Your Personal Moral Theory Required Resources Read/Review ✓ Solved

Your Personal Moral Theory Required Resources Read/review the

In this session, you have been considering moral-ethical dilemmas you yourself faced or that you know of that you either resolved or failed to resolve, but hopefully learned from. You will be focusing on this case for this assignment: Jane Doe is a nursing student at University X.

Jane is in week eight of a course entitled: "Introduction to Ethics". For the week one discussion, Jane copied work done by her friend John Doe in the same class two months ago (with a different professor). John told Jane it was okay to use his work as John's professor never checked any work in the class using Turnitin.com. John claimed to have earned an A on the work also. In week two, Jane went to StudentPapering.com and paid ten dollars for a week two essay done by a student (not John Doe) who took the same course four months ago. StudentPapering promises that all its archived work is of excellent quality and cannot be detected as copied. Jane then uploaded an exact copy of the work for the week two assignment. In week three, Jane paid a worker at PaperingStudent.com ten dollars to write for Jane a brand new essay after Jane shared with the worker the essay assignment instructions. In week four, Jane relied on her knowledge of Esperanto. She felt pressed for time and found an article by a professor from Esperanto on the week four topic. She translated Esperanto into English using Moogle Translate, and the translated text served as her week four paper. In week five, Jane was running late again. Jane purposely uploaded a blank paper hoping that she would later claim it was an innocent mistake and not be assessed a late penalty. In a previous course on History, she had done the same (with an earlier paper from the History class rather than simply a blank) and had not seen any late penalty assessed. In week six, Jane took work she did in a nursing course from a year ago and submitted that for her discussion posting in her current class. She simply copied and pasted the work she had labored intensively on a year ago (even though University X forbids this practice as 'self-plagiarism'). Jane was confident her Nursing instructor never checked that work using Turnitin.com or another method. In week seven, Jane copied and pasted work found on website.com for the paper. Jane did not use any quotation marks or other documentation to show the text was not by Jane. Since Jane's Ethics professor did not check papers and posting for any issues by using Turnitin.com or another method, the professor graded all of Jane's work unaware of Jane's actions throughout the weeks of the class.

Jane feels her actions are morally justified both because her economic situation requires her to work too much to devote time to school (although other students are well-off enough to have such time) and her religion forbids cheating, but Jane ignores her religion's teachings.

Now that you have had an opportunity to explore ethics formally, create a reflective assessment of your learning experience and the collaborations you engaged in throughout this session. You will submit both of the following: A written reflection A PowerPoint narrated slide show. For the written reflection, address Jane Doe's and respond to the following: Articulate again your moral theory from week eight discussion (You can revise it if you wish). What two ethical theories best apply to it? Why those two? Apply to Jane Doe's case your personal moral philosophy as developed in week eight discussion and now. Use it to determine if what Jane Doe did was ethical or unethical per your own moral philosophy. Consider if some of these examples are more grave instances of ethical transgressions than others. Explain. Propose a course of social action and a solution by using the ethics of egoism, utilitarianism, the "veil of ignorance" method, deontological principles, and/or a theory of justice to deal with students like Jane. Consider social values such as those concerning ways of life while appraising the interests of diverse populations (for instance, those of differing religions and economic status).

For the oral presentation, briefly summarize your feelings about taking a course in Ethics and explore your process of transformation in this course. Discuss your experiences of the course, your beginnings, and where you are now. Consider your interaction in discussions. Should health care workers be required to take a course in Ethics? Why or why not?

Writing Requirements (APA format) Length: 3-4 pages (not including title page or references page) 1-inch margins Double spaced 12-point Times New Roman font Title page References page (minimum of 2 scholarly sources)

Presentation Requirements Length: 2-3 minutes Criteria Oral Presentation( write your oral summary on the slide): Oral presentation is clear, organized, and well-rehearsed. It thoroughly summarizes the report and examines the ethical ideas beyond the particulars of each case. Assignment Content: Addresses all aspects of the questions, applying professional knowledge, and research regarding weekly concepts. Professional Communication: Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation). Source Integration: Paper includes reference to 2 scholarly sources and properly integrates the sources. APA Format: Paper meets all source requirements, and is properly formatted in APA style throughout (i.e. title page, spacing, font, in-text citations and references.)

Paper For Above Instructions

The journey of ethical understanding has become increasingly significant in today's complex world, especially in fields such as healthcare. Engaging deeply with ethical theories and applying them to real-world scenarios allows individuals to cultivate a personal moral theory, essential for navigating ethical dilemmas. This paper explores the case of Jane Doe, a nursing student whose actions raise questions about academic integrity, ethical reasoning, and the implications of personal morality.

