...Reflective Journal on Ethics Game Simulation Maria R. Brook HCS/478 Health Law and Ethics January 23rd, 2012 Caroline Etland, PhD, RN Reflective Journal on Ethics Game Simulation In this journal I will write my reflections on two ethical dilemmas presented in Ethics Game's online simulation, which has been designed to teach students how to make ethical decisions through a practical and repeatable decision model. Ethical Issue #1 Presented During my Shift Near the beginning of my shift last night, we admitted a 16-year-old mother, RB. She's in her tenth hour of labor now. Her parents have been with her, and they have chosen to limit the amount of medication and other medical assistance we've administered for personal reasons. Given the length of her labor, however, her situation could worsen. Fetal distress is not currently critical, but it has been increasing gradually, as has RB’s own distress and fear. We have been keeping a close eye on her. I'm not sure her parents understand how dangerous her situation could get because RB and the baby may be moving toward irreversible medical danger if some intervention is not made. Ethical Issue #2 Presented During my Shift One of our ICU's patients, AT, has been unconscious for nearly a day and as yet no definitive diagnosis has been reached by doctors. AT was brought to the hospital by his domestic partner, YM, who was with him while he was in the ER, but was prevented from visiting him in the ICU by CB, the shift supervisor...
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...Ethics Game Simulation: Reflective Journal Susan Lopez University of Phoenix Organizational Ethics and Social Responsibility/MGT/216 Dr. Arnold Bereson December 07, 2009 Ethics Game Simulation: Reflective Journal In the ethics game simulation I was the quality control manager and was given the responsibility of making some very difficult ethical decisions. The first decision I had to make was regarding fair warning. The company had determined that there was a contaminant in products that were already distributed for sale. They were looking at me to tell them what should be done about those products. In this case, I was asked to look at the dilemma through two lenses, first the Rights/Responsibility Lens and the Results Lens. Even though one lens focuses on the duty of doing what is ethical and the other focuses on creating the greatest good for the greatest number of people, I think that my decision was based on both of these. I decided the proper thing to do would be to publicize the information that would warn the consumers about the increased risk to specific groups of people and to replace or refund purchase price for a product they may already have. It turns out that this was the best option in the Results Lens. The reason for this decision is that I was considering what was best for both the company and the people. I believed that people definitely had the right to be warned so that they were not consuming a product that could cause them harm, but...
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...Ethics Game Dilemmas Joanne Leetch ETH/316 June 18, 2012 Mary Sortino Ethics Game Dilemmas * In the Ethics Game Dilemmas Part II introduced two situations that needed an ethical decision to be made by management as to the best way to handle the situations. The first dilemma deals with the implication that there might be harassment, by an employee named Bill, going on in the workplace. The employee who may be being harassed, employee named Gayle, requested a confidential meeting to discuss an issue. She did not mention anything about harassment, just a request for a confidential meeting. The second dilemma was in regards to an employee publishing false or inaccurate data based on research that the company had just completed and did not turn out as well as expected. Just like in the first Ethics Game Dilemmas the goals of this game were to: enhance ethical sensibility, increase efficacy in decision making, and increase ability to effectively communicate the course of action needed. The lenses used in the first situation were the Rights and Responsibilities lens and the Results lens. The decision-making steps used in this situation were: Step 1 - Be attentive. The issue in this dilemma was how to answer the employee’s request for confidentiality in the meeting. Step 2 – Be intelligent. The stakeholders that were identified in this issue were the shareholders, the VP of Human Relations, Gayle’s manager (me), Gayle, Bill, and Bill’s manager Step 3a – Be reasonable...
