COURSE SPECIFICATION

Transcription

1 Kingdom of Saudi Arabia The ministry of higher education University of Tabuk Faculty of Applied Medical Science Nursing department COURSE SPECIFICATION Nursing Ethics (NUR 310) Dr. Mona Alnagar Dr: Ayman Salah Revised March

2 The National Commission for Academic Accreditation & Assessment Course Specification Institution: Faculty of Applied Medical Sciences College/Department : Nursing A Course Identification and General Information 1. Course title and code Nursing Ethics NUR Credit hours: 2 credits hours 3. Program(s) in which the course is offered. (If general elective available in many programs indicate this rather than list programs) ALL 4. Name of faculty member responsible for the course Course Coordinator: Dr. Mona Alnagar and Dr: Ayman Salah Office hours: 2 Credits Office telephone Mona ( ) alnagarm@ymail.com 5. Level/year at which this course is offered Fall and Spring Semester ( Six level )Third Year 6. Pre-requisites for this course (if any) None 7. Co-requisites for this course (if any): none 8. Location if not on main campus Tabuk 2

3 B Objectives On completion of this course students will be able to: This module aims to promote the skills of reasoned argument by developing knowledge and understanding of ethical and legal frameworks and their impact on health care settings. By the end of the course, students should be able to: 1. Know the definitions and major concepts in ethics, 2. Understand the ethical approach to decision making, and 3. Understand importance of Bioethics to the profession 4. Differentiate Ethics form bioethics 5. Discuss different moral theories 6. Define bioethics 7.discuss bioethical principles by Beauchamp 8.discuss Moslem ethical principles 9.apply principles to case scenarios 10. present and defend position on ethical issues through debate 2. Briefly describe any plans for developing and improving the course that are being implemented. (eg increased use of IT or web based reference material, changes in content as a result of new research in the field) Role playing and imaginary frequently-encountered situations support almost all classes. Students are not offered any handouts. Rather, they are encouraged to refer back to texts and relevant web resources to help them with the course. Course Description (Note: General description in the form to be used for the Bulletin or Handbook should be attached) The course deals with basic and advanced concepts and principles of Bioethics. It includes reflections on moral experiences, sensitizations to ethical considerations and issues in patient care, community work and public issues and responsibilities. It also entails continuous learning and applications of ethics in the practice of professional nursing. 3

4 Course Outline Concepts I. Orientation to the course A. Instructor s profile B. Student roll-call C. Expectation setting D. Grading system E. Class schedule F. Classroom policies G. Assignments UNIT l: General Concepts on Ethics Ethics, definition Ethics and Morality Law and Ethics Ethical Dilemma Moral Theories ( Deontology, Consequentialism, Bioethics) Cultural Diversity and Ethics UNIT II: Bioethics Definition 4 principles of Bioethics by Beauchamp: autonomy nonmaleficence beneficence justice Week 1 st 2 nd and 3 rd 4 th & 5 th Hour s Assignments/Acti vities 2 1. Introduces topic to the student 2. Clarifies issues pertaining to matters relating to the delivery of the course and specific grading system 4hou rs 4 hours Evaluation System First periodical Exam 6 th 2 Unit III. other moral frameworks Moslem Moral Theories The West Point Honor Code 7 th,8 th,

5 principle The Rotary 4-way test Good Samaritan Ethical Decision-making model ADPIE Husted s Formal Ethical Decision Making Model Ethical Communication Ethical Committees Second Periodical Examination Unit lv. Nurses Code of Ethics Unit V: Trends and Issues in Bioethics *Most common problem or issues in Bioethics in tabouk city *Most common problem related to informed consent * Cases Presentation Final examination 9 th and 10 th 11 th 12 th 13 th, 14 th and 15 th 16 th hours hou rs 30 hours 2 Course components (total contact hours per semester): 2 hours x 15 s = 30 hours/semester Lecture: 30 hours Tutorial: 2hours/ Laboratory :-0 Practical/Field :- 0 Other 3. Additional private study/learning hours expected for students per. Self reading 5

