FPX 4000 Capella University Developing a Health Care Perspective Discussion

FPX 4000 Capella University Developing a Health Care Perspective Discussion

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  • Welcome to your Capella University online course, NHS-FPX4000 – Developing a Health Care Perspective

    Welcome to your First Course at Capella University: Developing a Healthcare Perspective! This is the first course of your undergraduate learning program. Most of you are new to Capella and to online learning, and we are excited to have you here. You will spend time considering what it means to study in an online environment, how to manage your time, and how to interact with your peers. You will be introduced to the academic skills that you will continue to improve throughout your program: using the Capella library, critical thinking, ethics in health care and in the courseroom, problem solving, and writing. You will also learn about Capella’s online Campus that houses a multitude of resources to aid you in developing these skills. Most importantly, you will learn how to approach your studies from a health care perspective. Along the way, you will be supported by your instructor, your advisor, and the rest of the Capella University staff, who will all pitch in to help make this a profound and transformative learning experience. Welcome to Capella. Enjoy the course.

  • Course Competencies

    To successfully complete this course, you will be expected to:

    1. Apply information literacy and library research skills to obtain scholarly information in the field of health care.
    2. Apply scholarly information through critical thinking to solve problems in the field of health care.
    3. Apply ethical principles and academic standards to the study of health care.
    4. Write for a specific audience, in appropriate tone and style, in accordance with Capella’s writing standards.
  • Scoring Guides

    The following scoring guides will be used to evaluate your performance on the assessments in this course.

    • Assessment 1: .
    • Assessment 2: .
    • Assessment 3: .
    • Assessment 4: .
  • FlexPath courses are competency-based courses designed to allow you the flexibility to work at your own pace. Your progress in a FlexPath course depends solely on your ability to successfully demonstrate the course competencies. You will demonstrate these course competencies through multiple assessments that simulate the type of work you would be expected to do on the job. As a self-directed FlexPath learner, you will develop your own plan for completing the assessments.

    To successfully complete each course, you must complete all assessments and demonstrate all course competencies at the level of:

    • Basic or above for undergraduate-level courses.
    • Proficient or above for master’s and doctorate-level courses.

    After each assessment is evaluated, your Competency Map shows your updated, cumulative progress toward demonstrating each course competency. You can access your Competency Map via the course home page or from your academic plan on Campus.

    Academic Community

    To be a successful FlexPath learner, you must be skilled at the goal setting, time management, and self-direction needed to work independently. You will set your own pace, but you will also need to adhere to the deadlines you set. This can be difficult to manage alone.

    As a learner at Capella University, you are a member of a scholarly community. Learning is a partnership; you are ultimately responsible for your own success, but you are not alone. As you work through the course assessments, take the time to build a network of people within the Capella community who can help you stay on track and achieve your goals.

    Course Target Dates

    In every FlexPath course, you will begin by setting your assessment target dates.  This will create your personal schedule for successfully completing all course assessments. You must submit your target dates within 12 days from the course start date which is shown on your Campus dashboard.

    If you receive financial aid, submission of your target dates will release your financial aid funds.

    After you submit your target dates, a timeline displays on the course home page and shows your target date for each assessment. This timeline pulls your target dates and reflects your progress as you complete each assessment.

    You are expected to update and maintain your target dates until you complete the course and to use it to stay on track and on task. You can revise your target dates as unexpected changes to your schedule occur, or you can add time to incorporate feedback on your work.

    Course Engagement

    You are expected to engage in your course weekly.

    Course Participation for FlexPath

    Begin participating in your courses from the very beginning. Active participation helps to keep you from falling behind and gives you the opportunity to fully benefit from the course. It is also required for continuing enrollment, as stated in the related to maintaining enrollment in the FlexPath “Initial Course Participation” and “Ongoing Course Participation” sections. To meet Initial Course Participation requirements in FlexPath, learners must set target dates within the first 12 days of the course. To meet Ongoing Course Participation requirements, learners must also continuously submit courseroom activities (see list below) throughout the duration of each course to remain enrolled in their course(s). If you are not actively participating in your course for 14 consecutive days, you will receive an e-mail notification directing you to take action. If you do not engage for another 14 consecutive days (for a total of 28 consecutive days), you will be removed from your course, which will result in a ‘non-performance’ (failure) for your course.