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...Ethics Game Stimulation Reflective Journal Ethics can be defined as the principles, norms, and standards of conduct governing an individual or group. Nursing ethics, a set of moral and practical guidelines that influences nursing decisions big and small, also a set of shared values or principles that govern the way nurses interact with patients, a patient's family, and even other doctors and nurses. Nurses are dedicated to treating the person and easing suffering and this defines a nurse's ethical standpoint. From working with unbiased compassion to standing up for patients' rights, a nurse holds a wide range of responsibilities in addition to the actual physical work of caring for patients (Medi-Smart: Nursing Education Resources, 2011). The ethics simulation game is a learning tool designed to teach individuals how to make decisions between ethical challenges. In the first ethical simulation the ethical issue is how to best assure that the patient and her unborn child get appropriate and timely care with the stakeholders been the shareholders, the patient, the shift supervisor, the RN, the parents, and the unborn child. Before making these decisions of the best way to help Rachel one had to go through the four different lenses and steps of critical decision making. These lenses include the rights and responsibility lens, the results lens, the relationship lens, and the reputation lens. After thoroughly going through each lens, one was able to make decisions based on virtues...
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...through play and creative arts Reem 2013 Active learning through play and creative arts Play and creative arts are important aspects of children’s learning that are being used in kindergartens. This action research project explores the using of play and creative arts in a kindergarten classroom. The purpose of this study is to evaluate and analyze how play and creative arts activities enhance and support children’s learning in literacy and numeracy lessons. Qualitative methods were used to gain data that reflect on the implementation of play and creative arts strategies and activities in teaching and the interpretation collected from participants. The three types of tools that used to collect data are observations, interviews and a reflective journal to ensure validity of results. After analyzing the data, two interrelated themes emerged. The first theme highlights the benefits of play and creative arts in early childhood. The second theme shows the benefits of using them can support literacy and numeracy development. Consequently play and creative arts seems to promote development in children’s learning processes and they also offer the learners’ confidence in their learning. To conclude, this study shows that play and creative arts may have positive effect in improving the children’s overall performance and attitudes. Play and creative arts are important aspects of children’s learning that are being used in kindergartens. This action research project explores the using of play...
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...| Course Syllabus School of Business MGT/216 Organizational Ethics and Social Responsibility | Copyright © 2010, 2009, 2008 by University of Phoenix. All rights reserved. Course Description This course provides a foundational perspective for socially responsible management practices in business. Special emphasis is placed on the inter-related nature of ethics, moral, legal, and social issues in managing individuals, groups, and the organization within a business environment. Policies Students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials DeGeorge, R. T. (2010). Business ethics (7th ed.). Upper Saddle River, NJ: Prentice Hall. Trevino, L. K., & Nelson, K. A. (2007). Managing business ethics: Straight talk about how to do it right (4th ed). Hoboken, NJ: John Wiley & Sons. All electronic materials are available on the student website. Week One: Fundamentals of Business Ethics | | Details | Due | Points | Objectives | 1.1 Differentiate between...
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...Self-reflection – the key to effective leadership Most authorities on leadership development understand the importance of assisting managers and leaders to engage in self-discovery and self-reflection. Recorded statements from philosophers about the need for self-awareness and reflection for those in leadership positions goes back thousands of years to ancient philosophers and teaches like Confucius, Socrates, Plato, Jesus and Mohammed. However, research has shown that self-reflection is possibly a manager’s least favourite activity. While much has been written on the need for self-reflection and for selfunderstanding by managers, little is available that points the way forward for managers on how to commence self-reflection, what are the processes involved and how one commences on the road to self discovery. In this short article, I will endeavour to assist you to commence learning about yourself. There are two good reasons why managers and leaders should be concerned about learning about themselves. First, while some people, because of personality flaws, like narcissism, Machiavellianism and psychological personality disorders should never be allowed to lead others, most people can improve their leadership potential and performance by engaging in self-reflection. Second, research has shown there is no better bedrock for effective leadership than a secure understanding and sense of oneself. Self-understanding also provides a sound basis for understanding ...
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... | | |Organizational Ethics and Social Responsibility | Copyright © 2010, 2009, 2008 by University of Phoenix. All rights reserved. Course Description This course provides a foundational perspective for socially responsible management practices in business. Special emphasis is placed on the inter-related nature of ethics, moral, legal, and social issues in managing individuals, groups, and the organization within a business environment. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials DeGeorge, R. T. (2010). Business ethics (7th ed.). Upper Saddle River, NJ: Prentice Hall. Trevino, L. K., & Nelson, K. A. (2007). Managing business ethics: Straight talk about how to do it right (4th ed). Hoboken, NJ: John Wiley & Sons. All...
