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Central Philippine University

College of Nursing
Jaro, Iloilo City

COURSE OUTLINE IN N 6 (BIOETHICS)


1st Semester

SY 2013-2014

I.

COURSE NUMBER:

N6

II.

COURSE TITLE:

Bioethics

III.

COURSE DESCRIPTION:

IV.

COURSE CREDIT:

3 units lecture (3 hours per week for 18 weeks)

V.

CONTACT HOURS/SEMESTER:

54 lecture hours

VI.

ENTRY COMPETENCY:

Philosophy of Man

VII.

METHODOLOGY:

Lecture-Discussion, Internet Research and Reporting, Group Dynamics and Debate, Case
Analysis and Presentation and Film Showing

This course deals with the application of ethico-moral and legal concepts and principles
to issue that affect the practice of nursing. These provide the basis for appropriate
decision-making given varied situations, to prepare the learner to render effective,
efficient and safe nursing care. Furthermore, related learning experiences provide
opportunities to concretize commitment to nursing. The critical thinking process shall be
used in the unit with the object to develop the intellectual capacity to conceptualize and
contextualize what students know to particular ethico-moral and legal issues.

Prepared by:

Approved by:

PROF. MA. LINDY B. SAQUIBAL

PROF. LILY LYN V. SOMO


Dean

PROF. DESSIE C. SUYO


Based on ADPCN Resource Manual

VIII.

COURSE EXPECTATIONS:

This subject is intended for the second year students during the second semester. The students
of this course are expected of the following :
1. Read textbook, reference books and assigned reading materials.
2. Attend classroom sessions. Only 20 % of absences of the total number of class meetings
will
Be allowed. Submit/present excuse slip duly signed by the Dean upon return to class. No
excuse slip, no make-up work on any missed quizzes/exams given.
3. Active participation in classroom discussion
4. Submit case analysis/studies and other pertinent requirements assigned on time.
5. Observe proper decorum in the classroom. Use of cellular phone is strictly prohibited during
class hours.
6. Take as scheduled and pass quizzes and major exams.

IX.

General Objectives : At the end of the semester, the students will be able to:
1. Explain the concept, theories and principles of bioethics in nursing and health;
2. Develop sensitiveness to ethical considerations and face ethical issues in patient care in the
hospital and community setting;
3. Apply theories and relevant bio-ethical principles in patient care, community work and other
health-related situations.

COURSE OBJECTIVES:

1.

X.

Specific Objectives: The students will be able to:


1. Acquire an understanding of the meaning of bioethics, professional ethics, various ethical
principles and utilization of the knowledge of these concepts in the practice of care- giving;
2. Develop an awareness of the various bioethical issues confronting health care provision;
3. Critically examine and evaluate the virtues, values , vices and habits of a health care
provider and discuss their impact on mans life;
4. Appreciate the importance of bioethics and bioethical principles in delivering care to the
individual, family and community.

SUMMARY OF COURSE CONTENT AND TIME ALLOTMENT

CONCEPTS

UNIT
Orientation

I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
XI.
XII.
XIII.
XIV.

1.5 hrs.

Introduction: Overview and Meaning of Bioethics

3 hrs.

The Human Person

3 hrs.

Principles of Bioethics

6 hrs.

The Calling of the Health Care Provider

3 hrs.

Virtues, Vices and Habits of A Health Care Provider

3 hrs.

Values, Value Acquisition, Value Clarification, Value Conflict and Development


Ethical Schools of Thought
Conscience and Conscience Formation

3 hrs.

Nursing Code of Ethics and Ethical DecisionMaking

3 hrs.

Bioethical Issue: Beginning of Life

4.5 hrs.

Bioethical Issue: Abortion

4.5 hrs.

Bioethical Issue: Organ Transplantation

3 hrs.

Bioethical Issue: Death and Its Redefinition and Determination


Bioethical Issue: End of Life

GRADING SYSTEM:

3 hrs.
6 hrs.

3 hrs.
3 hrs.

TOTAL

XI.

NO. OF HOURS

Prelim Exam ------------------- 15%


Midterm Exam ---------------- 20%
Final Exam -------------------- 25%
Quizzes ------------------------ 20%
Class Participation ------------ 10%
Other requirements -----------10%
100% = 1.0 (Numerical Equivalent)

54 hrs.

SPECIFIC OBJECTIVES
At the end of classroom orientation,
the students will be able to:
State the University vision,
mission, goals, objectives and
policies;
Recognize and appreciate the
expectations of the course.