    Initial Course Participation in FlexPath:
    • Setting target dates. The only way to participate initially is to set target dates. These must be submitted within 12 days from the course start date, which is shown on your Campus dashboard. Resetting target dates after the initial setting does not count as participation.
    Ongoing Participation for FlexPath includes:
    • Submitting or resubmitting an assessment
    • Completion of a Course Activity.
    • Engagement within the courseroom with your course instructor regarding your course content.
    • Engagement with a Graduate Assistant regarding your course content (not available in select programs*).

    *Graduate Assistants are not leveraged in the BSN, BS HCA, M Ed, and doctoral programs.

    Note: Resetting target dates, communicating with an instructor via courseroom mail, in the Ask Your Instructor discussion board, or outside of the courseroom does not count as initial course participation. Also, it is not enough to contact your instructor when you are unable to participate in your course for more than 14 days. If circumstances prevent you from being an active participant in your course, please contact your Academic Coach immediately to review your options.

    Academic Team

    FlexPath Coaches

    As a FlexPath learner, you have a FlexPath coach assigned to help you achieve your goals and complete your degree. Contact your coach if you have questions about your program or need help selecting courses to meet your degree requirements. Your coach can also help you understand Capella policies and procedures, and navigate through potential roadblocks. To contact your coach, use the Email link in your Coach menu at the top of the courseroom.

    FlexPath Faculty

    Your faculty is there to support your learning. In courses, you can:

    • Use the Message Your Faculty courseroom link to connect or follow-up on an assessment
    • Post on the Ask Your Faculty discussion board
    • Connect with your faculty member during office hours if offered.

    Policies and Expectations

    Learners at Capella University are expected to follow all university policies and procedures. These policies can be found and reviewed on Campus or Visitor Center. The following links include the full list of university policies, and a few key policies and resources that learners should review.


    The full list of university policies and procedures at Capella is available on Campus and Visitor Center.


    The Academic Integrity and Honesty policy explains the concept of academic integrity and the consequences of plagiarism at Capella.


    The Discrimination, Harassment, and Assault policy states that Capella prohibits discrimination, harassment, and assault of any member of the university community and any retaliatory behavior related to reports of such conduct.


    The Learner Code of Conduct policy outlines expected conduct and prohibited conduct at Capella. It also gives the resolution process when prohibited conduct occurs.


    This tool helps learners, staff, and faculty members identify content matches in academic work.


    The online etiquette page on Campus serves as a resource for effective and courteous communication online.

    Writing at Capella

    Throughout your program, you will develop five core writing skills aligned to the Capella Writing Standards. In addition to the scoring guides that your faculty will use to assess your writing assignments, your faculty may also use the . The Writing Feedback Tool presents feedback related to Capella’s five core writing skills:

    • Address assignment Purpose
    • Develop strong Organization
    • Integrate appropriate Evidence
    • Use scholarly Tone
    • Develop grammatically sound Sentence Structure

    Through use of the Writing Feedback Tool, your faculty will provide you with guidance and resources to target writing skill development. You are encouraged to study the Capella Writing Standards and to incorporate additional resources and live support into your writing process.

  • Capella University is committed to providing reasonable accommodations to qualified learners with disabilities in all university programs and activities. Capella recognizes its obligations to accommodate the needs of learners with disabilities, according to the Americans with Disabilities Act Amendments Act of 2008 (ADAAA), the Rehabilitation Act of 1973, and similar laws. Learners requiring academic accommodations should refer to , e-mail , or call 888-CAPELLA and ask to speak with a Disability Services team member.

    Learners approved for academic accommodations will receive a Letter of Eligibility for Accommodations from the Disability Services office.

    Important: Learners who have been approved for accommodations must share this letter with the academic advisor in order to receive the accommodations. If you are a learner with a disability, you are encouraged to secure this approval as early as possible, as accommodations cannot be applied retroactively.