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...School of Business ------------------------------------------------- Course Syllabus MGT/216 Version 4 Organizational Ethics and Social Responsibility Course Start Date: 08/31/2010 Course End Date: 10/04/2010 Please print a copy of this syllabus for handy reference. Whenever there is a question about what assignments are due, please remember this syllabus is considered the ruling document. Copyright Copyright ©2009 by University of Phoenix. All rights reserved. University of Phoenix© is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft©, Windows©, and Windows NT© are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix© editorial standards and practices. Facilitator Information Dr. Martin J. Boyle martin.boyle@phoenix.edu (University of Phoenix) martinjboyle@comcast.net (Personal) 908-419-5259 = Cell #. (9 – 9 EST.) Facilitator Availability I am available from 9 a.m.-9 p.m. Eastern Time on most days, but I attempt to reserve Sunday for my family. During the week...
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...TOPIC: Reflective essay on the teaching session and facilitating workplace learning module. INTRODUCTION As a requirement for the pre-registration program in Nilai University, I have to take Facilitating Workplace learning module. The aim of this module is to enable me to become a better facilitator in the future. Having experiences from my previous clinical posting, I realized that nursing profession is not only about patient’s bedside care, but also workplace improvement by facilitating others for example students, colleagues and patient health teaching. Gopee (2011) defined facilitating learning is that the learner becomes aware that they should be the originator of their thinking, meaning to say the learner should take more control of their learning instead of passively receive information from the teacher. In addition, facilitating learning is usually form part of healthcare’s professional code, as mentioned in code of practice by Nursing Midwifery Council (2008) that registered nurse must be willing to share their experiences and skills for the good of their colleagues and must facilitate student and others to develop their competent. In order to fulfill this subject, I have two main parts to complete. First, a plan for facilitating a learning session applied all the relevant theories that have been lecturing, and the second part, I am going to write here is a reflective essay using Gibb’s (1988) reflective cycle on what I have learn from this module and my learning...
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...Academic Year: 2014/15 Module code: P13505, Level 3 Autumn Semester Module Outline: Auditing, Governance and Scandals (AGS) |Module Convenor |Dr. Kevin Dow, AB474 | |Lectures |Dr. Kevin Dow | | |TH 4:00-5:30, TB 329 | |Additional Staff |Cass Lai, AB247 | |E-mail addresses |kevin.dow@nottingham.edu.cn | | |cass.lai@nottingham.edu.cn | |Office Hours |Dr. Kevin Dow: Th, 2:00 pm - 4:00 pm, every Thursday until Exams (except December 11 and 25) | | |Cass Lai: Th, 2:00 pm - 4:00 pm | KEY POINTS • This is a Level 3, 10 credit module; • Assessment basis: a one and a half hour Examination (100%); • Keywords: Audit; Governance; Corporate Scandals; Audit Theory and Practice; Accountability; • Pre-requisite module: P12307 Financial Reporting. MODULE AIMS To use a mix of textual and...
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...Movements, facial expressions and posture displaying attitudes and emotions convey non-verbal communication. Therefore, the importance of effective communication in nursing cannot be overstated as miscommunication causes misunderstandings, misdiagnosis and even a lack of trust in the professional. In agreement with this, Walker et al state that interpersonal aspects of care are central to patient’s perceptions of quality of care. (2007:149). In this reflective essay, I will discuss the issues of prejudice and discrimination and how communication can convey both negative and positive attitudes. From my first clinical placement, I have learned how attitudes could have a profound effect on the level of care a client or patient receives. “Positive responses to cultural diversity include acceptance and knowledge, not bias or prejudice. A culture is a system of behaviours people learn from the people they live and grow up with. Each culture may have different lifestyles, religions, customs and behaviours”, (Alvare et al, 2005:129). Gibbs Reflective Cycle (1998) is the framework for my reflection. In accordance with the code of professional conduct (NMC, 2004), confidentiality will be maintained throughout this essay, no trust or staff/patient names shall be used. On my Out of Hospital Placement, I was “spoked out” from my main clinic to observe a Health Visitor involved...
