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HEALTH EDUCATION > ETHICAL, LEGAL, & ECONOMIC FOUNDATIONS OF THE EDUCATIONAL PROCESS > Flashcards

ETHICAL, LEGAL, & ECONOMIC FOUNDATIONS OF THE EDUCATIONAL PROCESS Flashcards

1
Q

– Greek word, “ duty”

A

Deon

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2
Q

“science or study

A

Loges-

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3
Q

ethical belief system that stresses the importance
of doing one’s duty and following rules.

A

Deontology-

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4
Q

Respect for individual rights is key , and one
person should never be treated merely for the benefit or
well-being of another person or group.

A

Accdg. To Kant:

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5
Q

proposed teleological notion or utilitarian approach to
ethical decision making that allows for the sacrifice of one
or more individuals so that group of people can benefit in
some important way.

A

Mill

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6
Q

guiding principles of behavior.

A

Ethics-

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7
Q

–norms or standards of behavior accepted
by the society to which a person belongs.

A

Ethical

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8
Q

an internal belief system (what one
believes to be right)

A

Moral Values-

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9
Q

are a “specific type of moral
conflict in which two or more ethical principles apply
but support mutually in consistent courses of action.

A

Ethical dilemmas-

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10
Q

rules governing behavior
or conduct that are
enforceable by law under
threat of penalty or penalty, such fine,
imprisonment,
or both.

A

Legal Rights and Duties

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11
Q

claims against nurses have risen significantly
in the first
decade of the 21st century and now constitute
about 2 in every 100
malpractice payments.

A

Malpractice Claims-

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12
Q

a basic tenet of the ethical practice of health
care was
established in the courts of as early as 1914 by Justice Benjamin Cardozo.

A

Informed consent-

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13
Q

As early as 1950, the
American Nurses Asso.
developed and adopted an

A

ethical code for professional
practice, titled the code of
ethics for nurses with
interpretative statements

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14
Q

ETHICAL AND LEGAL
PRINCIPLES

A

Autonomy

Veracity

Confidentiality

Nonmaleficence

Negligence

Malpractice

Duty

Beneficence

Justice

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15
Q

especting the client’s right
to self-determination.

A

Autonomy-r

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16
Q

truth telling: the honesty by
a professional in providing full disclosure
to a client of / risk & benefits of any
invasive medical procedure.

A

Veracity-

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17
Q

binding social contract
or covenant to protect another’s privacy; a
professional obligation to respect
privileged information between health
professional and client.

A

Confidentiality-a

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18
Q

the principle of doing

no harm.

A

Nonmaleficence-

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19
Q

the doing or nondoing
of an act. Pursuant to a duty, that a
reasonable person ion the same
circumstances would or would not do
with these actions or nonactions
leading to injury of another person

A

a. Negligence-

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20
Q

refers to a limited
class of negligent activities that fall
within the scope of performance by
those pursuing a particular
profession involving highly skilled and
technical services.

A

Malpractice-

21
Q

a standard of behavior; a
behavior expectation relevant to
one’s personal or professional status
in life.

A

Duty-

22
Q

-equal distribution of goods,

services, benefits, and burdens

regardless of client diagnosis,

culture, national origin, religious

orientation, sexual preference and

the like.

A

Justice

23
Q

making sure

A

fidelity

24
Q

the principle of doing GOOD;
doing what is in the best interest of the
client through adherence to professional
performance standards and procedural
protocols.

A

Beneficence

25
Q

FOUR ELEMENTS MAKING UP THE NOTION OF INFORMED
CONSENT THAT ARE SUCH VITAL ASPECTS OF PATIENT
EDUCATION

A

CISAR AND BELL (1995) ADDRESS THIS CONCEPT OF
BATTERY RELATED TO MEDICAL TREATMENT

26
Q

which refers to the capacity of the patient to
make a reasonable decision.

