Teaching Legal/Ethical Issue Pertinent to Nurse Educators

Teaching Legal/Ethical Issue Pertinent

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Create a 12–20-slide PowerPoint presentation for teaching a legal or ethical issue pertinent to nurse educators. As nurses we are all, no doubt, very aware of the myriad of legal and ethical issues in any health care setting. We are familiar with licensing for health care professionals, perhaps, carry our own malpractice insurance, and have been cautioned by our employing institutions to always follow policy and procedures. Nursing education is no different; there are specific legal and ethical issues that are of concern to nurse educators. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:Additionally, nurse educators are often called upon to teach others about specific legal and ethical issues. This can create an interesting balance between adhering to the legal and ethical responsibility of the nurse educator’s role, while also providing enough context and real-world evidence to help assist others in learning about specific legal and ethical issues. Competency 4: Apply knowledge of legal and ethical issues relevant to higher education and nursing education. Describe a legal or ethical issue that requires changes in staff, faculty, or student behaviors. Synthesize resource information needed to evoke a change in the described situation. Competency 5: Articulate how nurse educators serve as change agents and leaders to help advance nursing education and nursing practice. Create a teaching presentation on a legal or ethical issue designed to evoke change in staff, faculty, or a student group. Identify culturally sensitive issues and how they should be addressed in the change process. Competency 7: Establish a plan for pursuing continuous improvement in the nurse educator role. Develop specific plans for continuous learning about a legal or ethical issue impacting nurse educators. Competency 8: Communicate in a manner that is scholarly, professional, and consistent with the expectations for a nursing education professional. Design a PowerPoint presentation consistent with current professional standards that demonstrates correct grammar, usage, and mechanics in addition to following APA standards.

Teaching Legal/Ethical Issue Pertinent

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.

 

Create a 12–20-slide PowerPoint

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ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

 

LopesWrite Policy

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

• Communication is so very important. There are multiple ways to communicate with me: 
  • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
  • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.