6 4. Development of Learning Outcomes in Domains of Learning For each of the domains of learning shown below indicate: A brief summary of the knowledge or skill the course is intended to develop; A description of the teaching strategies to be used in the course to develop that knowledge or skill; The methods of student assessment to be used in the course to evaluate learning outcomes in the domain concerned. A-Knowledge and understanding: A.1. Knowledge to be acquired: At the end of the course the students should be able to: understand the dynamics between ethics and the law. learn how to implement contemporary ethical principles by examining the difference between ideas(duties). discuss actions (consequences) as they pertain to the principles and principles of ethics. know The common terms and principles of modern bioethics. understand how to recognize and utilize a decision making model approach to solving ethical dilemmas. describe how to identify the ethical duties and actions of the health care professional when obtaining an informed consent from a client/family. describe how to recognize the health care providers ethical responsibilities in safe guarding the contents of medical records. know why ethics may differ among different cultures and why this knowledge is important. learn why bioethics needs to be integrated through conscious design in order for the health care provider to deliver ethical care. discuss the importance of ethics in modern medicine in today s culturally diverse health care environment. responsibility. A.2. Teaching Strategies used: 1. Lectures 2. movie/ video clip viewing 3. Group Discussions 4. case analysis A.3. Methods of Assessment: 1. Quizzes 2. Periodical Examinations 3. Assignments B- Intellectual skills 6

7 B.1 Cognitive Skills to be acquired: At the end of the course, the students should be able to : understand the dynamics between ethics and the law. learn how to implement contemporary ethical principles by examining the difference between ideas(duties). discuss actions (consequences) as they pertain to the principles and principles of ethics. know The common terms and principles of modern bioethics. understand how to recognize and utilize a decision making model approach to solving ethical dilemmas. describe how to identify the ethical duties and actions of the health care professional when obtaining an informed consent from a client/family. describe how to recognize the health care providers ethical responsibilities in safe guarding the contents of medical records. know why ethics may differ among different cultures and why this knowledge is important. learn why bioethics needs to be integrated through conscious design in order for the health care provider to deliver ethical care. discuss the importance of ethics in modern medicine in today s culturally diverse health care environment. B. 2 Teaching Strategies to be used: 1. Lectures 2. movie/video clips analysis 3. Group Discussions 4. case analysis B.3 Methods of Assessment: 1. Quizzes 2. Periodical Examinations 3. Assignments C.INTERPERSONAL SKILLS AND RESPONSIBILITY: C.1 Skills to be developed: At the end of the course, the students should be able to: 1. Appreciate the importance of working collaboratively with other members of the health team observing ethical-moral responsibilities 2. Demonstrate sensitivity and right attitude in dealing with clients by having an in-depth understanding of nature, support system and environment of the client. 3. Respect on the patients bill of rights, cultural practice, values, and decisions towards issues affecting their health 4. Stewardship over the dignity and personhood of the client 7

8 C.2 Strategies to be used: 1. Lectures 2. Group discussions 3. Movie/video clips viewing and analysis 4. case analysis C.3. Methods of assessment: 1. Seatwork 2. Periodical Examinations D. COMMUNICATION, and INFORMATION TECHNOLOGY: not applicable (iii) Methods of assessment of students numerical and communication skills Attitude (discipline, motivation, respect,..., etc) and presentations E.PSYCHOMOTOR SKILLS E. 1 Skills to be developed: At the end of the course, the students should be able to: 1. Develop critical thinking in prioritizing actions when faced with ethical dilemmas. 2. Develop decision making skills and ethical communication when confronted with issues affecting the rights, culture and beliefs of the client in prioritizing nursing actions in the care and management of clients. E.2 Strategies to be used: 1. Lectures 2. Group discussions 3. Movie/video clip analysis 4. case analysis E.3. Methods of assessment: 1. Quizzes 2. Periodical Examinations (i) Description of the psychomotor skills to be developed and the level of performance required 1. Demonstrate understanding of different types of educational objectives,development of teaching plans during giving care,counselling, nursing ethics in the field of practice. 2. Apply the general principles of instructional Material in the nursing practice. 8