A

Competence

27
Q

which requires that sufficient
information regarding risks and alternative treatments – including
no treatment at all- be provided to the patient to enable him or
her to make a rational decision.

A

Disclosure of information,

28
Q

speaks to the individual’s
ability to understand or grasp intellectually the
information being provided.

A
  1. Comprehension
29
Q

which indicates that the patient
can make decision without coercion or force from
other’s which

A

Voluntariness-

30
Q

FOR NEGLIGENCE TO EXIST, THERE MUST BE A DUTY
BETWEEN THE _______ _________ AND THE PERSON
WHOSE ACTIONS (OR NON ACTIONS)

A

INJURED PARTY

31
Q

MOST COMMON CAUSES FOR MALPRACTICE

A

FAILURE TO FOLLOW STANDARD OF CARE

FAILURE TO USE EQUIPMENT IN A RESPONSIBLE
MANNER

FAILURE TO COMMUNICATE

FAILURE TO DOCUMENT

FAILURE TO ASSESS AND MONITOR

FAILURE TO ACT AS PATIENT ADVOCATE

FAILURE TO DELEGATE TASKS PROPERLY.

TO EACH, AN EQUAL SHARE

TO EACH, ACCORDING TO NEED

TO EACH, ACCORDING TO EFFORT

TO EACH, ACCORDING TO CONTRIBUTION

TO EACH, ACCORDING TO MERIT

TO EACH, ACCORDING TO ABILITY TO PAY

32
Q

FAILURE TO PROVIDE NURSING CARE INCLUDING
EDUCATIONAL SERVICES CAN RESULT IN

A

LIABILITY FOR
BREACH OF CONTRACT.

33
Q

HAVE THEIR OWN PERSPECTIVE,
VISIONS, VALUES AND PREFERENCES THAT ARE UNKNOWN TO
EACH OTHER.

THESE TWO WORLD VIEWS COME TOGETHER IN THE CLASSROOM

THEY MUST BE NEGOTIATED AND UNDERSTOOD BY EACH PARTY
FOR THE PROCESS OF EDUCATION TO PROCEED WITH TRUST AND
RESPECT.

A

THE STUDENT – TEACHER RELATIONSHIP

34
Q

POSSESSES DISCIPLINE-SPECIFIC EXPERTISE, WHICH IS KEY TO
THE STUDENTS ACADEMIC SUCCESS, CAREER ACHIEVEMENT, AND
COMPETENT CARE OF PATIENTS.

A

THE TEACHER

35
Q

MUST BE ABLE TO TRUST THEIR TEACHER-EVEN
INSTANTANEOUSLY – AND BELIEVE THAT THE INSTRUCTION PROVIDE
BY THEM WILL BE ACCURATE, APPROPRIATE, AND UP TO DATE.

A

THE STUDENT

36
Q

HAVE THE RIGHT TO ASSUME THEIR INSTRUCTORS ARE
COMPETENT AND WILL EMPLOY THAT COMPETENCE IN BEST
INTERESTS OF THE STUDENTS AND THE NURSING PROFESSION.

A

STUDENTS

37
Q

ANOTHER AREA OF ETHICAL IMPORT INHERENT IN
STUDENT-TEACHER RELATIONSHIPS IS

A

THE POTENTIAL
BLURRING OF PROFESSIONAL – PERSONAL BOUNDARIES.

38
Q

STUDENTS ARE

A

AUTONOMOUS AGENTS.

IF THEY CHOOSE TO FOLLOW THE PRESCRIBED COURSE OF STUDY AND
ARE SUCCESSFUL, THEY WILL DEVELOP PROFESSIONAL AUTONOMY,
ATTAIN THEIR PROFESSIONAL GOALS, ACHIEVE PROFESSIONAL
COMPETENCE, AND BE EQUIPPED TO DEVELOP RELATIONSHIPS WITH
COLLEAGUES AND PATIENTS

39
Q

RECOGNIZE THE BALANCE OF POWER THAT EXISTS
BETWEEN
THE NURSE-EVEN A NURSING-STUDENT AND A
PATIENT.

