Please follow the outline guideline and for assignment 2I chose case study 1.
Unit outline Page 1 of 14 Version: FACULTY OF Health Sciences School of Nursing, Midwifery & Paramedicine National Unit Outline SEMESTER 1 HLSC220: Health Care Ethics UNIT OUTLINE Credit points: 10 Prerequisites / incompatibles: Nil National Team Leader: Dr Helen McCabe (North Sydney) UNIT RATIONALE, DESCRIPTION and AIM: To function effectively as a health care professional a sound understanding of the ethical and professional standards which order health care practice is required. When people access health care they are frequently at their most vulnerable. To advocate and care for people with a health alteration it is essential that all health care professionals understand the ethics which govern practice. This unit assists students in meeting the ethical requirements of professional health care practice and will inform aspects of future care and care related decisions they will provide as health professionals. . North Sydney Teaching team: Dr Helen McCabe (NTL & LIC), North Sydney campus Email:
[email protected] Tel: (02) 9739 2059 Ms Jasmin Douglas Email:
[email protected] Mr Joseph Angert-Quilter Email:
[email protected] Ms Irene Mayo Email:
[email protected] Dr Paris Mawby Email:
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[email protected] Page 2 of 14 Version: Mode: On Campus Weeks 1, 2, 3, 4, 6 & 7: face to face resource/ lecture session (1 hour per week) Weeks 1, 2, 3, 6 & 7: tutorial (2 hours per week); and Online e-Learning modules are available on the LEO unit site. The weekly lecture/ resource session will be recorded and uploaded at the end of each week for revision/ information purposes Attendance pattern: Weekly face-to-face resource/ lecture sessions (one hour/ week) and tutorial sessions (two hours/ week) are informed by online modules and readings (see unit LEO site) Duration: This course is delivered over a 6 week time frame. You should anticipate undertaking 150 hours of study for this unit, including class attendance, unit readings and class preparation, and assignment preparation. LEARNING OUTCOMES The HLSC 220 course is a professional program that requires development of particular attributes for accreditation purposes. These are also included in the learning outcomes On successful completion of this unit, you should be able to: 1. demonstrate understanding of the ethical values, codes, principles and historical commitments which inform professional health care practice; (GA1, 2) 2. explain the sources of ethical disagreement in a morally pluralistic and culturally diverse society; (GA1, 2, 3, 4) 3. discuss the ethical standards that guide the professional‐patient relationship, including codes of professional conduct, the duty of care, the notion of negligence, advocacy, consent and its limits, emergency responses, confidentiality and privacy; (GA1, 3, 5) 4. demonstrate understanding of the ethical requirements of conducting medical and health care research. (GA1, 2, 3) GRADUATE ATTRIBUTES Each unit in your course contributes in some way to the development of the ACU Graduate Attributes which you should demonstrate by the time you complete your course. All Australian universities have their expected graduate attributes – ACU’s Graduate Attributes have a greater emphasis on ethical behaviour and community responsibility than those of many other universities. All of your units will enable you to develop some attributes. On successful completion of this unit, you should have developed your ability to: GA1 demonstrate respect for the dignity of each individual and for human diversity https://www.studentportal.acu.edu.au/ACUInfo/cau/graduate-attributes https://www.studentportal.acu.edu.au/ACUInfo/cau/graduate-attributes https://www.studentportal.acu.edu.au/ACUInfo/cau/graduate-attributes Page 3 of 14 Version: GA2 recognise your responsibility to the common good, the environment and society GA3 apply ethical perspectives in informed decision making GA4 think critically and reflectively GA5 demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession INHERENT REQUIREMENTS To support your progression in this unit, students are directed to access the course inherent requirements, on the link below, to understand the essential aspects of their course. If you require assistance to enable you to achieve the knowledge, skills and attitudes outlined in the inherent requirements, please speak with your academic and or a disability advisor for support. www.acu.edu.au/inherent-requirements CONTENT Topics will include: Where do our ethical ideas come from? – Moral development across the lifespan Significant philosophical approaches to moral reasoning Philosophical and secular notions of personhood Ethical Principles of Health Care Respect for human dignity Respect for human rights Respect for patient autonomy Beneficence and the duty of care Non‐maleficence and negligence Justice and the distribution of health care resources Truth‐telling An introduction to ethical foundations Understanding ethical disagreement: individual and culturally defined values and beliefs The Virtues and the health care professions Conscientious objection and whistle‐blowing Human vulnerability and advocacy Responsibilities to the environment Health Care Professionalism The health professional as moral agent Codes of Ethics and Codes of Professional Conduct Standards of care Professional misconduct Justice understood as fairness and