When given a situation in the clinical


or community setting, the students
will be able to:
Describe the basic concepts
such as morality, ethical or
moral relativism, personhood,
health ethics and professional
ethics;
State the definition of
bioethics, its brief history and
nature;
Explain the importance of
bioethics in health care
practice.
At the end of the unit, the students
will be able to:
Distinguish human act & act
of man;
Enumerate the constituents of
human act;
Identify the norms of human
act and
Recognize the significance of
being a person.

COURSE CONTENT

TIME
ALLOTMENT

CLASSROOM
Learning
Activity
Lecturediscussion

GENERAL ORIENTATION
Review the university vision, mission, goals,
objectives and CORE values.
College vision and mission.
Admission and retention policies
Introduction of faculty members
Grading system
Classroom behavior
Uniform and Requirements
Seat plan and checking of RF
Expectations

1.5 hrs

UNIT I. Introduction: Overview and Meaning of


Bioethics

3 hrs.

Lecturediscussion

3 hrs.

Lecturediscussion

EVALUATION

Recitation of
the CPU
Vision and
Mission

Paper and
pencil test

A. Definition of ethics
B. The Imperatives of Ethics
C. Nature of Ethics
D. Definition of bioethics, health ethics and
professional ethics
E. Brief History and Nature of Bioethics
F. Summary of the Relation and Distinction
of Bioethics and Health ethics
G. Definition of Morality
H. Ethical or Moral relativism
G. Importance of Bioethics
UNIT II. The Human Person

Paper and
pencil test

A. Human Act vs. Act of Man


B. Constituents of Human Act
C. Norms of Human Act
D. The Personhood

6 hrs.

Lecture-

Paper and

At the end of the unit, the students


will be able to:
Explain the principles of
bioethics;
Apply the principles of
bioethics in the health care
setting and in all aspects of
human life;

Identify and recognize the


different rights of every
patient.

At the end of the unit, the students


will be able to:
Distinguish health care
profession and
professionalism;
Describe the client in a health
care setting;
Discuss the Health Care
Provider-Client Relationship;
Enumerate the qualities of a
health care provider.

UNIT III. Principles of Bioethics


A. Basic Bioethical Principles
1. Inviolability of Life
2. Stewardship
3. Totality
4. Double Effect
5. Legitimate Cooperation
6. Solidarity
7. Subsidiarity

A. Health Care Profession and Professionalism


B. The Client
C. The Health Care Provider
D. Health Care Provider-Client Relationship
E. Qualities of a Health Care Provider

pencil test

Group
Dynamics

Case Analysis
and
Presentation
Classroom
participation

B. Major Bioethical Principles


1. Beneficence
2. Non-Maleficence
3. Respect for Persons
4. Justice
C. Other Bioethical Principles
1. Autonomy
2. Veracity or Truth Telling
3. Role Fidelity
4. Informed Consent
5. Confidentiality
6. Professional Communication
D. Application of Principles of Bioethics to the
Care of the Sick
E. Patients Rights
F. Patients Bill of Rights (AHA)
UNIT IV. The Calling of the Health Care
Provider

Discussion

Divide the
class into 4
groups *Using
the
community
and clinical
setting,
identify
specific
scenarios
where
bioethical
principles are
applied.
Film Showing
Paper
and
pencil test

1.5 hrs.

Lecturediscussion
Role play

SPECIFIC OBJECTIVES
At the end of the unit, the students will
be able to:
Discuss the role of virtues in
health care;
Identify and justify the virtues a
health care provider should have;
Explain the vices among health
care providers which sometimes
they manifest.
At the end of the unit, the students will
be able to:
Define values and value system;
Explain
the
acquisition
and
development of values;
Examine ones own value system
as he/she relates with clients and
others in the health care team;
Describe the formation of value
conflict;
State the difference between
sense of values and scale of
values;
Distinguish the different theories
of moral reasoning and human
value development;
Appreciate the several values and
needs that are important in the
nurses everyday decision-making
with regard to health care.

COURSE CONTENT
UNIT V. Virtues, Vices and Habits of A
Health Care Provider

TIME
ALLOTMENT
1.5 hrs.

CLASSROOM
Learning
Activity
Lecturediscussion

EVALUATION

Paper and
pencil test

A. Nature of Man
B. Virtues of a Health Care Provider
C. Vices which oppose Prudence
D. Vices which oppose Justice
E. Vices which oppose Fortitude
F. Vices which oppose Temperance
G. Habits of a Health Care Provider
UNIT VI. Value, Value Formation, Value
Clarification and Value Conflict
A. Definition and Nature of Values
B. Value Acquisition
C. Value Clarification
D. Clarifying Values with the Patient
E. Value Conflict
F. Values and Needs that are Important in
Everyday Decision-Making with regard to
Health Care
G. Theories and Background of Human Value
Development (Piaget, Kohlberg and Gilligan)

3 hrs.

