MRU Nursing Consequences of Unethical Behavior Paper


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Compare and examine the consequences of an unethical behaviors in a nursing master’s program and in the nursing practice by providing one example for each. 

Peer 1:

Ethics in a nursing program and Lazaro Machado Sanchez – Tuesday, September 6, 2022, 5:14 PMNumber of replies: 0Student: Lazaro Machado Topic: Laboratory for Diagnosis, Symptom and Illness Management Discussion: Ethics in a Nursing Program and in Practice. Teacher: Patricio Bidart, FNP- C Course: 2022-2023 Due Day:  09/10/2022  Compare and examine the consequences of unethical behaviors in a nursing Master’s program and in the nursing practice by supplying one example for each.  As a student of nursing Master’s program compliance with a code of conduct and behavior is important for permanency and to achieve successful results and obtain school diploma and license. Example of unethical behavior in a nursing master’s program is cheating is one of the major and with most severe cost include, is was in class, suspend this exam or also school termination, cheating include, obtaining work or information from someone else and sending it under one’s own name, share answer with a classmate during an exam, copy from notebook or a book during an exam or elaborate a cheating paper with the purpose to be use during the exam. ANA adopted its first Code of ethics in 1950, The ANA code of Ethics provides a standard by which nurses can assess ethical issues in nursing [1]. As a nurse some other duties and responsibilities are assumed, during the practice scopes of practices and boundaries are established and violate any of them or the code of ethics, implied accountability and major or minor degree, depend of the magnitude of the issue and the impact for patients, families, co-worker and the healthcare organization and for the society, examples include breaching of nurse-patient confidentiality, theft of patient money, belongings or identity, crossing nurse-patient boundaries, it is important know that the nurses are not only accountable when they are on duty, some other misconduct receive disciplinary actions by the state board of nursing, for example a DUI, driving with driver license suspended, shoplifting etcetera, disciplinary actions include, temporary practice license suspension and permanent suspension with the prohibition to practice as a nurse anymore. It is important to be aware of your conduct even if you are not working because still disciplinary action will be taken. Excellent quality of care is dependent on nurses’ strong clinical skills and moral competencies.[2], unethical behavior in healthcare industry can result in deterioration of the quality of care provided to patients and families and can harm both patients and health system, it is important during your daily practice be aware of what are you doing and why are you doing to avoid situation or actions put the nurses at risk to committed code of conduct violations with the pertinent consequences. References. 1. Duquesne university. (2022, June 5). Ethical issues in Nursing: Explanations & solutions. 2. Hakimi,H., Joolaee, S., Ashghali Farahani, M. et al. Moral neutralization: Nurses’ evolution in unethical climate workplaces.BMC Med Ethics 21,114 (2020). Https;//   

Peer 2:

