERPA primer: The basics and beyond. Retrieved from http://www.naceweb.org/public/ferpa0808.htm

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