GHS2301
center7650400
GHS2301
Professional Integrity
UNIT ASSESSMENT GUIDE
August 2022
Online
Unit Coordinator:Declan McNally (dmcnally@acpe.edu.au)
Lecturer/Tutor:Declan McNally (dmcnally@acpe.edu.au)Copyright
If you buy or use this publication you should understand clearly that it has been produced solely for learning purposes. Except as provided by the Copyright Act 1968, no part of this publication may be produced, stored in a retrieval system or transmitted in any form or by any means without the prior written permission of the Australian College of Physical Education.
The Australian College of Physical Education is a registered provider under the Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS). Provider Code 01822J.
The Australian College of Physical Education10 Parkview Drive, Sydney Olympic ParkNSW 2127 Australia
Last Amended: July 2022
Academic Integrity
Academic integrity is a core value of ACPE. The College is committed to academic integrity, honesty, and high standards of ethical behavior. Students have the basic academic right to receive due credit for work submitted for assessment.
Integral to this concept is the notion that it is clearly unfair for students to submit work for assessment that dishonestly represents the work of others as their own. Such activity represents a breach of academic honesty and is referred to as academic dishonesty.
Breaches of academic integrity arise when the student has presented another persons ideas, findings, or written work as his or her own by copying or reproducing them without due acknowledgment of the source and with intent to deceive the assessor. This includes collusion, contract cheating, and any dishonest behavior with the intent to gain an academic advantage (e.g., White text). For specific details refer to the ACPE Academic Integrity Policy available through the ACPE website:
https://www.acpe.edu.au/college-policiesEngagement in Online Units
It is expected that you will engage weekly with the unit content provided online. This engagement may involve reading, viewing, listening, and completing activities. If requesting an assessment extension or special consideration your level of engagement may be considered in deciding to approve the request If you are unable to engage:
It is your responsibility to contact your lecturer or tutor in advance or ASAP via email providing a written explanation for your lack of engagement and providing supporting documentation wherever possible.
It is your responsibility to review the missed content.
Criteria for passing the unit
The unit coordinator has the discretion to decide on the conditionsthat students must meet to be eligible to pass the unit. For this unit, this includes that a student has:
submitted and made a satisfactory attempt (as determined by the Unit coordinator) at all assessment tasks and
obtained a sum total of at least a pass from the total assessment schedule
met attendance requirementsas per the Student Attendance Policy.
Pre-Assessment Clarification
You are expected to use your time productively to complete set tasks and to actively seek clarification via email to the tutor. To ensure equity and fairness for all students the following guidelines will be put in place prior to an assessment task being due:
A full draft assessment task will not be reviewed by the tutor or any other academic associated with the unit.
You can seek SLS support for assistance with academic skills before the final submission of an assessment task. SLS operating hours are 9.00 am 4 pm Monday - Friday.
If you are wanting additional clarification on an assessment task, you should ask your tutor specific questions related to the task based on what you have completed.
Turnitin has been enabled for all assessment submissions so that you can submit your assessment at least twice before the final submission to receive a similarity report to assist with Academic Integrity.
Student Load
The estimated study time required for a unit may vary, depending on the number and type of assessment items you must complete, whether you are understanding the content and whether you require additional revision time. Students should expect, on average to spend 120 hours of study per unit.
The following is an indication of how much time you should allocate for this unit during the semester:
Weekly lecture/ tutorial workshops 12 weeks x 3hrs
Additional Personal Study Hours including further study/reading/research/assessment preparation 12 weeks x 7-8 hrs
Additional personal study for formal examinations may be required in this unit
Changes to the Unit as a Result of Student Feedback and Review
The College values student feedback to improve the quality of its courses. The feedback provided helps us improve teaching methods and units of study. Student feedback results form part of the unit review and inform unit content and design, learning guides, teaching methods, assessment processes and teaching materials.
You are asked to provide feedback that is related to the teaching of this unit at the end of the semester using the Unit and Teacher Evaluation questionnaire.
As a result of student feedback and unit review, the following changes and improvements to this unit have recently been made:
A greater focus on healthcare and sports ethics
More emphasis on professions and professionalism
Fewer written assessments
Graduate Attributes
The successful completion of this unit will contribute to the following attributes:
Developed in Unit AT1 AT2 AT3 AT4
Critical Thinking & Lifelong Learning
A commitment to continued and independent learning, intellectual development, critical analysis and inquiry, integrative thinking, and creativity.