A

STUDENT-TEACHER RELATIONSHIP
- PATIENT – PROVIDER RELATIONSHIP

40
Q

THE NURSE POSSESSES _______ _________: KEYS TO THE
PATIENT’S HEALTH, WELL-BEING, AND ABILITY TO WORK,
PLAY, GO TO SCHOOL, OR ENGAGE IN SOCIAL RELATIONSHIPS

A

MEDICAL EXPERTISE

41
Q

FOR THESE REASONS, THE ETHICS OF BEING A PATIENT
INCLUDES

A

RESPECTING NURSES AND TRUSTING THEM TO
HAVE THE PATIENT’S BEST INTERESTS AT HEART.

42
Q

IS NOT ONLY ESSENTIAL FOR THE PHYSICAL
AND PSYCHOLOGICAL WELL-BEING OF PATIENTS BUT
CARING ALSO REQUIRES GETTING INVOLVED IN A
NETWORK OF RELATIONSHIPS TO MEET PATIENT’S
NEEDS.

A

CARING

43
Q

_____ ARE OBLIGATED TO REMAIN MINDFUL OF THE
POWER IMBALANCE BETWEEN THEMSELVES AND THEIR
PATIENTS, TO PUT THE PATIENT’S WELFARE BEFORE THEIR
OWN CONCERNS AND TO REFLECT HONESTLY ON THE
CONSEQUENCES OF BLURRED BOUNDARIES TO THE
PATIENT AND TO THEIR RELATIONSHIP WITH THE
PATIENT IN THE PRACTICE SETTING.

A

NURSES

44
Q

The identification of an ethical problem

The collection of information to identify the
problem and develop solutions

The development of alternatives for analysis and
comparison

The selection of the best alternatives and
justification.

  1. THE DEVELOPMENT OF DIVERSE PRACTICAL WAYS TO
    IMPLEMENT ETHICAL DECISIONS AND ACTIONS.
  2. THE EVALUATION OF EFFECTS AND DEVELOPMENT OF
    STRATEGIES TO PREVENT A SIMILAR OCCURRENCE.
A

Six steps designed to better guide ethical decision
making. Park (2012)

45
Q

PARK (2012) ACKNOWLEDGES THAT THE USE OF THIS
MODEL_________________ ETHICALLY RIGHT OR GOOD
DECISIONS, BUT DOES SUPPORT AN IMPROVED PROCESS
MAKING ETHICAL DECISIONS.

A

PARK (2012) ACKNOWLEDGES THAT THE USE OF THIS
MODEL DOES NOT GUARANTEE ETHICALLY RIGHT OR GOOD
DECISIONS, BUT DOES SUPPORT AN IMPROVED PROCESS
MAKING ETHICAL DECISIONS.

46
Q

FOR AT LEAST THE PAST YEARS, THE JOINT COMMISSION (TJC)
HAS REINFORCED THE FEDERAL MANDATE BY REQUIRING

A

DOCUMENTATION OF PATIENT AND/OR FAMILY EDUCATION IN
THE PATIENT RECORD.

47
Q

THE LANDMARK CASE SUPPORTING THE DOCTRINE OF
RESPONDEAT SUPERIOR IN THE HEALTH CARE FIELD WAS

A

1965
CASE OF DARLING V. CHARLESTON MEMORIAL HOSPITAL.

48
Q

LACK OF DOCUMENTATION CONTINUES TO ____ _____
IN ADHERING TO THE MANDATES OF THE NURSE PRACTICE ACTS.

A

REFLECT NEGLIGENCE

49
Q

IS VEHICLE OF COMMUNICATION THAT PROVIDES
CRITICAL INFORMATION TO OTHER HEALTH PROFESSIONALS
INVOLVED WITH THE PATIENT’S CARE.

A

DOCUMENTATION

HEALTH EDUCATION (15 decks)

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