business ethics Research Ethics http://www.acu.edu.au/inherent-requirements%20%0d Page 4 of 14 Version: International human rights conventions and principles governing research conducted upon human subjects National and local Human Research Ethics Committees The notion of harm in research activities Ethical practice Ethical considerations when engaging with communities ACU Community Engagement principles and values QUALITY ASSURANCE AND STUDENT FEEDBACK This unit has been evaluated through the ‘Student Evaluation of Learning and Teaching’ (SELT) online surveys. This unit has been re-developed to accommodate changes to professional curricula, as well as in response to student and teaching staff feedback. In particular, more hours are provided for face-to-face teaching - from one hour per week to three hours per week (1 X 1-hour resource session plus 1 X 2-hour tutorial session); the number of assessments has been reduced from three to two, all online e-Modules have been, for the most part, re-written or significantly revised, and all on-line resources have been updated SELT surveys are usually conducted at the end of the teaching period. Your practical and constructive feedback is valuable to improve the quality of the unit. Please ensure you complete the SELT survey for the unit. You can also provide feedback at other times to the unit lecturers, course coordinators and/or through student representatives. LEARNING AND TEACHING STRATEGY AND RATIONALE Learning associated with this unit incorporates face‐to‐face teaching activities (lectures and tutorials), online activities, preparation and generation of assessment items, and self‐directed study. Class activities are informed by the content in the weekly online modules. Students are expected to have completed each module relevant to the weekly class prior to class attendance. Importantly, this course is delivered in a semi-intensive mode over a six-week period. Students are expected to keep up-to-date, to take responsibility for their individual learning, and to participate actively within group activities. The semi-intensive mode allows students the opportunity to immerse themselves in the course content in order to foster ideal learning conditions and opportunities. LECTURE CAPTURE One of the resource sessions/ lectures delivered each week will be uploaded on to the unit LEO site at the end of each week. Availability of lecture capture enables students an opportunity to revise the unit material; however, it does not serve as a substitute to actual lecture attendance. As well, some tiles will contain online mini-lectures aimed to assist students in explaining the week’s learning content. Page 5 of 14 Version: SCHEDULE For the most up-to-date information, please check your LEO unit and also note advice from your lecturing and tutoring staff for changes to this schedule. Week Starting Weekly Topics Class Preparation & Tutorial Activities 1 26/2/28 Introduction to Unit Ethical Traditions of Health Care Professionals Understanding Human Dignity Understanding Ethics Caring Corrupted video Work through Module 1 Formation of debate groups 2 5/3/18 Health Care Professionalism Codes of Ethics/ Professional Conduct Professional Standards The Role of Professional Tribunals Work through Module 2 3 12/3/18 The Principles of Health Care Ethics: Beneficence & the duty of care Non-maleficence & negligence Respect for Patient Autonomy (RPA) & consent Justice in the distribution of health care resources Public Health Ethics Work through Modules 3 and 4 Online formative quiz: open from Friday 16/3/18 until the end of the semester 4 19/3/18 Resource Sessions only. No tutorials Q & A in Weekly Resource Session 5 26/3/18 No Classes No Classes 2/4/18 University Common Vacation Week No Classes 6 9/4/18 Beginning and End-of-Life Issues, Professional Standards Debate Topic 1: Governments should introduce a tax on sugar content in food Debate Topic 2: Health care professionals found guilty of professional misconduct should be de-registered for life In-class Debate Assessments 7 16/4/18 Ethical Issues in: Caring for the Chronically Ill, Public Health/ Community Conducting Research In-class Debate Assessments Page 6 of 14 Version: Debate Topic 3: Women who are substance dependent should be held in custody when pregnant Debate Topic 4: There is no ethical difference between withdrawing medical treatment and euthanasia ASSESSMENT STRATEGY AND RATIONALE A range of assessment items consistent with University assessment requirements and policy will be used to ensure students achieve the unit learning outcomes and attain the graduate attributes. A formative online quiz for this unit will also be made available to students from the end of week 3 of semester to provide feedback on their own progress and guide their unit learning. The formative quiz follows the same format as the online quizzes used in first year. First year quizzes were summative; second year quizzes are formative and will not contribute to the final unit grade. Students will be required to provide two (2) summative assessments: an in-class oral presentation (debate) and a written assignment (essay). The in-class debate provides an opportunity for immediate feedback to assist the student in evaluating their progress against the unit learning outcomes. The written assignment (1500 word essay) will allow students to prepare their submission progressively and plan a considered assessment item. The oral debate will assist the students