Ethics & Ethical Practice
An awareness of, and sensitivity to, ethics and ethical standards on interpersonal and social levels, and within a field of study and/or profession. To demonstrate integrity on social, cultural, and environmental issues.
Cultural Competence
The ability to actively, ethically, and respectfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures.
Communication
The ability to communicate effectively and appropriately in a range of contexts using literacy, numeracy, and information technology skills.
Multi Modal Literacy
The ability to assimilate, analyse and utilise information effectively in a range of contexts, genres and text types.
Social Justice
An acknowledgment of and respect for equality of opportunity, individual and civic responsibility, indigenous and other cultures and times, and an appreciation of cultural diversity.
Discipline Knowledge and Skills
A command of a significant body of discipline knowledge and relevant professional skills and the ability to integrate and rigorously apply knowledge
Collaboration & Leadership
A capacity for and an understanding of the importance of collaboration and leadership, within teams, in professional and community settings.
Assessment Task 1: PROFESSIONAL VALUES AND CODES OF ETHICS
Type: Research Report Weight: 25%
Due Date: Week 4, Sunday Due Time 11:55pm
Time/Word Limit: 1200 words with a 5% deduction from the available grade for each commenced 100-word block beyond the word limit.
Submission: As a Word document via Turnitin on the LMS.You will receive an e-mail receipt confirming that your final upload has been successful. Please keep a record of this receipt.
Academic Integrity See the Academic Integrity Policy for information on academic dishonesty. A Turnitin match greater than 15% will be considered in breach of academic honesty. However, breaches in academic honesty can also occur below this match.
Unit outcomes assessed:
Recognize the ethical dimension in contemporary professional and social issues and propose solutions that demonstrate academic and professional integrity.
Articulate the basis for and structure of professional codes of ethics.
Task Description:
Students are to research a profession of interest and write a report.
Step 1: Choose a profession of personal relevance and interest.
Step 2: Using primary sources such as the official website and organisational reports, research the history of the profession, its governance structure, membership, and code of ethics. Evaluate whether the profession meets the Meyers (2018) criteria. Use academic and peer-reviewed resources to research professional criteria and professional ethics.
Step 2: Prepare a research report.
Step 4: It is strongly recommended students submit the draft report via email to the SLS to receive assistance with academic writing and referencing. Students will also have one opportunity to submit a draft to the Turnitin Draft Submission on the LMS to check for inadvertent breaches of academic honesty by the due date.
Step 5: Submit the final report as a Word document through Turnitin Final Submission on the LMS by 11.55pm Sunday. You will receive an e-mail receipt confirming that your final upload has been successful. Please keep a record of this receipt.
Students will be assessed on their ability to:
Write an introduction which identifies the chosen profession, describes the relationship between ethics and that profession, and states the purpose of the report (10 marks).
Use academic and primary sources to describe the history of the profession in Australia, its governance structure, membership, and regulatory processes; and to justify whether the selected profession meets the Meyers (2018) criteria that defines a profession (30 Marks).
Use academic and primary sources to define and describe the relevance of ethics to the chosen profession; summarise the core values and principles using the professions code of ethics; identify and describe examples of ethical non-compliance (e.g., conflict of interest) and misconduct in the profession; explain the strengths and weaknesses of an ethical code in motivating and regulating high standards of professional integrity (40 Marks).
Write a conclusion which summarizes the key points of the report and makes recommendations by which the profession can improve ethical awareness on the part of its members and strengthen ethical compliance (10 Marks).
Format and reference correctly using APA (7th edition) (10 Marks).
To support you in completing the report please use the academic learning resources found on Canvas under Learning Support https://acpe.instructure.com/courses/282 or contact the SLS team at acpesls@acpe.edu.au to help you with your academic skills.