Lecturediscussion

Paper and
pencil test

SPECIFIC OBJECTIVES
At the end of the unit, the student
will be able to:
Compare and analyze the
different ethical theories;
Apply the ethical theories to
learning experiences in the
hospital and the community.

COURSE CONTENT
UNIT VII. Ethical Schools of Thought

TIME
ALLOTMENT
6 hrs.

A. Teleological Theories (Consequential Ethics)


1. Situation Ethics (Joseph Fletcher)
2. Pragmatism and Experimentalism (Charles
Pierce, William James)
3.Utilitarianism (Jeremy Bentham,
John Stuart Mill)

CLASSROOM
Learning
Activity
Lecturediscussion
Classroom
debate

EVALUATION

Paper and
pencil test
Case Analysis
And
Presentation
Classroom
participation

B, Deontological Theories (Duty Ethics)


1. Deontologism, Intuitionism or Motivist
Theory (Immanuel Kant)
2. Actual Duty and Prima Facie Duty (David
Ross)
3. Theory of Justice (John Rawls)
4. Natural Law Ethics (St. Thomas Aquinas)
At the end of the unit, the students
will be able to:
Explain the nature of
conscience and conscience
formation;
Appreciate the value of
conscience in our existence as
a rational being.
Differentiate the types of
conscience and the factors
that contribute to their
development.
When given a situation in the
hospital or community , the students
will be able to:
Define code of ethics;
Appreciate the nursing code
of ethics in the health care
setting;
Relate and apply ethical
decision-making using the
different bioethical principles

Unit VIII. Conscience and Conscience


Formation

3 hrs.

A. Nature and Definition of Conscience


B. Types of Conscience
1. True and False Conscience
2. Certain and Doubtful Conscience
3. Scrupulous and Lax Conscience
C. Levels of Conscience
D. Qualities of a Fully Mature and Responsible
Conscience
E. Principles of Forming Conscience
UNIT IX. Nursing Code of Ethics and Ethical
DecisionMaking
A. Code of Ethics Definition
B. International Council of Nurses Code of Ethics
C. Filipino Nurses Code of Ethics
D. Ethical Decision-making

Lecturediscussion

Paper and
pencil test

Role Play

3 hrs.

LectureDiscussion

Recitation of
Filipino
Nurses Code
of Ethics

and theories.

SPECIFIC OBJECTIVES

COURSE CONTENT

At the end of the unit, the students


will be able to:
Recognize the rights of the
fetus;
Discuss the principles
involved in new reproductive
technologies and how life may
be tampered with and how
respect for dignity may be
violated;
Examine issues in maternalfetal conflicts;
Apply the principle of double
effect to maternal-fetal
conflicts.

UNIT X. Bioethical Issue: Beginning of Life

Given a bioethical issue, the


students will be able to:
Discuss the nature and types of
abortion;
Apply the different bioethical
theories and principles in the
issue of abortion;
Distinguish intentional and
unintentional abortion (devoid

Unit XI. Bioethical Issue: Abortion

TIME
ALLOTMENT
4.5 hrs.

A. Natural Reproduction
B. Assisted Reproduction
1. In-Vitro Fertilization and Embryo Transfer
2. Cloning
3. Human Embryonic Stem Cells
C. Pregnancy Prevention
1. Contraception
2. Responsible Parenthood (Natural Family
Planning)
D. Genetic Testing/Manipulation
E. Maternal-Fetal Conflicts

A. Nature and Definition of a Abortion


B. Types of Abortion
C. The Pro-choice and Pro- life View of Abortion
D. Effects of Abortion
E. Abortion Under the Law
F. Moral Assessment of Abortion

CLASSROOM
Learning
Activity
Lecturediscussion
Classroom
debate

EVALUATION

Paper and
pencil test
Case Analysis
and
Presentation
Classroom
participation

4.5 hrs

LectureDiscussion

Paper and
pencil test

Group
Reporting and
Presentation

Case Analysis
and
Presentation

Film Showing

Classroom
participation

of moral significance);
Recognize the issue of abortion
and explain the morality of
abortion in the light of ethical
theories and principles learned.

SPECIFIC OBJECTIVES

COURSE CONTENT

At the end of the unit, the students


will be able to:
Define the terms in relation
with organ transplantation;
Discuss the risks & benefits of
the organ donor & recipient;
Analyze the issues in relation
with kidney sales;
Identify the ethical and legal
issues
of
organ
transplantation.

