Health Care Ethics (Bioethics) Module 7 Teacher's Guide PDF

Health Care Ethics (Bioethics) Module #7 Teacher’s Guide Lesson Title: Basic Principle...

Health Care Ethics (Bioethics) Module #7 Teacher’s Guide Lesson Title: Basic Principles of Health Care and the Nature of Materials: Rights in Ethical Discourse Part 2 Pen, paper, index card, book, and class List Learning Targets: At the end of the module, students will be able to: 1. Define what Legal right is; References: 2. Differentiate moral rights and legal rights; and, 3. Identify problems regarding Rights. Ethics of Health Care: A Guide for Clinical Practice Fourth Edition, Raymond S. Edge, J. Randall Groves A. LESSON PREVIEW/REVIEW Brain Teaser: The instructor will call three volunteer students to share what have been discussed for the last session or we can ask student specific questions like: 1. What do you understand about the fair opportunity fair? 2. Who is Thomas Hobbes? 3. What do you mean by natural rights? B. MAIN LESSON The instructor should discuss the following topics. Instruct students to take down notes. Legal Rights  Not only asserted as moral prerogatives but afforded governmental guarantees  Created through constitutional guarantees, legislative statutes, judicial review, governmental agencies  Easier to put into place laws that protect negative rights Characteristics of a Legal Person  Persons can be injured  Persons can be thought to have interests  Persons can be benefited  Legal rights often used to reaffirm moral rights, do not necessarily coincide Moral and Legal Rights  Universal  Moral rights provide equality among humans  Moral rights not product of human creativity, but are inherent to our species The Problem of Rights  Multiplication of claims to personal rights  Human imagination and creativity can create more claims to rights than we could possibly honor CHECK FOR UNDERSTANDING The instructor will prepare 10 questions that can enhance critical thinking skills. Students will work by themselves to answer these questions and write the rationale for each question. 1. “Right to bear arms” are example under what kind of legal right? A. Human rights B. Personal right C. Negative rights D. Positive rights ANSWER:C List of negative legal rights that have been afforded by the sanction of law. - Equal opportunity in employment This document is the property of PHINMA EDUCATION 1  Health Care Ethics (Bioethics) Module #7 Teacher’s Guide - Freedom of Religion - Right to bear arms - Right to personal property - No taxation without representation - Right to an abortion 2. Which of the following characteristics are commonly attributed to a legal person? A. Person can be benefitted B. Person can be injured C. Person can be thought to have interest D. All of the above ANSWER: D Only legal persons can receive legal rights. The characteristics commonly attributed to a legal person include that. - Person can be injured - Person can be thought to have interest - Person can be benefitted 3. This be thought of as recipient or welfare rights as they require goods or service provided. A. Positive rights B. Negative rights C. Human rights D. Natural rights ANSWER: A Positive rights or also known as welfare rights is about provision of goods and services. 4. A power, privilege, or immunity guaranteed under a constitution, statutes, or decisional law. A. Legal Rights B. Justice C. Confidentiality D. Natural rights ANSWER: A Legal Rights are clearly, rights which exist under the rules of legal systems or by virtue of decisions suitably authoritative bodies within them. Legal rights are created through constitutional guarantees, legislative statutes, judicial review and government agencies. 5. Right to a public education is under what type of legal rights? A. Natural Rights B. Positive Rights C. Negative Rights D. Human Rights ANSWER: B - Indigent right to health care - Licensed driver’s right to use of public roads Right to a public education - American veterans right to health care - Citizen of Ballwin, Michigan, to garbage collection C. LESSON WRAP-UP AL Activity: Muddiest Point: Students respond to this one question: “In today’s session, what was least clear to you?” This technique will help you determine which key points were missed by the students. Instructions: 1. Reserve a few minutes at the end of class session. Leave enough time to ask the question, to allow students to respond, and to collect their responses. 2. Pass out slips of paper on index cards for students to write on. You may also ask students to bring out and write on a half sheet of paper instead. This document is the property of PHINMA EDUCATION 2  Health Care Ethics (Bioethics) Module #7 Teacher’s Guide 3. Collect the responses as or before students leave. One way is to station yourself at the door and collecting “muddiest point papers” as students file out. 4. Respond to students’ feedback during the next class meeting or as soon as possible. 5. DO NOT use this method after every class or it will become monotonous, and the information will not be as useful. In today’s session, what was least clear to you? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ This document is the property of PHINMA EDUCATION 3