The Key Concepts of Ethical Practice - The Ethico-Legal Complexities - Nursing Assignment Help

Assignment Task:

Task description: 
This task will require you to reflect upon and analyse a healthcare case studies below from an ethico-legal perspective, using Driscoll's reflective model as a guide. You are required to draw upon the unit content, personal experiences, relevant literature and learning resources to inform your reflection and analysis. Use minimum of 10 peers viewed Australian Nursing journals or articles.

Case study (Scenario) 

You are an undergraduate nursing student at a large university and have just started your PEP in a busy urban hospital. In your practice units (your units that give you the practical skills you will need on PEP) your lecturer and tutor have stressed the importance of managing sharps (needles, cannulas and the like) correctly. Your tutor has told you on a number of occasions that after giving an injection, you should never re-cap the needle – instead, you should place it in a kidney dish and dispose of it directly from the dish into a designated sharps container. 

Your tutor has directed students to one of the Australian Government’s website on the handling of sharps and when you check out the website, you can see that one of the recommendations is that ‘needles must not be recapped, bent or broken after use’. 

While you are on your placement the registered nurse (RN) you are paired with asks you to give one of the patients his insulin injection. You are a bit nervous as this nurse can be quite critical if you don’t do things her way. You give the patient his injection and immediately realise you haven’t brought a kidney dish to the bedside. You start to panic a bit as you don’t know where the closest sharps container is. 

The RN sees you awkwardly holding the needle and instructs you to re-cap it. You refuse, as you know that recapping needles increases the likelihood of a needle-stick injury, which can potentially transfer serious blood-borne diseases. Again, the RN instructs you to re-cap the needle, but you stand your ground once more. The RN then screams at you to re-cap the needle. Anxious and distressed, you begin to place the cap on the needle, but are shaking so much that the needle accidently punctures the skin on your left thumb. Clearly exasperated, the RN turns to the patient and states: ‘we’ll now need to take a sample of your blood to see what rare diseases this imbecile may have contracted!’

Assessment criteria

1. Demonstrated familiarity by clearly identifying and describing the key concepts of ethical practice evident in the chosen situation. 10%

2. Demonstrated a comprehensive understanding by presenting a clear and insightful reflection about the ethico-legal complexities inherent in the situation. Provided a detailed and logical analysis of the possible implications of different courses of action. 20%

3. Demonstrated an advanced ethical awareness and a clear understanding of how self-reflection informs professional growth and practice, including relationships with others. 20%

4. Consistently demonstrated a high level of academic writing using Driscoll’s model (written in the first-person) of reflection. Demonstrated careful planning, with a clear and logical structure that was virtually free from spelling, grammatical and/or terminology errors. Accurately used the Harvard referencing style for both in-text citations and the reference list. 10%

5. Extensively synthesised and integrated credible and relevant literature and evidence from a variety of scholarly sources to support and justify your discussion.

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