  • Academic Writer

    Capella uses the Publication Manual of the American Psychological Association as its style guide for scholarly writing. Using a single publication manual ensures a consistent style across degrees, programs, and schools. APA style is well respected and widely used in scholarly works and academic publications.

    Capella provides a thorough selection of online resources to help you understand APA style and use it effectively. Capella learners can access the companion website to the APA manual directly at (use Firefox or Chrome). Academic Writer contains the content found in the manual and offers 24/7 access to in-depth tutorials, quick guides, tools, samples, and templates. For more instruction and guidance about APA style and Academic Writer, see the section of the Capella Writing Center.

Question Description
Assessment 1- applying ethical principles

Develop a solution to a specific ethical dilemma faced by a health care professional by applying ethical principles. Describe the issues and a possible solution in a 3-5-page paper.

assessment should also meet the following requirements

Length: 3–5 typed, double-spaced pages, not including the title page and reference page.

Font and font size: Times New Roman, 12 point.

Written communication: Use correct spelling, grammar, and punctuation.

References: Integrate information from outside sources to include at least two references and three in-text citations within the paper.

APA format: Follow current APA guidelines for in-text citation of outside sources in the body of your paper and also on the reference page.

******im sending additional info in a document****


Develop a solution to a specific ethical dilemma faced by a health care professional by applying ethical principles. Describe the issues and a possible solution in a 3-5-page paper.
Whether you are a nurse, a public health professional, a health care administrator, or in another role in the health care field, you must base your decisions on a set of ethical principles and values. Your decisions must be fair, equitable, and defensible. Each discipline has established a professional code of ethics to guide ethical behavior. In this assessment, you will practice working through an ethical dilemma as described in a case study. Your practice will help you develop a method for formulating ethical decisions.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
• Competency 1: Apply information literacy and library research skills to obtain scholarly information in the field of health care.
• Apply academic peer-reviewed journal articles relevant to an ethical problem or issue as evidence to support an analysis of the case.
• Competency 3: Apply ethical principles and academic standards to the study of health care.
• Summarize the facts in a case study and use the three components of an ethical decision-making model to analyze an ethical problem or issue and the factors that contributed to it.
• Discuss the effectiveness of the communication approaches present in a case study.
• Discuss the effectiveness of the approach used by a professional to deal with problems or issues involving ethical practice in a case study.
• Apply ethical principles to a possible solution to an ethical problem or issue described in a case study.
• Competency 4: Write for a specific audience, in appropriate tone and style, in accordance with Capella’s writing standards.
• Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.
• Write following APA style for in-text citations, quotes, and references.
Note: The requirements outlined below correspond to the grading criteria in the scoring guide. At a minimum, be sure to address each point. In addition, you are encouraged to review the performance-level descriptions for each criterion to see how your work will be assessed.
For this assessment, develop a solution to a specific ethical dilemma faced by a health care professional. In your assessment:
1. Access the Ethical Case Studies media piece to review the case studies you will be using for this assessment.
• Select the case most closely related to your area of interest and use it to complete the assessment.
• Note: The case study may not supply all of the information you need. In such cases, you should consider a variety of possibilities and infer potential conclusions. However, please be sure to identify any assumptions or speculations you make.
• Include the selected case study in your reference list, using proper APA Style and Format.
2. Summarize the facts in a case study and use the three components of an ethical decision-making model to analyze an ethical problem or issue and the factors that contributed to it.
• Identify which case study you selected and briefly summarize the facts surrounding it. Identify the problem or issue that presents an ethical dilemma or challenge and describe that dilemma or challenge.
• Identify who is involved or affected by the ethical problem or issue.
• Access the Ethical Decision-Making Model media piece and use the three components of the ethical decision-making model (moral awareness, moral judgment, and ethical behavior) to analyze the ethical issues.
• Apply the three components outlined in the Ethical Decision-Making Model media.
• Analyze the factors that contributed to the ethical problem or issue identified in the case study.
• Describe the factors that contributed to the problem or issue and explain how they contributed.
3. Apply academic peer-reviewed journal articles relevant to an ethical problem or issue as evidence to support an analysis of the case.
• In addition to the readings provided, use the Capella library to locate at least one academic peer-reviewed journal article relevant to the problem or issue that you can use to support your analysis of the situation. The How Do I Find Peer-Reviewed Articles? library guide will help you locate appropriate references.
• Cite and apply key principles from the journal article as evidence to support your critical thinking and analysis of the ethical problem or issue.
• Review the Think Critically About Source Quality resource.
• Assess the credibility of the information source.
• Assess the relevance of the information source.
4. Discuss the effectiveness of the communication approaches present in a case study.
• Describe how the health care professional in the case study communicated with others.
• Assess instances where the professional communicated effectively or ineffectively.
• Explain which communication approaches should be used and which ones should be avoided.
• Describe the consequences of using effective and non-effective communication approaches.
5. Discuss the effectiveness of the approach used by a professional to deal with problems or issues involving ethical practice in a case study.
• Describe the actions taken in response to the ethical dilemma or issue presented in the case study.
• Summarize how well the professional managed professional responsibilities and priorities to resolve the problem or issue in the case.
• Discuss the key lessons this case provides for health care professionals.
6. Apply ethical principles to a possible solution to an ethical problem or issue described in a case study.
• Describe the proposed solution.
• Discuss how the approach makes this professional more effective or less effective in building relationships across disciplines within his or her organization.
• Discuss how likely it is the proposed solution will foster professional collaboration.
7. Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.
• Apply the principles of effective composition.
• Determine the proper application of the rules of grammar and mechanics.
8. Write using APA style for in-text citations, quotes, and references.
• Determine the proper application of APA formatting requirements and scholarly writing standards.
• Integrate information from outside sources into academic writing by appropriately quoting, paraphrasing, and summarizing, following APA style

