Legal and Ethical Perspectives of Nursing Education

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School

Grand Canyon University *

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AUDITING

Subject

Nursing

Date

Nov 24, 2024

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docx

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Uploaded by Reyna2702

1 Legal and Ethical Perspectives of Nursing Education Name Student’s Number Course Title and Number Professor’s Name Institution Date

2 Legal and Ethical Perspectives of Nursing Education Learning objectives are essential because they help students dedicate their study time for exams, guide their learning process, and set expectations for the end of the course. Nursing is a required course that demands that students be able to meet most of their learning outcomes and pass. This is because nursing students handle patients with different health conditions; thus, assigning a patient to a nurse who failed to pass their exams would jeopardize the patient's health and attract legal and ethical issues. As a nursing faculty member that has been given the responsibility of ensuring that students in my clinical group have met the nursing course objectives, I discovered that one student failed to meet these objectives. This paper will detail the challenges associated with this situation, describe the due process and its application, in this case, highlight the strategies that I would use to address this situation, and describe other past experiences in a similar situation. Nursing students are expected to pass the clinical courses because it demonstrates that they have been well-equipped with the necessary skills and knowledge to deal with a patient in a hospital setting. Therefore, having a student that has not met the learning objectives and is most likely to fail is risky because they might endanger the life and health status of a patient if they were given a patient to take care of. Besides, such a student would be incompetent; thus, the way they cater to patients would also fail to meet the standards of safety and quality care. Billings & Halstead (2019) claim that every team member should deliver effective and safe patient care to promote patient safety. Hence, this would also attract legal and ethical issues, which could affect the medical facility significantly. Vinales (2015) claims that failing students that fail to meet the stipulated competence in a clinical course is the most effective way of safeguarding the future

3 workforce and the nursing profession. Therefore, having a failing student in my clinical group is challenging because it would jeopardize the health of many patients. Due process ensures that the rights of a nurse have been protected when their license to the nursing practice is at risk. According to the National Council of State Boards of Nursing (2013), the due process implies that nurses have been informed of allegations concerning their practice and have been presented with an opportunity to defend themselves and respond to the claims through an impartial procedure. I would ensure that the student has been afforded ‘due process by having them go through the Code of Ethics and giving them an ethics education. Some of the effective strategies I would take to address the challenges described above include having students retake the course and encouraging them to use different reading strategies. One of the most crucial factors in determining whether a student would pass their examination is their reading strategy. For instance, last-minute revising, skimming, and reading without practice questions would most likely make a student fail to understand the course and gain the necessary skills and knowledge required to handle patients in a clinical setting. However, putting their academic knowledge into practice by incorporating practice questions into their reading routine would be significantly helpful because it will help them gauge whether they have understood what they read. Therefore, this would help ensure that the student grasps the necessary skills required in nursing. The first time I was assigned a clinical group comprising nursing students, I experienced the same situation, only that I was not vigilant enough and allowed the student to practice. This situation was heavy because the student made many clinical errors in the practice. I was fortunate enough to realize that this would lead to intense legal and ethical consequences and therefore had the students retake their exams to gain experience before practicing. Due to the lessons learned

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4 from this experience, I am more aware of the consequences of having a student under your clinical group fail the course; hence I need to address this situation immediately.

5 References Billings, D. M., & Halstead, J. A. (2019). Teaching in Nursing e-Book: A guide for faculty . Elsevier Health Sciences. National Council of State Boards of Nursing (2013). Boards of Nursing Complaint Process. https://www.ncsbn.org/transcript_BON_Complaint_Process.pdf Vinales, J. J. (2015). Exploring failure to fail in pre-registration nursing. British Journal of Nursing , 24 (5), 284-288.

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