thics in a Nursing Program and in Reinel Junco Martin – Monday, September 5, 2022, 5:27 PMNumber of replies: 0Student: Reinel A. Junco MartinTopic: Laboratory for Diagnosis, Symptom and Illness ManagementDiscussion: Ethics in a Nursing Program and in Practice.Teacher: Patricio Bidart, FNP- CCourse: 2022-2023Due Day:  09/10/2022Nurses everywhere have long struggled with ethical challenges in patient care. In fact, in Florence Nightingale’s Notes on Nursing, she discussed ethical duties of confidentiality, communication, and therefore the centrality of meeting patients’ needs (Nightingale, 1859; Ulrich & Zeitzer, 2009). Similarly, nurses today are absolute to uphold the foundational moral virtues, duties and principles central to the nursing profession. However, it’s become increasingly difficult for nurses all told parts of the globe to practice with integrity amidst the complex moral choices and pressures that nurses confront. (Ulrich, C. M., Taylor, et al. 2010)Today’s healthcare environment is demanding for nurses at a time when there’s a critical shortage of staff to satisfy the multifaceted needs of patients. An ethical issue can occur in any healthcare situation where profound moral questions of “rightness” or “wrongness” underlie professional decision-making and therefore the beneficent care of patients. for instance, critical care nurses often face suffering head-on, and might question the balance between the worth of attempts to preserve a patient’s life and aggressive physiological measures that appear to prolong anguish and yield no fruitful outcome. Understandably, all members of the healthcare team, including nurses, may be laid low with ethical decisions as they address the stressful and sometimes exhausting nature of working through ethical problems. (Ulrich, C. M., Taylor, et al. 2010)Many of the studies that specialize in ethical problems in nursing practice produce data unique to a specific specialty area. Such study topics include ethical issues under control use in psychological state (Redman & Fry, 2003); providing care to high risk neonates (van Zuuren & van Manen, 2006; Janvier et al. 2007; Kain, 2007; Epstein, 2008); initiating, withholding, and withdrawing treatment and advance directives in acute and long-term care (Crego & Lipp 1998; Burns et al. 2001; Redman & Fry 2003); conflict resolution in parent-child-provider relationships in pediatric care (Butz et al. 1998); and physician collaboration, autonomy, and insurance constraints in advanced practice (Laabs 2005; Ulrich et al. 2007).Studies have shown that nurses, more often than their physician colleagues, feel that end-of-life ethical issues don’t seem to be thoroughly discussed within the care team or with families and significant others (Levi et al. 2004). Preliminary studies (Corley et al. 2005) have explored professionals’ experiences of ethical stress associated with their inability to require moral action.Redman and Fry (2003) published exploratory work on what’s known about ethical conflicts among nurse leaders. Fry and Duffy (2001) developed and tested a tool (Ethical Issues Scale) to assess the total range of ethical issues experienced by nurses in current practice and also the frequency of their occurrences. Seventy-nine percent of the 934 nurses surveyed by the American Nurses Association Center for Ethics and Human Rights at the ANA Convention in 1994 reported confronting ethical issues in practice daily (43%) or weekly (36%). Over 50% of those nurses identified the subsequent four issues because the most frequent: cost-containment issues that jeopardized patient welfare; end-of-life decisions; breaches of patient confidentiality; and incompetent, unethical or illegal practices of colleagues. Pain management, use of advance directives, consent for procedures, access to healthcare, issues within the care of persons with HIV/AIDs, and providing “futile” treatment completed the list of 10 (Scanlon 1994). Previous researchers, however, haven’t explored the kind, frequency, and level of stress that ethical problems engender in nurses across practice specialties.Unethical behaviors in nursing education are emergent problems that seriously disrupts the teaching-learning environment and infrequently leads to stressful student/faculty relationships. Nursing educator who demonstrate positive, respectful behaviors, encourage similar behaviors from their students. Conversely, educator who is aloof, disinterested, and demeaning may invoke their students’ hostility. Nurse educators have to apply ethical behaviors so as to encourage a positive student–instructor relationship and to make a secure and nurturing environment. This study aims to spot the perception of unethical behaviors in nursing education among nursing educators, students and staff at El-Minia Faculty of Nursing. This study was dispensed at faculty of nursing and Minia University Hospital. The study sample included a complete number of 300: 200 students were enrolled within the four academic years (50 from each academic year), 50 Nursing educators, and 50 Nursing staff. Unethical behaviors in nursing education questionnaire was used for data collection. The study revealed that the foremost perceived academic unethical behaviors by the study sample were aggression, disregard for others and abuse of position. there have been also a highly statistically significant difference between mean uncountable academic unethical behaviors by the study sample, it’s concluded that, the foremost perceived academic unethical behaviors by the study subjects were aggression, disregard for others and, abuse of position. Also, there was highly statistically significant difference between mean legion academic unethical behaviors by the study sample. it absolutely was recommended to conduct a study to look at impact of student unethical behavior on the nursing profession and nursing educators. (Sanaa Abd, , Shereen Ahmed, 2013)References1.      Ulrich, C. M., Taylor, C., Soeken, K., O’Donnell, P., Farrar, A., Danis, M., & Grady, C. (2010). Everyday ethics: ethical issues and stress in nursing practice. Journal of advanced nursing, 66(11), 2510–2519.      Burns JP, Mitchell C, Griffith JL, Troug RD. (2001). End-of-life care in the pediatric intensive care unit: Attitudes and practices of pediatric critical care physicians and nurses. Critical Care Medicine. 29(3), 658–664.3.      Butz A, Redman BK, Fry ST, Kolodner K. (1998). Ethical conflicts experienced by certified pediatric nurse practitioners in ambulatory settings. Journal of Pediatric Health Care. 12(4), 183–190.4.      Crego PJ, Lipp EJ. (1998). Nurses’ knowledge of advance directives. American Journal of Critical Care.7(3), 218–223. 5.       Corley M. (2002).  Moral distress: A proposed theory and research agenda. Nursing Ethics. 9(6), 636–650. 6.      Epstein EG. (1998). End-of-life experiences of nurses and physicians in the newborn intensive care unit. Journal of Perinatology. 28(11), 771–778. 7.      Fry ST, Duffy ME. (2003). The development and psychometric evaluation of the ethical issues scale. Journal of Nursing Scholarship. 33, 273–277. 8.      Janvier A, Nadeau S, Deschênes M, Couture E, Barrington KJ. (2007). Moral distress in the neonatal intensive care unit: Caregiver’s experience. Journal of Perinatology. 27(4), 203–208.9.      Kain VJ. (2007). Moral distress and providing care to dying babies in neonatal nursing. International Journal of Palliative Nursing. 13(5):243–248. 10.  Laabs CA. (2005). Moral problems and distress among nurse practitioners in primary care. Journal of the American Academy of Nurse Practitioners.17(2), 76–8411.  Levi BH, Thomas NJ, Green MJ, Rentmeester CA, Ceneviva GD. (2004).  Jading in the pediatric intensive care unit: Implications for healthcare providers of medically complex children. Pediatric Critical Care Medicine. 5(3), 275–277. 12.  Nightingale F. Notes on nursing: What it is and what it is not. Harrison & Sons; London: 1859. 13.  Redman BK, Fry ST. (2003). Ethics and human rights issues experienced by nurses in leadership roles. Nursing Leadership Forum. 7(4), 150–156. 14.  Sanaa Abd ElAzim Ibrahim, Shereen Ahmed Qalawa. (20013). Relationship between faculty staff professionalism and nursing students’ values. Journal of Nursing Education and Practice. 6(9). DOI:10.5430/jnep.v6n9p3815.  Scanlon C. (1994). Survey yields significant results. American Nurses Association Center for Ethics and Human Rights Communique. 3(3), 1–3. 16.  Ulrich C, O’Donnell P, Taylor C, Farrar A, Danis M, Grady C. (2007).  Ethical climate, ethics stress, and the job satisfaction of nurses and social workers. Social Science and Medicine. 65(8), 1708–1719.17.  Ulrich C, Zeitzer M. (2009). Ethical issues in nursing practice. In: Ravitsky V, Fiester A, Caplan A, editors. The Penn center guide to bioethics. Springer Publishing, 2009..

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