Developing a Health-Care Perspective Using Ethical Principles


People in organizations perceive possible or existential challenges and make appropriate decisions to overcome them across the board. To resolve ethical challenges in the health care sector, care providers combine ethical decisions with the concepts of nonmaleficence, autonomy, fairness, and beneficence. Care providers are critical in ensuring that patients receive quality and focused care since they organize, oversee, and plan activities in health care facilities. In circumstances where there are clear ethical and moral difficulties, care providers work together and communicate effectively with patients to deliver ethical and high-quality care.

A Summary of the Case Study

Jenna and Chris Smith are taking an organic approach to parenthood because Ana, their five-day-old daughter, is their firstborn. They oppose Ana being vaccinated because they believe they have conducted ample research on vaccines and discovered that vaccines cause more harm than good (Case Study). They claim that immunizations cause autism in children based on what they’ve seen on parenting blogs. Dr. Kerr presents the benefits of vaccination as well as the risks and harms of not getting vaccinated after a lengthy discussion with the parents. She claims that trustworthy data and statistics show that immunization has resulted in a drop in child mortality over the last century. She illustrates how the FDA and CDC encourage parents to report probable vaccine adverse reactions as a method to allow for further research using VAERS (Case Study). In accordance with the Case Study, Dr. Kerr notifies Mr. and Mrs. Smith of the vaccine that causes autism in children’s inaccessibility. Furthermore, she emphasizes the importance of the vaccine not only to Ana, but also to the other children with whom she interacts. Vaccinating Ana, for example, prevents the spread of infectious diseases among young, immunocompromised, and genetically predisposed children. The Smiths, however, refuse the vaccine regardless of the information provided by Dr. Kerr. Dr. Kerr is then faced with a choice between respecting the parents’ decision and fulfilling her moral obligation as Ana’s physician.

Analyze the Case Study’s Ethical Issues

Dr. Kerr had an ethical problem after Ana’s parents refused to vaccinate her daughter. Dr. Kerr believes it is her responsibility as Ana’s pediatrician to provide therapies that would prevent Ana from contracting infections and disease through prophylactic interventions (Case Study; Dubé & MacDonald, 2017). The parents inform their health-care practitioner about their study on mommy-blogs concerning vaccination’s bad effects. Dr. Kerr educates the parents on vaccine myths and debates after carefully listening to their concerns. She uses approved research to back up her claims, and she tries to explain the vaccine’s benefits to Ana and other children who hang out with her. In contrast, the parents disregard every advice, claiming that their child should not be vaccinated. Due to Mr. and Mrs. Smith’s viewpoint, the care provider has an ethical issue because she realizes the importance of childhood immunization to an individual’s immunity.

