I’m working on a health & medical discussion question and need the explanation and answer to help me learn.
1. What is your position on assigning grades based on a curve (a relative scale)? Explain and defend your position.
2. Clinical performance evaluation is subjective and involves the judgments of the evaluator. It is filtered by the evaluator’s perspective, values, and biases. With this in mind, select three clinical evaluation strategies that you believe are fair and accurate in order to measure student learning, and determine their competency and safety in the clinical setting. Explain your rationale for why you selected each of the strategies, and how they align with your personal philosophy of teaching. Make sure the strategies that you selected include ways to evaluate students cognitive, psychomotor, and affective domains of learning.
3. Describe a clinical situation in which a registered nurse may encounter moral distress. Answer the AACN’s Four A’s found on page 84 in your Butts and Rich textbook to further explain the situation and the possible mitigation strategies. please read below.
Moral distress is a critical, frequently ignored, problem in health care work environments. Unaddressed it restricts nurses’ ability to provide optimal patient care and to find job satisfaction. AACN asserts that every nurse and every employer are responsible for implementing programs to address and mitigate the harmful effects of moral distress in the pursuit of creating a healthy work environment. (p. 1)
Four years earlier the AACN ethics work group developed a call-to-action plan titled The Four A’s to Rise Above Moral Distress (2004). Nurses use the Four A’s plan as a guide to identify and analyze moral distress:
- Ask appropriate questions to become aware that moral distress is present.
- Affirm your distress and commitment to take care of yourself and address moral distress.
- Assess sources of your moral distress to prepare for an action plan.
- Act to implement strategies for changes to preserve your integrity and authenticity.
Preventing moral distress requires nurses to recognize the at-risk dynamics and issues. An environment of good communication and respect for others is essential for decreasing the likelihood of experiencing moral distress.
4. Describe different ways that social media use can violate ethical nursing practices. How can ethical social media use be beneficial to health care professionals and their patients?
How to solve
Miami Dade College Moral Distress in The Health Professions Questions
Nursing Assignment Help
As a medical professor responsible for creating college assignments and evaluating student performance, it is essential to consider various aspects of medical education and ethical practices. This includes grading systems, clinical performance evaluation strategies, addressing moral distress among nurses, and examining the impact of social media on ethical nursing practices. Each question will be addressed independently, providing a comprehensive understanding of the topics at hand.
My position on assigning grades based on a curve (a relative scale) is opposed to its implementation. While using a curve may seem like a fair way to distribute grades, it can create a competitive and unhealthy learning environment. Moreover, it fails to represent the true performance level of students. A curve-based grading system can discourage collaboration and foster a culture of individualism, hindering the development of critical teamwork and communication skills required in the medical field. Instead, a criterion-referenced grading system should be employed, where students are assessed against predetermined learning objectives and standards. This approach promotes fairness, as it focuses on individual growth and mastery of the subject matter rather than comparing students’ performance with that of their peers.
Three clinical evaluation strategies that are fair and accurate in measuring student learning, competency, and safety in the clinical setting are:
1. Direct Observation: This strategy involves evaluating students’ clinical performance in real-time by observing their interactions with patients, colleagues, and the healthcare team. It provides a comprehensive assessment of students’ cognitive, psychomotor, and affective skills. Direct observation allows for immediate feedback, promotes reflective practice, and provides a holistic perspective on students’ clinical abilities. By aligning with my personal teaching philosophy, which emphasizes the importance of experiential learning and practical application of knowledge, direct observation ensures a thorough assessment of students’ clinical competency.
2. Objective Structured Clinical Examination (OSCE): OSCE is a standardized assessment method that evaluates students’ clinical skills through a series of structured stations. Each station assesses a specific aspect of clinical practice, covering cognitive, psychomotor, and affective domains. OSCEs provide a fair evaluation by using standardized scenarios and criteria for scoring. They minimize the impact of subjective judgments and biases that could influence clinical evaluations. This aligns with my teaching philosophy of promoting consistent and objective assessment practices, ensuring accurate measurement of students’ clinical competency.
3. Case-based Discussions: This strategy involves engaging students in in-depth discussions surrounding clinical cases. Students are required to analyze and interpret patient data, consider ethical dilemmas, and propose appropriate interventions. This evaluation approach encourages critical thinking, application of theoretical knowledge, and reflective analysis of clinical decision-making. By addressing the cognitive, affective, and psychomotor domains, case-based discussions align with my teaching philosophy, which emphasizes the integration of theory and practice to develop well-rounded healthcare professionals.
A clinical situation in which a registered nurse may encounter moral distress is administering end-of-life care against the patient’s wishes due to family pressure. The Four A’s framework can be applied to analyze this situation further:
– Ask appropriate questions: Are there conflicts between the patient’s autonomy and the family’s desires? Is the nurse experiencing emotional distress and moral conflict?
– Affirm distress and commitment: The nurse should acknowledge their distress, recognizing the potential impact on their well-being and the quality of patient care.
– Assess sources of moral distress: Identify the specific factors causing moral distress, such as conflicting values and conflicting obligations towards the patient and the family.
– Act to implement strategies: Develop an action plan to address moral distress, which may involve ethical consultations, open communication with the healthcare team, and education for the family on the importance of respecting the patient’s autonomy. Encouraging a supportive work environment and cultivating professional resilience can also mitigate moral distress.
Taking these steps can help nurses navigate moral distress, preserve their integrity and authenticity, and create a healthier work environment that prioritizes patient care.
Social media use can violate ethical nursing practices in various ways:
1. Breaching patient confidentiality: Sharing patient information, even inadvertently, on social media platforms can breach confidentiality, violating the ethical principle of privacy and compromising patient trust.
2. Unprofessional behavior: Engaging in derogatory or offensive conversations, posting inappropriate content, or using unprofessional language on social media platforms can damage a healthcare professional’s reputation and undermine public trust.
3. Boundary violations: Establishing personal relationships with patients through social media can blur professional boundaries and lead to conflicts of interest, compromising the integrity of the nurse-patient relationship.
However, ethical social media use can be beneficial to healthcare professionals and their patients in several ways:
1. Professional networking and knowledge sharing: Social media platforms can serve as forums for healthcare professionals to connect, collaborate, and share valuable resources, fostering professional development and enhancing patient care.
2. Patient education and empowerment: Social media provides a platform for disseminating accurate health information, promoting patient education, and empowering individuals to actively participate in their healthcare decision-making.
3. Building trust and transparency: Sharing insights into healthcare practices, promoting evidence-based care, and engaging in open and respectful discussions on social media can enhance transparency, foster trust between healthcare professionals and patients, and improve the overall quality of care.
In conclusion, while social media use can potentially violate ethical nursing practices, its ethical use can contribute positively to the healthcare profession by promoting knowledge sharing, patient education, and transparency.