9 (ii) Teaching strategies to be used to develop these skills: Online learning management system (iii) Methods of assessment of students psychomotor skills Problem based learning 5. Schedule of Assessment Tasks for Students During the Semester Assess ment 1 Assessment task (eg. essay, test, group project, examination etc.) Week due Proportio n of Final Assessme nt Comprehensive exam and mock interview 1 st. -2 nd 5% 2 Any of the Quizzes ( at least 5 quizzes ) s 20% 3 Periodic exam 1 6 th 15% 4 Requirements ( Assignment / Paper) 13 th 5% 5 Periodic exam 2 11 th 15% 6 Final clinical exam. 16 th 40% D. Student Support 1. Arrangements for availability of teaching staff for individual student consultations and academic advice. (include amount of time teaching staff are expected to be available each ) Office hours, Animation, PPT E Learning Resources 1. Required Text(s) Longenbaker, S., & Mader, S.S. (2007). Mader s Understanding Human Anatomy and Physiology. Boston: McGraw Hill. Chally, P. S. and Loriz, L. (1989). Ethics in the Trenches, Decision Making in Practice: A Practical Model for resolving the Ethical Dilemmas You Face Daily, American 9

10 Journal of Nursing, 98 (6) Kozier, B.; Erb, G.; Berman, A. J. and Burke, K. (2000). Fundamental of Nursing: Concepts, Process and Practice, 6th Ed; New Jersey; Prentice-Hall Health. The following books are recommended for further reading Anarado, A. N. (2002). Ethics and Law in Nursing Practice, Enugu: Snaap Press. Basavanthappa, B. T. (2004). Fundamentals of Nursing, New Delhi: Jaypee Brothers Medical Publishers (P) Ltd. Ndatsu, P. N. (1999). Practicing Nursing and Midwifery in Nigeria: Ordinances and Laws , Lagos: Yembas Ventures Ltd. Yakubu, J. A. (2002). Medical Law in Nigeria, Ibadan: Demyax Press 2. Essential References longenbaker, S., & Mader, S.S. (2007). Mader s Understanding Human Anatomy and Physiology. Boston: McGraw Hill. Chally, P. S. and Loriz, L. (1989). Ethics in the Trenches, Decision Making in Practice: A Practical Model for resolving the Ethical Dilemmas You Face Daily, American Journal of Nursing, 98 (6) Kozier, B. Erb, G. Berman, A. J. and Burke, K. (2000). Fundamentals of Nursing: Concepts, Process and Practice, 6th Ed; New Jersey: Prentice Hall Health. 140 Dr. Abdal karim Radwan, The Islamic University of Gaza Faculty of Nursing, Lectures in nursing ethics. 3- Recommended Books and Reference Material (Journals, Reports, etc) (Attach List) 4-.Electronic Materials, Web Sites etc Nursing ethics _on line courses df 10

11 icle&id=47&itemid= Other learning material such as computer-based programs/cd, professional standards/regulations Evolve Elsevier Instructor Resources F. Facilities Required Indicate requirements for the course including size of classrooms and laboratories (i.e. number of seats in classrooms and laboratories, extent of computer access etc.) 1. Accommodation (Lecture rooms, laboratories, etc.) Lecture room with data show 2. Computing resources Own Computers 3. Other resources (specify --eg. If specific laboratory equipment is required, list requirements or attach list) Projector G Course Evaluation and Improvement Processes 1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching a. Evaluation of faculty efficiency and effectiveness by the students using a standard evaluation tool. b. Student consultation every end of major examination 2 Other Strategies for Evaluation of Teaching by the Instructor or by the Department 3 Processes for Improvement of Teaching 1. Processes for Improvement of teaching Continuous medical and professional education by: a. Attending seminars on updates and current trends in Adult Health Nursing. b. Attending conferences and inter-school, round table discussions. Constant updating through internet Periodical revision of the method of teaching and the course outcomes 4. Processes for Verifying Standards of Student Achievement (eg. check marking by an independent member teaching staff of a sample of student work, periodic exchange and remarking of tests or a sample of assignments with staff at another institution) a. Passing the national licensure examination. 11

12 b. Participating in Interschool competitions like quiz bee/s. Check marking the students work by other peers (lecturers working on the same course/program). Double check marks of a sample of students for the final exams. 5 Describe the planning arrangements for periodically reviewing course effectiveness and planning for improvement. Regular meetings for the curriculum committee are held and concluded by recommendations to be discussed and adapted. Faculty or Teaching Staff: Dr. Mona Alnagar Dr: Ayman Salah Signature: Date Report Completed: January 2014 Received by: Dean/Department Supervisor: Dr. Jay Ablao Signature: Date: 12