This Instructors Guide was designed for todays faculty member who is trying to meet

Copyright © 2004 by F.A. Davis Company Instructor Manual

for Legal, Ethical, and Political Issues in Nursing Second Edition by Tonia Dandry Aiken 1 / 4

Copyright © 2004 by F.A. Davis Company

INTRODUCTION

This Instructor’s Guide was designed for today’s faculty member who is trying to meet the learning needs of today’s students. Whereas each chapter of the text provides you with stimulating discussion points in the Afterthoughts section, the Instructor’s Guide has been expanded to include many interactive activities suitable for both ground and electronic delivery. Whether you are using this material as part of a dedicated course or within many courses, the content will come to life for the students when more activities are included in the course plan. For that reason, the Instructor’s Guide offers materials geared toward the content of each chapter of the text. Specifically, for each chapter, the Guide presents some practical teaching tips for teaching methods that work well with that chapter’s material. The tips are followed by specific case examples and discussion points, intended to illuminate and inspire discussion on the substance of that chapter.Interspersed in Part I are “Off the Books” boxes, designed as suggestions for more untraditional ways to teach the materials. The Guide also features a test bank of multiple- choice and short-answer test questions geared toward the content of each chapter of the text.This test bank was written with as many questions at the application and analysis level as possible, just like the NCLEX-RN. You’ll find that the answers aren’t always in the book but arise from your discussions and include clinical scenarios that should become familiar to students. The important point is to teach your students critical thinking and clinical reasoning, so if you find these questions to be difficult and not verbatim from the text, you are correct. The newer NCLEX-RN style of alternative items—Fill in the lank and Select all that apply—has been included as well. For more 2 / 4

Instructor’s Guide for Legal, Ethical, and Political Issues in Nursing, 2/e Copyright © 2004 by F.A. Davis Company 5 information on item writing, see Mary McDonald’s Systematic Assessment of Learning Outcomes—Developing Multiple-Choice Exams (2002, Jones & Bartlett) or the assessment course offered by the National Council of State Boards of Nursing at www.nclex.com Many of you have begun Web-enhanced or Web-based teaching. Part II of this Guide, which deals with the Web, is not meant to be a replacement for training in this area, but it does offer teaching tips to make this material practical while using the Web.Moreover, a common complaint by faculty now is that cheating and plagiarism are rampant. The brief information provided in Part III should help put you back in control of these behaviors.The final sections, Part IV, “The Rights and Liabilities of Educators and Students,” and Part V, “Copyright Laws and the Educator,” have been updated to include the latest information to help you as faculty. Any instructor’s guide is just a boost for your thinking, after a long day in the clinical setting, when your creative juices are drained. Please use this one as a stimulant and make teaching Legal, Ethical, and Political Issues in Nursing fun for yourself and the students.Julia W. Aucoin, DNS, RN, BC Assistant Professor University of North Carolina—Greensboro Consultant in Nursing Professional Development 3 / 4

• Instructor’s Guide for Legal, Ethical, and Political Issues in Nursing, 2/e

Copyright © 2004 by F.A. Davis Company

Part I: Chapter by Chapter Tips, Case Examples, and Test Questions

Chapter 1—Nursing Practice

Tips for Active Learning

• Go to your State Board of Nursing Website and review the Nurse Practice Act.

Look at what activities are allowed and which are not.

• Go to the National Council of State Boards of Nursing Website www.ncsbn.org to

get an update on multistate regulation; check the status of your state.

• Go to your State Board of Nursing Website to explore discipline. What are the

various penalties for infractions?

• Invite someone from the State Board of Nursing to come to class to discuss

licensure, the Board of Nursing, mandatory continuing education requirements, administrative nursing proceedings, and the reasons licenses are revoked, suspended, or probated.

• Discuss specific examples of abandonment to ensure that students understand the

concept fully. For example, a nurse accepted patients from the 7 a.m. to 3 p.m. shift, and the supervisor tells her she is going to have to stay the 3 p.m. to 11 p.m. shift because they do not have a replacement. If she decides to leave without a replacement, can an abandonment charge be made against her? If a nurse comes on duty and refuses to accept an assignment, can she be charged with abandonment?

• Have a risk manager or quality assurance speaker present to the students on quality

assurance programs. Performance Improvement decreases potential risks and exposure for patients, visitors, and employees.

Case Example

Facts

: Nurse Welty has worked with Dr. Hart for a long time. Nurse Welty knows the

patients with chronic conditions well and is familiar with Dr. Hart’s treatment methods.Patient Zeal is a new patient of Dr. Hart, but she has a condition very similar to that of one of Dr. Hart’s long-time patients. Dr. Hart is very busy, so rather than making Patient Zeal wait, Nurse Welty writes out a prescription for a controlled substance. After all, Nurse Welty knows that is what Dr. Hart would do.

As it turns out, Patient Zeal works for a government oversight agency, and she thinks it is strange that Nurse Welty was able to write the prescription. Patient Zeal does some research into Nurse Welty’s license and takes action against Nurse Welty. Patient Zeal wants to ensure that other patients know the kind of lax rule-follower Nurse Welty is.

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