Defining My Personal Moral Theory

During the course of this session, I have developed a personal moral theory rooted in a combination of virtue ethics and deontological ethics. Virtue ethics emphasizes character and the importance of moral virtues in guiding one's actions. This theory encourages individuals to aspire to be virtuous people, prioritizing integrity, honesty, and responsibility. In parallel, deontological ethics focuses on the adherence to rules and duties, suggesting that certain actions are morally obligatory, regardless of their consequences. Together, these theories provide a robust framework for moral decision-making.

Application of Ethical Theories

To analyze Jane Doe's case, two ethical theories are particularly relevant: deontological ethics and utilitarianism. The former applies strongly as Jane's choices violate explicit ethical norms set by her academic institution and the expectations of honest scholarship. By submitting work that is not her own, Jane not only disregards the integrity of her educational journey but also undermines the value of her degree. This echoes Kant's categorical imperative, which posits that individuals must act according to maxims that can be universalized as a law. If everyone engaged in academic dishonesty, the value of education would diminish.

Utilitarianism, on the other hand, allows for an examination of the outcomes of Jane's actions. While she may have perceived her cheating as a means to manage her time constraints and economic pressures, the broader impact of such behavior disrupts the educational environment and places ethical pressure on her peers. By prioritizing immediate personal gain over communal integrity, Jane's actions result in a net negative consequence, as they contribute to a culture of dishonesty that affects all students.

Determining Ethicality of Jane’s Actions

Applying my personal moral philosophy to Jane's case clearly indicates that her actions are unethical. Each instance of dishonesty, from using another student’s work to submitting blank assignments, indicates a willful choice to prioritize convenience over ethical obligations. Furthermore, the rationalizations Jane employs regarding her economic situation reflect a confusion between ethical justification and personal convenience. While the impact of one student's actions may seem negligible, it fosters a trajectory towards widespread ethical failings in academia.

Comparative Graveness of Ethical Transgressions

Analyzing the severity of Jane's actions reveals that not all her transgressions carry the same weight. For instance, using a previously written assignment (i.e., self-plagiarism) has implications for the integrity of her current learning experience, while paying for essays from third parties embodies a deeper level of dishonesty. The act of submitting work written by others not only violates academic integrity but also raises questions about her qualifications and suitability as a future healthcare professional. Ethical violations that betray trust, such as plagiarism and submission of others' work, carry far greater implications than minor infractions.

Proposed Course of Social Action and Solutions

Addressing situations like Jane's necessitates a multifaceted approach. The ethics of egoism suggest that individuals act in their self-interest; however, prioritizing long-term integrity over short-term gain is essential. Initiatives could educate students on the long-term ramifications of academic dishonesty on their careers and personal ethical development. Furthermore, utilitarianism implies that educational institutions should cultivate environments that maximize the well-being of all students by promoting honesty and integrity, perhaps through enhanced support systems for students facing economic challenges.

Informed by the "veil of ignorance" method, policy implementations can encourage equitable treatment of students, considering diverse economic backgrounds. By promoting open dialogues about ethical dilemmas and providing accessible resources, institutions can foster a culture where all students feel a sense of belonging, reducing the likelihood of dishonest practices.

Conclusion

Reflecting on my ethical journey throughout this course, it's evident that fostering a solid moral philosophy is crucial for my transformation as a future healthcare professional. The discussion surrounding Jane Doe's case illustrates the critical need for ethical training in health care whether in academic or professional settings. Ethics courses should become a core component of healthcare education, equipping future practitioners with the moral scaffolding necessary to make ethically sound decisions as they face challenges similar to those Jane encountered.

References

• Rachels, S., & Rachels, J. (2019). The Elements of Moral Philosophy (9th ed.). McGraw-Hill Education.
• Beauchamp, T. L., & Childress, J. F. (2013). Principles of Biomedical Ethics (7th ed.). Oxford University Press.
• Kant, I. (2002). Groundwork for the Metaphysics of Morals. Yale University Press.
• Mill, J. S. (1863). Utilitarianism. Parker, Son, and Bourn.
• Walker, M. (2011). Virtue Ethics. Retrieved from Stanford Encyclopedia of Philosophy.
• Bok, S. (2003). Lying: Moral Choice in Public and Private Life. Vintage Books.
• Paul, R., & Elder, L. (2007). Critical Thinking: Tools for Taking Charge of Your Learning and Your Life. Pearson.
• Parker, L. (2014). Academic Integrity in Higher Education. Journal of Higher Education Policy and Management, 36(5), 423-435.
• Sullivan, W. M. (2005). Work and Integrity: The Ethical Promotion of the Profession. Harvard University Press.
• Hartman, L. P., & DesJardins, J. R. (2013). Business Ethics: Decision-Making for Personal Integrity and Social Responsibility. McGraw-Hill Education.