UNIT XII. Bioethical Issue:


Organ Transplantation

When given a situation in the hospital


or community, the students will be
able to:
Discuss the several definitions
of death;
Differentiate the types of

Unit XIII. Bioethical Issue: Death and Its


Redefinition and Determination

A.
B.
C.
D.
E.
F.
G.
H.

TIME
ALLOTMENT
3 hrs.

Definition of Terms
Types of Transplantation
The Organ Donor
The Organ Recipient
The Physician
Society
Kidney Sales
Ethical and Legal Issues

A. The Need to Redefine Death


B. Several Definitions of Death
C. Types of Death

3 hrs.

CLASSROO
M
Learning
Activity
Lecturediscussion

EVALUATION

Paper and
pencil test

Classroom
debate

Case Analysis
and
Presentation

Lecturediscussion

Paper and
pencil test
Case Analysis
and
Presentation

death;
Recognize the significance of
Advance health Care Directives
and Do-Not-Resuscitate
Orders;
Apply ethical theories to
death-related issues.

When given a situation in the hospital


or community , the students will be
able to :
Discuss
the
issues
of
euthanasia and suicide;
Differentiate
euthanasia
from suicide;
Analyze
the
pertinent
causes of suicide and the
consequent social ills;
Apply the ethical theories
in when confronted with
issues
related
to
euthanasia and suicide in
the health care setting;

D. Grief, Bereavement, Mourning


E. Stages of Grieving
F. The Significance of Advance Health Care
Directives
G. Do-Not-Resuscitate Orders
H. Several Views of Death
I. Application of Ethical Theories
UNIT XIV. Bioethical Issue: End of Life
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.

3 hrs.

Definition of Euthanasia
Types of Euthanasia
The Problem of Human Dignity
Dysthanasia
Orthothanasia
Different Views on Euthanasia
Definition of Suicide
Causes of Suicide
The Cons and Pros of Suicide
Application of Ethical Theories

Lecturediscussion
Group
Reporting
and
Presentation

Paper and
pencil test
Case Analysis
and
Presentation

Sharing of
experiences

TEXTBOOK:

Timbreza, F. (2007). Bioethics And Moral Decisions. Quezon City: C & E Publishing Inc.
Alora. A. (2006). Bioethics for Students. Manila: UST Publishing House.
REFERENCES:

Agapay, R. (1991). Ethics And The Filipinos: A Manual of Morals For Students And Educators. Manila: National
Bookstore.
Alora, A. (2004). A Handbook in Bioethics. Makati City: Bookmark, Inc.
Butts, J. and Rich, K.(2006) Nursing Ethics, Across the Curriculum and Into Practice. MA: Jones and Barlett
Publishers, Inc.
Burkhardt, M. and Nathaniel, A. (2002). Ethics and Issues in Contemporary Nursing 2nd Edition. New York: Delmar
Learning.
Ciabal, L.E. (2001). Health Ethics, A Guide For Health Allied Professions1 st Edition. Manila: Educational Publishing
House.
Davis, A. and Aroskar, M. (1983) Ethical Delimmas And Nursing Practice. East Norwalk, Connecticut: AppletonCentury Crofts.

Deloughery, G. (1992) Issues And Trends in Nursing. Mosby.


Edge, R. and Groves, J.R. (1999) Ethics of Health Care : A guide for Clinical Practice 2nd Edition. Singapore: Delmar
Publishers, Inc.
Edge, R. and Krieger, J. (1998) Legal And Ethical Perspectives In Health Care: An Integrative Approach. New York:
Delmar Publishers, Inc.
Estoesta, R.M. and Javines, R. (2009). Bioethics with Contemporary Readings and Issues 1st Edition. Manila:
Educational Publishing House, Inc.
Levine, C. (1995) Taking Sides-Clashing Views On Controversial Bioethical Issues 6 th Edition. Connecticut: The
Duskhin Publishing Group, Inc.
Padilla, R. (1999) Ethics for the Health Care Professions 1st Edition. Manila: Rex Bookstore.
Ramirez, L. and Tongson Beltran, E. (2004). Man, Values , Work Ethics. Manila: Trinitas Publishing.
Sambajon, M.J. (2007) Health Care Ethics: A College textbook for Nursing, Medicine and Other Health CareRelated Courses. Quezon City: C and E Publishing Inc.
Simmers, L. (2005). Introduction to Health, Science and Technology. Asia: Thompson Learning.