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...Hypothetical Case Studies 15 • Residential Tenancies List 15 • Planning and Environment List 18 • Anti-Discrimination list 20 Assessment criteria 22 Reading guide 24-28 Su Robertson, Unit Coordinator su.robertson@vu.edu.au 9919 1823 Unit rationale BLB1101 Australian Legal System in Context: • Provides you with a working foundation in the technical structure of Australian legal systems, using applied practical teaching and learning methods; • Exposes you to ways of making sense of Australian legal systems in a legal academic way using the themes of economics, sustainability, race and gender; • Inducts you in the ways of the lawyer, including appropriate language use and structure, ethics and legal professional behaviour, using reflective, applied and theory-based teaching and learning methods. Learning outcomes Upon successful completion of BLB1101, you will: • Be able to identify and understand the components of Australian legal systems, how these components intersect and interact, and how lawyers use these systems; • Be able to identify and use the language of law in the way of a legal professional; • Be able to situate and analyse Australian legal systems within broader social and political contexts; • Be able to format and write about law in a coherent and professional way; • Have the ability to use reflection as a legal professional learning tool. Calendars Semester 1, 2014 LECTURES (FP G372 - Mondays, 1pm; ...
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...PETER SINGER ETHICS AND INTUITIONS (Received 25 January 2005; accepted 26 January 2005) ABSTRACT. For millennia, philosophers have speculated about the origins of ethics. Recent research in evolutionary psychology and the neurosciences has shed light on that question. But this research also has normative significance. A standard way of arguing against a normative ethical theory is to show that in some circumstances the theory leads to judgments that are contrary to our common moral intuitions. If, however, these moral intuitions are the biological residue of our evolutionary history, it is not clear why we should regard them as having any normative force. Research in the neurosciences should therefore lead us to reconsider the role of intuitions in normative ethics. KEY WORDS: brain imaging, David Hume, ethics, evolutionary psychology, Henry Sidgwick, Immanuel Kant, intuitions, James Rachels, John Rawls, Jonathan Haidt, Joshua D. Greene, neuroscience, trolley problem, utilitarianism 1. INTRODUCTION In one of his many fine essays, Jim Rachels criticized philosophers who ‘‘shoot from the hip.’’ As he put it: The telephone rings, and a reporter rattles off a few ‘‘facts’’ about something somebody is supposed to have done. Ethical issues are involved – something alarming is said to have taken place – and so the ‘‘ethicist’’ is asked for a comment to be included in the next day’s story, which may be the first report the public will have seen about the events...
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...Intercultural Ethics 1 Intercultural Ethics: A Constructivist Approach Richard Evanoff This article originally appeared in the Journal of Intercultural Communication 9:89-102 (2006), published by the Society for Intercultural Education, Training, and Research (SIETAR)–Japan. Copyright © 2011 Richard Evanoff. Abstract While a considerable amount of research in the field of intercultural communication has been devoted to empirical and theoretical studies on cultural differences, comparatively little work has been devoted to normative studies which consider how problems which arise because of cultural differences might be resolved (see, however, Evanoff 2004 for a bibliography of recent publications in this area). Normative research differs both from empirical research, which is basically concerned with describing existing patterns of beliefs, values, and behavior through the use of statistical data, interviews, case studies, and the like, and from theoretical studies, which attempt to make generalizations about cultural differences and how people respond to them by abstracting from such data. The methodology of ethics is neither empirical nor theoretical, but rather normative, which means that it basically concerns itself with a consideration of what beliefs, values, and forms of behavior might be plausibly adopted. Metaethics concerns itself with broader issues of how such decisions can be reasoned about, justified, and, indeed, debated across cultures. Intercultural...
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