Assignment: Informed Consent to Treatment

Informed consent challenges Ethical challenges associated with valid and informed consent to treatment and to the creation use and management of patient records, consent forms, and associate health information to support care and treatment. Teaching of Beauchamp-Childress principlism to medical students remains one big advantage as these future physicians will apply informed consent in strengthening the relationships between them and their patients. Informed consent draws its roots from past reports of abuse of vulnerable people in the US. In order to solve this, the US Public Health Service established regulations concerning human rights and establishment of IRBs became a requirement in most institutions as a means of dealing with ethical issues (Zussman, 1997). In medical ethics, both the actions of patients and the physician are of great concern, and in the last twenty years, medical practice issues including informed consent, have been widely discussed in various forums. Specifically, informed consent helps the physician understand the patient better and patients will be encouraged to keenly adhere to their treatments. However, the benefits of informed consent should not be overstated (Barbara, 2004). First, in as much as it makes decision-making possible between physicians and patients, informed consent does not allow for autonomous choices in the absence of such choices.

Assignment: Informed Consent to Treatment

Assignment: Informed Consent to Treatment

Most nursing institutions restrict patients’ choices in order to function as an organized institution.  Rules that dictate patients’ behavior and routine have been put in place and this limits autonomy of the patients. Autonomy involves freedom of patients to making choices on moral positions, privacy, among others. The patient should command their own lives and autonomy should not be affected by external constraints. However, nursing institutions are faced with the dilemma of respecting autonomy at the expense of running their institution as an organized institution (Fisher, 2001). Informed consent has also developed within a particular cultural context and so may not fit perfectly in certain cultures and societies. Critics have argued that informed consent has western bias and so some other non-western cultures where family-community consent prevails may not find this as a universal ideal. In some communities, preservation of their norms and values overrides individual autonomy. In other African cultures, the older family members are the ones in charge of making decisions regarding the patient. In others, married women cannot make important decisions and so this is a responsibility of their husbands. The Arab culture believes that decisions should be made collectively and not by individuals alone. The medical practitioners therefore face a challenge in handling these cultural norms in relation to informed consent. Today’s physician may therefore face challenges on application of informed consent since we live in a highly multicultural world (Gordon, 2011). With respect to cultural diversity and tolerance, the question that emerges is why then should the western individual-consent be applied universally while other cultures too have their own norms such as family-community consent which may vary from those of western countries. In imposing this to conservative patients from non-Western cultures, physicians may be accused by patients of practicing Western imperialism on them (Gordon, 2011). The concept of truth-telling also varies across cultures. Some communities have embraced only the positive thinking and any negative discussions are avoided even if they were the truth. Some such as the Navajos consider end-of-life discussions as a taboo. In China, positive thinking is highly embraced and so physicians will not tell their patients any bad news. On the other hand, some individual patients may personally choose not to be informed of any bad news about their medical conditions and progress. Others may decide to delegate such responsibilities of decision-making to their families. The physicians will therefore be faced with a challenge of balancing between respect of the patient’s autonomy and the patient’s desire for less information and decision-making authority. In conclusion, informed consent is of great necessity in the medical field. However, it does not lack limitations which present physicians with ethical challenges. The main limitation which is incompatibility with all world cultures could however be addressed through the bioethicists understanding of the role of culture in ethics and then adopting an anthropological strategy in ethics. This will serve the purpose of bridging culture gaps hence giving physicians an easy time in applying informed consent in their practices. References Barbara, J. R. (2004). Unwittingly de-humanizing patients; rehabilitating informed consent. Global Virtue Ethics Review, 5(1), 4-21. Retrieved from ;
Fisher, J. (2001). Lessons for business ethics from bioethics. Journal of Business Ethics, 34(1), 15-24. Retrieved from ; Gordon, J. (2011). Global ethics and principlism. Kennedy Institute of Ethics Journal, 21(3), 251-76. Retrieved from ; Zussman, R. (1997). Sociological perspectives on medical ethics and decision-making. Annual Review of Sociology, 23, 171-189. Retrieved from ; CLICK HERE TO GET MORE ON THIS PAPER !!!

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Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

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The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include 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 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 LoudCloud 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 overutilization of direct quotes in DQs and assignments at the Masters’ 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 LopesWrite, 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 LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 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.