Marking Rubric: Research Report
HD
(100-85%)
D
(84-75%) C/P
(74-50%) P-
(50%) F+
(49-40%) F
(39-0%)
INTRODUCTION
10
Addresses the key element to obtain a D and does the following using peer-reviewed and primary sources:
Justifies the purpose of the report
Uses at least three (3) peer-reviewed or primary sources Addresses all key elements to obtain a C and does the following (D) using peer-reviewed or primary sources:
Identifies relevant ethical challenges to the selected profession Addresses all key elements to obtain a P (-) and does one (C) of the following using peer-reviewed or primary sources:
Explains the importance of ethics to the selected profession Addresses all key elements using peer-reviewed or primary sources:
States the purpose of the report
Briefly describes the selected profession
Defines what ethics is Addresses 2 key elements Addresses 0 or 1 key elements
OVERVIEW OF THE PROFESSION
30 Addresses both key elements to obtain a D+ and does one (HD-) or all (HD+) of the following using peer-reviewed and primary sources:
Critically evaluates current challenges to the profession
Uses at least FOUR (4) peer-reviewed articles to support evaluation Addresses one of the following key elements to obtain a C and may also do one (D-) or two (D+) of the following using peer-reviewed and primary sources:
- Compares and contrasts the selected profession with ONE (1) similar profession
- Uses at least THREE (3) peer-reviewed articles to support your findings Addresses all key elements to obtain a P (-) and does one (P+); two (C), or all (C+) of the following using peer-reviewed or primary sources:
Explains the governance and disciplinary processes in the professions peak body
Includes quantitative data on the profession
Explains how the selected profession meets the Meyers (2018) criteria of the profession Addresses all key elements using peer-reviewed or primary sources:
Describes the historical evolution of the profession in Australia
Describes the peak body
Identifies all the essential criteria of a profession described by Meyers (2018)
States whether the selected profession meets the Meyers (2018) criteria
Addresses 2 or 3 key elements Addresses 0 or 1 key elements
ETHICS AND THE PROFESSION
40 Addresses both key elements to obtain a D+ and does one (HD-) or both (HD+) of the following using peer-reviewed and primary sources:
Explains the strengths and limitations pf the code of ethics/code of conduct in delivering high standards of ethical behaviour in the selected profession
Uses at least THREE (3) peer-reviewed articles to support evaluation Addresses one of the following key elements to obtain a C+ and may also do one (D-); or two (D) of the following using peer-reviewed and primary sources:
Explains the main factors that cause ethical misconduct in the selected profession
Uses at least THREE (3) peer-reviewed articles to support explanation Addresses all key elements to obtain a P (-) and does one (P+) or two (C) of the following using peer-reviewed or primary sources:
Explains all the selected core ethical values
Uses at least TWO (2) peer-reviewed articles to support your findings
Addresses all key elements using peer-reviewed or primary sources:
Identifies at least FOUR (4) core ethical values and/or principles as outlined in the professions code of ethics and/or code of conduct
Provides ONE (1) example of ethical misconduct or conflict of interest in the profession
Addresses 2 key elements Addresses 0 or 1 key elements
CONCLUSION
10 Addresses the key elements to obtain a D and does the following (HD) using peer-reviewed and primary sources:
Provides a critical justification of the suggestions for improving ethical compliance
Uses at least FOUR (4) peer-reviewed articles to support justification
Addresses all key elements to obtain a C and does the following (D) using peer-reviewed or primary sources:
Explains how the suggestions or strategies will change or regulate behaviour
Addresses all key elements to obtain a P (-) and does one (C) of the following using peer-reviewed or primary sources:
Provides TWO (2) or more recommendations for improving ethical compliance in the selected profession Addresses all key elements using peer-reviewed or primary sources:
Summarises the key points of the report
Provides an evidence-based recommendation for improving the effectiveness of ethical compliance and awareness in the profession Addresses 1 key element Addresses 0 key elements
HD D P+/C P- F+ F- OR N/A
REFERENCING (see current ACPE Style and Referencing Guidelines)
5 Completes both elements required for a P+/C (HD) Completes one of the following key elements (C):
Consistently correct APA in-text referencing technique
Correctly presented APA reference list
Completes the following:
Attempts APA in-text referencing technique
All in-text references included in the reference list
Attempts APA-style reference list Completion of 2 key elements Completion of 0-1 key elements
FORMATTING
5 Completion of 5 of the following key elements:
Title page name, student number, title, word count
Consistency with font type and size
1.5/double line spacing
Text justified to both margins
Page numbers Completion of 4 key elements Completion of 3 key elements Completion of 2 key elements Completion of 0-1 key element(s)
Assessment Task 2: Recorded Presentation
Type: Presentation Weight 25%
Due Date: Week 7, Sunday Due Time Slides & Recording: 11:55pm
Time Limit: 10 minutes in total. A 5% deduction from the awarded grade will be incurred for breaches over each 1-minute interval.
