NURSFPX 4050 Ethical and Policy Factors in Coordination Care Presentation

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NURSFPX 4050 Ethical and Policy Factors in Coordination Care Presentation

Ethical and Policy Factors in Coordination Care Presentation

Select a community organization or group that you feel would be interested in learning about ethical and policy issues that affect the coordination of care. Then, develop and record a 10-12-slide, 20-minute presentation, with audio, intended for that audience. Create a detailed narrative script for your presentation, 4-5 pages in length.

As coordinators of care, nurses must be aware of the code of ethics for nurses and health policy issues that affect the coordination of care within the context of the community. To help patients navigate the continuum of care, nurses must be proficient at interpreting and applying the code of ethics for nurses and health policy, specifically, the Affordable Care Act (ACA). Being knowledgeable about ethical and policy issues helps ensure that care coordinators are upholding ethical standards and navigating policy issues that affect patient care.

This assessment provides an opportunity for you to develop a presentation for a local community organization of your choice, which provides an overview of ethical standards and relevant policy issues that affect the coordination of care. Completing this assessment will strengthen your understanding of ethical issues and policies related to the coordination and continuum of care, and will empower you to be a stronger advocate and nursing professional.

It would be an excellent choice to complete the Vila Health: Ethical Decision Making activity prior to developing the presentation. The activity provides a helpful update on the ethical principles that will help with success in this assessment.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

  • Competency 4: Defend decisions based on the code of ethics for nursing.
    • Assess the impact of the code of ethics for nurses on the coordination and continuum of care.
  • Competency 5: Explain how health care policies affect patient-centered care.
    • Explain how governmental policies related to the health and/or safety of a community affect the coordination of care.
    • Identify national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination.
  • Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
    • Communicate key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group. Either speaker notes or audio voice-over are included.

Preparation

Your nurse manager at the community care center is well connected and frequently speaks to a variety of community organizations and groups. She has noticed the good work you are doing in your new care coordination role and respects your speaking and presentation skills. Consequently, she thought that an opportunity to speak publicly about contemporary issues in care coordination would be beneficial for your career and has suggested reaching out to a community organization or support group to gauge their interest in hearing from you, as a care center representative, on a topic of interest to both you and your prospective audience.

You have agreed that this is a good idea and have decided to research a community organization or support group that might be interested in learning about ethical and policy issues related to the coordination of care. Your manager has suggested the following community organizations and support groups, but acknowledges that the choice is yours.

  • Homeless shelters.
  • Local religious groups.
  • Nursing homes.
  • Local community organizations (Rotary Club or Kiwanis Club).

To prepare for this assessment, you may wish to:

  • Research your selected community organization or support group.
  • Review the Code of Ethics for Nurses With Interpretive Statements and associated health policy issues, specifically, the ACA.
  • Review the assessment instructions and scoring guide to ensure you understand the work you will be asked to complete.
  • Allocate sufficient time to rehearse your presentation before recording the final version for submission.

Note: Remember that you can submit all, or a portion of, your draft presentation to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

Recording Equipment Setup and Testing

Check that your audio speaker and PowerPoint software are working properly. You can record audio directly to your slides, using PowerPoint or other presentation software.

Note: Technical support about the use of PowerPoint, including voice recording and speaker notes, can be found on Campus’s Microsoft Office Software page.

  • If using Kaltura, refer to the Using Kaltura tutorial for directions on recording and uploading your presentation in the courseroom.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@capella.edu to request accommodations.

Instructions

For this assessment:

  • Choose the community organization or support group that you plan to address.
  • Develop and record a presentation, with typed speaker notes (the script for your voice recording) and audio voice-over recording, intended for that audience. Video is not required.

Note: PowerPoint has a feature to type the speaker notes directly into the presentation. You are encouraged to use that feature or you may choose to submit a separate document. See Microsoft Office Software for technical support about the use of PowerPoint, including voice recording and speaker notes.

Note: For this assessment, develop your presentation slides and speaker notes, then record your presentation. You are not required to deliver your presentation to an actual audience but you certainly could if you chose to.

