20 credits at level HE5
Further developing skills in ethical enquiry and analysis;
Examining a series of problems requiring the application of theories of ethical conduct.
The module presents the opportunity for students to make reference to the NHS Knowledge and Skills Framework (DoH 2004), enabling students to identify reflect and gather evidence of their progression through the dimensions and levels outlined in the document.
Rights: is there a right to health care? If so, how is this to be ensured?
Resources: when resources are limited, who should receive treatment? QALY’s - a fair way to decide?;
Truth telling and Confidentiality: should patients be told the truth? must health care professionals always keep confidences?;
The Obligations of Health Care Professionals: do health workers owe a special duty of care to their patients? is it influenced by codes of ethics?;
Patients Responsibilities for Their Own Health: what weight should be given to patients lifestyle choices?;
Organ Donation: in the light of organ shortages, should there be an ‘opt out’ system? should organ donors be paid?;
Research: the placebo effect; how much should patients be told about the trials they are involved in? problems of responsibility involving children or mentally impaired patients.
The 200 hours notional time given to this module will be allocated as follows:
42 hours to classroom work with formal lectures , seminars with interactive learning (eg role play) and some student led sessions.
38 hours to consolidation of classroom work;
120 hours for working on and preparing assessments.
The assessment will take the form of a 5000 word assignment.
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Demonstrate ability to analyse the nature of the relationship between ethical theory and ethical conduct.||Display clarifications that show what ethical conduct can be and its relation to ethical theory.|
|2.||Demonstrate capacity to engage with and deploy ethical thinking and theories to a variety of real and fictitious case-studies.||Display effective deployment of theories and concepts in illuminating real and hypothetical issues.|
|3.||Demonstrate ability to articulate and communicate their understanding of a range of ethical issues in the form of an academic essay.||Demonstrate an appropriate exploration and understanding of an ethical issues and involving their ability to sustain arguments using appropriate supporting evidence.|
|4.||Engage in reflective practice that embraces recent challenges met in recent practise.||.Display ability to go over professional experiences in an open and assimilative way.|
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||A 5000 word assignment.|
There are no prerequisites for this module.
No restrictions apply.
Beauchamp,T Childress, J. (2001) Principles of Biomedical Ethics
Butler J (1999) Ethics of Health Care Rationing, Cassell, London.
Caplan A (1999) The Ethics of Organ Transplants, Prometheus Books.
Chadwick R (1999) Ethics in Nursing Practice: A Case Study Approach, Macmillan.
Hope, T. Savulescu, J Hendrick, J. (2003) Medical Ethics& law: The Core Curriculum. Churchill Livingstone, London
Gensler H (1998) Ethics, A Contemporary Introduction, Routledge, London.
rai,G.S. (1999) Medical Ethics and The Elderly. Australia, Harwood Academic publishers
Schwartz, L Preece,P. & Hendry, R. (2002) Medical ethics A Case Based Approach. London, Saunders
Seedhouse,D. (1998) Ethics The Heart of Health Care 2nd edn Chichester, John Wiley & sons
Shelton W (1998) ‘Advances in Bioethics’, Critical Reflections on Medical Ethics 4, JAI Press.
|Host Subject Group:||Health, Social and Community Studies|
|User Name||Date Accessed||Action|