Submission: Submit slides as a PDF via Turnitin on the LMS. Upload your presentation video as a YouTube video (as an unlisted video). Submit your YouTube link via the LMS.
Academic Integrity See the Academic Integrity policy for information on academic dishonesty. For this task, a Turnitin match greater than 15% will be considered in breach of academic honesty, however it is important to note that breaches in academic honesty can also occur below this match.
Unit outcomes assessed:
Understand and differentiate between various theories of ethics.
Apply the theories of ethics within a range of cultural and professional contexts.
Recognise the ethical dimension in contemporary professional and social issues and propose solutions that demonstrate academic and professional integrity.
Task Description:
Students are to research a contentious ethical issue and present a balanced exploration of the topic using the ethical theories from the course.
Step 1: Choose one of the topics from below:
Women footballers earn a fraction of the money their male counterparts earn. Is there an ethical argument for equal play, equal pay?
Does AFL have a problem with racism?
What are the ethical arguments for and against banning violent sports such as boxing?
Should gambling be made illegal?
Are homophobia and transphobia endemic in NRL?
A Save Womens Sports bill was proposed by a Tasmanian MP that would ban transgender athletes from competing in single-sex sports. What are the arguments for and against this proposal?
Are there too many obstacles preventing people with disability from full inclusion and participation in sport and recreation?
Should a doctor be allowed to refuse to treat women seeking abortion if the doctor has a conscientious objection based on religious belief?
Should Instagram and other social media platforms be better regulated to prevent harm to young people?
Do elite sports people have a special ethical obligation to give back to the community?
At 10 years of age, Australia has one of the lowest ages of criminal responsibility in the world. Should it be raised to 14?
Should professional golfers who choose to play for the Saudi Arabian sponsored LIV tournament be barred from PGA tournaments? What duty do sportspeople have to promote human rights?
Is out-of-competition testing a breach of the athletes human rights?
Should Russia be banned from all international sport given their aggression in Ukraine and record of systematic doping at previous Olympic games?
Should deliberate heading of the ball be banned in childrens football?
Should gender quotas be mandated to increase female representation on the boards of National Sports Organisations?
Should there be a mandatory reporting obligation in the Australian sports sector?
Step 2: Research the topic and prepare the PowerPoint presentation.
Step 3: Students are to record themselves presenting their PowerPoint slides and upload this video to YouTube as an unlisted video. Students as well as their slides must be seen in the video (i.e., you must not just record audio over your PowerPoint slides). See the LMS for more information on how to record and upload a video to YouTube.
Step 4: Students are to submit their video as a YouTube link and a copy of their PowerPoint slides (as a PDF) by Sunday 11:55pm, Week 7.
Students will be assessed on their ability to:
Introduce the topic, establish the importance of the issue, and clarify why it is controversial; identify the moral values in conflict, defining relevant terms and concepts to avoid confusion; outline the structure of the presentation (15 Marks).
Set out the legal position in Australia and provide historical background; identify any relevant cultural, religious, or political perspectives and attitudes on the issue; apply relevant ethical theories to analyse both sides of the debate (30 Marks).
Conclude the presentation with a reasoned justification of their position on the issue and make suggestions for a middle ground between the two sides of the debate (15 Marks).
Speak clearly and confidently without relying on scripted notes, maintain eye contact with the camera, make effective use of audio-visual imagery, and provide an engaging and informative experience for the audience (30 Marks).
Format slides and reference according to APA 7th style (10 marks).