Presentation Format and Length

You may use PowerPoint (recommended) or other suitable presentation software to create your slides and add your voiceover. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues. You can also record your presentation using Kaltura or similar software.

Be sure that your slide deck includes the following slides:

  • Title slide.
    • Presentation title.
    • Your name.
    • Date.
    • Course number and title.
  • References (at the end of your presentation).

Your slide deck should consist of 10–12 slides, not including a title and references slide with typed speaker notes and audio voice over. Your presentation should not exceed 20 minutes.

Create a detailed narrative script for your presentation, approximately 4–5 pages in length.

Supporting Evidence

Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your presentation. Include your source citations on a references page appended to your narrative script.

Grading Requirements

The requirements outlined below correspond to the grading criteria in the Ethical and Policy Factors in Care Coordination Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

  • Explain how governmental policies related to the health and/or safety of the community affect the coordination of care.
    • Provide examples of a specific policy affecting the organization or group.
    • Refer to the assessment resources for help in locating relevant policies.
    • Be sure influential policies include the Health Insurance Portability and Accountability Act (HIPPA).
  • Identify national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination.
    • What are the implications and consequences of specific policy provisions?
    • What evidence do you have to support your conclusions?
  • Assess the impact of the code of ethics for nurses on the coordination and continuum of care.
    • Consider the factors that contribute to health, health disparities, and access to services.
    • Consider the social determinants of health identified in Healthy People 2020 as a framework for your assessment.
    • Provide evidence to support your conclusions.
  • Communicate key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group. Either speaker notes or audio voice-over are included.
    • Present a concise overview.
    • Support your main points and conclusions with relevant and credible evidence.
Additional Requirements

Before submitting your assessment, proofread your presentation slides and speaker notes to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your presentation.

Portfolio Prompt: Save your presentation to your ePortfolio. Submissions to the ePortfolio will be part of your final Capstone course.

Activity: Villa Health: Ethical Decision Making

Ethical Decision Making

Introduction

Health care professionals have to make decisions about patient care every day. Sometimes those decisions are straightforward. But often they face decisions that are not clear-cut, where one or more factors have to be balanced against others. At times like these, health care professionals need the support of ethical principles that can help guide better, more ethical decisions.

In this activity, you will explore two situations that call for careful consideration before a decision can be made.

A Tale of Two Babies

At St. Anthony Medical Center, a large hospital in Minneapolis, Minnesota, two women have been in labor for most of the day in the Labor and Delivery unit. Anna Jiang and Brittany Clinton, two nurses who are involved in both patients’ care, talk outside the birthing center after both births are complete.

Anna Jiang starts the conversation. 

Anna Jiang: How’s Crystal doing?

Brittany Clinton: Okay, I guess. I mean, medically, just fine. But this is her eighth child! And she already can’t afford the other seven. She works at Walmart and her husband is a police officer, and they are just pushed to the limit. How about Elizabeth?

Jiang: [Sighs] She’s fine, but the baby isn’t. She lived for about 14 minutes. She was in respiratory distress right from the beginning and they just couldn’t get her stabilized.

Clinton: Oh, that’s so sad. This was her first, wasn’t it?

Jiang: It was. She’s sleeping now but she’s got a hard road ahead of her. She wanted that baby so much, and it’s going to take awhile to get used to the fact that she’s not going home with her.

Clinton: It’s such a shame. Meanwhile, Crystal is going home with a baby she’s just not excited about. I saw the crowd waiting for Elizabeth. But Crystal was alone—not even her husband came in with her! It’s a really awful thing to say, but I’ll bet Crystal would change places with Elizabeth in a heartbeat.

Jiang: Wait a minute! What if she could? If she’s really not that invested, what if Elizabeth adopted Crystal’s baby? 

Clinton: Whoa. I didn’t even think of that!

Jiang: I’ll bet it wouldn’t be hard to get all the paperwork coordinated for them. If they agree, I mean. Wouldn’t that be amazing if it worked out? It’s such a win-win!