Analyzing the Case Study Using the Ethical Decision Making Model

The ethical decision-making model is a useful tool for critical planning of prospective ethical issue solutions. Most of the time, health care workers use this tool to make an ethical judgment in instances where they are faced with a dilemma (Bianco et al., 2019). In the case of Ana’s immunization, moral judgment, moral awareness, and ethical behavior are ideal mechanisms for resolving the impasse between Dr. Kerr and Ana’s parents. The proclamation of the right mechanism to deal with an existential situation is known as moral judgment. It provides a foundation for assessing which characteristics are correct and which are incorrect. Moral awareness, as opposed to moral judgment, refers to people’s sensitivity to an individual’s values and personal morality. Moral judgment and moral awareness are required for a person to do the right thing, which refers to ethical action (O’Rourke, Thompson, & McMillan, 2019). In the case of Ana’s immunization, the health-care professional demonstrates moral awareness by informing the Smiths about the importance of communicable-disease vaccine. She also tries to teach them about the dangers of non-vaccination on Ana’s health and the health of the children she knows. Ana should be vaccinated, according to Dr. Kerr, because of her ethical behavior.

The Case Study’s Communication Approaches’ Effectiveness

Because she is Ana’s pediatrician, Dr. Kerr becomes the link between Ana and her parents in terms of health care. Ana is unable to make decisions regarding her therapy, therefore she and her parents must communicate efficiently in order to choose the best treatment option. Jenna and Chris express their reluctance in the immunization because of the relation to autism in the interaction between the care provider and the parents, indicating the likelihood of good communication. The care professional tries to persuade the parents that there is no existential vaccine that may prevent children from developing autism. Regardless of communication, both sides show a willingness to choose Ana’s best option. On that note, they must successfully communicate and comprehend each other in order to provide an appropriate therapy choice for the youngster. Dr. Kerr showed respect for Mr. and Mrs. Chris’ decision by informing them about the need of children vaccinations. Dr. Kerr advised Ana’s parents about her viewpoint and the importance of the immunization as Ana’s primary care provider. Communication between a patient and his or her representative with the care provider promotes knowledge about the patient’s health status as a means of creating trust. Hatoková, Masaryk, and Tnyiová (2018) suggest that in the event of a disagreement between care providers and parents over a child’s treatment, the parents may choose to seek alternate support from a different care provider or search the Internet for viable answers. As a result, efficient communication between physicians and parents allows for the delivery of high-quality, devoted, and prompt care.

Applying Ethical Principles to Resolve the Ethical Dilemma

Ana’s story illustrates the four ethical decision-making principles of beneficence, autonomy, fairness, and nonmaleficence. Dr. Kerr demonstrates an interest in ensuring Ana obtains the immunization based on the principle of beneficence. To protect Ana’s autonomy, she sticks to Ana’s parents’ interests. Dr. Kerr listens to the Smiths objectively and without prejudice in order to establish justice. Dr. Kerr should allow the parents additional time to decide on Ana’s vaccine to resolve the ethical dilemma. Furthermore, she should provide materials to the parents so that they can learn more about vaccines and potentially approve Ana’s immunization.


The ethical decision-making model and health-care ethics principles provide an ideal mechanism for resolving existing ethical challenges, particularly in the health-care industry. Furthermore, excellent communication between parents and caregivers minimizes the likelihood of ethical conflicts. The care provider properly talked with Mr. and Mrs. Smith in Ana’s situation and later gave additional options before Ana’s vaccination. The pediatrician’s interest in involving the parents’ decisions in the treatment of their five-day-old kid is evident in this case. Dr. Kerr was able to follow the standards of health-care ethics in this way.


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