Decision Making

The proposal is made to both mothers, and the adoption proceeds. But a week after the adoption is initiated, the hospital’s Ethics Committee meets to discuss what happened. While the two mothers both seem satisfied and no questions about their medical treatment have been raised, the committee wants to consider whether proposing the adoption was ethical.

Harold Liss

Vice President of Medical Services

The first thing that troubles me about this is the woman who gave up her baby. Was there an effort made to assess her emotional state? Her ability to make such a significant decision while recovering from delivery?

Faith Olson

Nurse Manager, Labor and Delivery

She looked so relieved when we suggested this to her. I have to say, when I saw that, I felt like we’d really taken a bad situation and turned it into a good one.

Emilia Martinez

Patient Advocate, Labor and Delivery

But this woman was vulnerable in more than one way. We know she’s living near the poverty line, but what do we know about her husband? The other children? What’s going to be the effect on them, and what might happen to her as a result?

Emily Parker

Social Worker

I’m equally concerned about the mother whose baby died. She may be in better shape economically, with a better support system, but she had such a serious loss that she may or not be able to grieve appropriately. She may feel guilty about replacing her own baby with another one, or resent the baby she adopted, or both. And she was in an emotional state too, following the loss. Are we sure that she was in a mental state that would enable her to make an informed decision?

Tammy Holt

Chaplain

I know this will sound strange coming from me, but what about the hospital’s liability if the mother who adopted changes her mind? This won’t be an easy situation to unravel if either mother decides that (a) she made the wrong decision and (b) the hospital put her in a position of making that decision when she wasn’t able to.

Reflection Questions

Now that you have reviewed the adoption situation, consider the following questions. Your answers may be helpful in completing your assessment.

What ethical principles are involved in this situation?

This question has not been answered yet.

What is the ethical dilemma?

This question has not been answered yet.

What role does the nurse have in promoting ethical care for the patient?

This question has not been answered yet.

Do you think that the nurses acted in an ethical manner in this situation?

This question has not been answered yet.

What resources do you have to help you make ethical decisions in your facility?

This question has not been answered yet.

Who Gets Dialysis?

In a dialysis unit at St. Anthony Medical Center, all slots for treatment are taken for the day except one. Two patients come to the hospital through the ER, and it’s determined that each would benefit from dialysis. But there’s only one spot for dialysis left.

Emilio Boggio raises a patient prioritization issue.

Emilio Boggio: Denise, we’ve got a problem.

Denise McGladrey: Okay, tell me about it.

Boggio: I’ve got two patients here that the ER sent up for dialysis. Margaret Fitzgerald is 65, she had a kidney transplant 20 years ago, and she’s in acute kidney failure secondary to transplant failure. I’ve also got Bob Karnow, also 65. He contracted rhabdomyolysis after he ran a marathon, and developed acute kidney failure.

McGladrey: What’s our time frame?

Boggio: They’re similarly acute.

McGladrey: Nearby hospitals?

Boggio: I’ve been calling around. Nope.

McGladrey: I’d be inclined to go with the one who has children…

Boggio: …but they both have children.

McGladrey: Any chance one of them is a career criminal?

Boggio: Funny. Fitzgerald is a philanthropist and serves on a couple of nonprofit boards. Karnow is a grocery store manager. But we wouldn’t really make the choice based on their profession, would we?

McGladrey: Well, let’s get back to medical matters. Which of them is most likely to survive if they get dialysis?

Boggio: Karnow probably is in better overall health, what with the marathon running, but Fitzgerald isn’t in poor health. I guess on the whole I’d say Karnow has the better prognosis.

McGladrey: Based on what?

Boggio: Uh, we don’t know why Fitzgerald’s transplant kidney failed. But it may be an underlying pathology that would undercut the effectiveness of the dialysis. On the other hand, rhabdomyolysis is reversible, so I think he’s got a better shot at stabilization and recovery.

McGladrey: Wait. Do they both want dialysis? What do the patients say?

Boggio: Hm. They both want to live, of course. But I’d say Karnow was a bit less enthusiastic. It’s hard to tell, because he might just be somewhat depressed from his diagnosis. But I got the feeling he was reserving judgment on what he’d do if he had to stick with the dialysis long term. He said, “That’s not much of a life for a marathon runner.”

McGladrey: They both have other family, I’m assuming?

Boggio: Yep. Fitzgerald is married, two children, three grandchildren. Same number of children and grandchildren for Karnow, but he’s divorced.

Reflection Questions

Now that you have reviewed the adoption situation, consider the following questions. Your answers may be helpful in completing your assessment.

What ethical principles are involved in this situation?

This question has not been answered yet.

What is the ethical dilemma?

This question has not been answered yet.

What role does the nurse have in promoting ethical care for the patient?

This question has not been answered yet.

Do you think that the nurses acted in an ethical manner in this situation?

This question has not been answered yet.

What resources do you have to help you make ethical decisions in your facility?

This question has not been answered yet.

Conclusion

As you saw in this activity, it’s important to take into account many different factors when attempting to make an ethical decision about a medical situation. While some situations are relatively clear-cut, others require a good deal of analysis and consideration before it’s possible to make a genuinely ethical decision.

Ethical and Policy Factors in Care Coordination Scoring Guide

CRITERIA 

NON-PERFORMANCE 

BASIC 

PROFICIENT 

DISTINGUISHED 

Explain how governmental policies related to the health and/or safety of a community affect the coordination of care.

Does not identify governmental policies related to the health and/or safety of a community.

Identifies governmental policies related to the health and/or safety of a community.

Explains how governmental policies related to the health and/or safety of a community affect the coordination of care.

Provides an articulate, insightful explanation of how governmental policies related to the health and/or safety of a community affect the coordination of care. Provides clear examples of specific policies affecting care coordination. 

Identify national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination.

Does not identify national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination.

Identifies national, state, and local policy provisions not clearly associated with questions of ethics.

Identifies national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination.

Identifies significant and relevant national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination. Makes a clear and persuasive argument for the ethical implications and consequences of specific policy provisions. 

Assess the impact of the code of ethics for nurses on the coordination and continuum of care.

Does not assess the impact of the code of ethics for nurses on the coordination and continuum of care.

Provides an inconclusive assessment of the impact of the code of ethics for nurses on the coordination and continuum of care, derived from a simplistic or cursory examination of implications and consequences.

Assesses the impact of the code of ethics for nurses on the coordination and continuum of care.

Assesses the impact of the code of ethics for nurses on the coordination and continuum of care. Draws insightful evidence-based conclusions informed by careful consideration of the social determinants of health and a precise and accurate interpretation of the factors contributing to health, health disparities, and access to services. 

Communicate key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group. Either speaker notes or audio voice-over are included.

Does not communicate key ethical and policy issues affecting the coordination and continuum of care for a selected community organization or support group.

Communicates key ethical and policy issues in a presentation that exhibits a lack of preparation, coherence, focus, or is off-script. Speaker notes and audio voice-over recording are absent.

Communicates key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group. Either speaker notes or audio voice-over are included.

Communicates key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group. Delivers a professional, logically coherent presentation of main points, facts, and conclusions, well-supported by relevant and credible evidence. Both speaker notes and audio voice-over are included.

Resources:

·        Policy and Ethics

As you read the following, consider how policy and ethics relate to your current role and the role of the care coordinator.

Ethics and Community Care

As you read the following documents, focus on how ethics impacts community care, and consider the cultural implications.

Effective Presentations

The following resources will help you create and deliver an effective presentation.

Scholarly Writing and APA Style

Use the following resources to improve your writing skills and find answers to specific questions.

Library Research

Use the following resources to help with any required or self-directed research you do to support your coursework.

ePortfolio

Use the following resource to understand how to save your assessments to ePortfolio:

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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  • Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including 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 the 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 Loud-cloud 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 over-utilization of direct quotes in DQs and assignments at the Master’s 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 Lopes Write, 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 Loud-cloud for tips on improving your paper and SI score. NURSFPX 4050 Ethical and Policy Factors in Coordination Care Presentation

  • Late Policy

The university’s policy on late assignments is a 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.

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