Marking Rubric: Recorded Presentation
HD
(100-85%)
D
(84-75%) C/P
(74-50%) P-
(50%) F+
(49-40%) F
(39-0%)
INTRODUCTION
15 Addresses the key element to obtain a D and does one (HD-) or two (HD+) of the following using peer-reviewed or primary sources:
Demonstrates critical thinking and informed analysis in relation to the topic
Makes the topic relevant to the audience Addresses all key elements to obtain a C and does one (D) or two (D+) using peer-reviewed or primary sources:
Justifies the ethical importance of the topic
Uses at least THREE (3) peer-reviewed articles Addresses all key elements to obtain a P (-) and does one (P+) or two (C) of the following using peer-reviewed or primary sources:
Identifies the moral values in conflict
Usesappropriate examples to provide context
Addresses all key element Identifies the topic using peer-reviewed or primary sources:
Introduces topic
Defines terms and concepts
Provides an outline of the presentation Addresses 2 or 3 key elements Addresses 0 or 1 key elements
BODY
30 Addresses both key elements to obtain a D+ and does one (HD-) or two (HD+) of the following using peer-reviewed and primary sources:
Demonstrates sophisticated knowledge of ethical theories and their application to the topic
Uses at least FOUR (4) peer-reviewed articles Addresses all the following key elements to obtain a C and does one (D-); two (D) or all (D+) of the following using peer-reviewed and primary sources:
Analyses relevant cultural, religious or political dimensions of the topic
Uses quantitative evidence to support your analysis
Uses at least THREE (3) peer-reviewed articles Addresses all key elements to obtain a P (-) and does one (P+) or two (C) of the following using peer-reviewed or primary sources:
Provides historical background on the topic
Shows competent application of THREE (3) ethical theories relevant to the topic Addresses all key elements using peer-reviewed or primary sources:
Explains the legal context for the topic in Australia
Describes TWO (2) appropriate ethical theories and applies these to both sides of the topic Addresses 1 key element Addresses 0 key element
CONCLUSION
15 Addresses both key elements to obtain a D and does all (HD+) of the following using peer-reviewed and primary sources:
Succinct and sophisticated overview of their position on the ethical aspects of the topic
Addresses all the following key elements to obtain a C and does one (D) of the following using peer-reviewed and primary sources:
Details the strengths and limitations of the different ethical perspectives on the topic
Addresses all key elements to obtain a P (-) and does one (P+); or two (C) of the following using peer-reviewed or primary sources:
Suggests more than one compromise idea
Critically evaluates their personal position
Addresses all key elements using peer-reviewed or primary sources:
Summarises the key ethical perspectives on the topic
Presents their position on the topic
Suggests one compromise idea to reach a middle ground between both sides of the debate
Addresses 2 key elements Addresses 0 or 1 key elements
Marking Rubric: Recorded Presentation
HD (100-85%) D (84-75%) P+/C (74-50%) P- (50%) F+ (49-40%) F- OR N/A(39-0%)
REFERENCING (see current ACPE Style and Referencing Guidelines)
5 Completes both elements required for a C. Completes one (P+) or both (C) of the following key elements:
- Consistently correct APA in-text referencing technique
- Consistently correct APA reference list Completes the following:
-Attempts APA in-text referencing technique
- All in-text references included in the reference list
- Attempts APA-style reference list. Completion of 2 key elements Completion of 0-1 key elements
SLIDES
5 Completion of 5 of the following key elements:
Title slide with student name, student number, and title
Consistency with font type and size
1.5/double line spacing
Clear slide headings/format
Visually engaging Completion of 4 key elements Completion of 3 key elements Completes 1-2 key element(s) Completes 0 key elements
DELIVERY (INDIVIDUAL MARK)
30 Completion of 5 key elements:
Logical and cohesive presentation
Posture, delivery, and engagement of audience
Limited reliance on slides and/or cue cards
Confidence in verbal and non-verbal language
Consistent employment of academic language Completion of 4 key elements Completion of 3 key elements Completes 1-2 key element(s) Completes 0 key elements
Assessment Task 3: Moral Reasoning
Type: Essay Weight: 30%
Due Date: Week 10, Sunday Due Time: 11:55pm
Word Limit: 1500 words with a 5% deduction from the available grade for each commenced 100-word block beyond the word limit.
Submission: As a Word document via Turnitin on the LMS. Students will have one opportunity to submit a draft to Turnitin to check for inadvertent breaches of academic dishonesty by the due date and time above.
Academic Integrity See the Academic Integrity policy for information on academic dishonesty. For this task, a Turnitin match greater than 15% will be considered in breach of academic honesty, however it is important to note that breaches in academic honesty can also occur below this match.
Unit outcomes assessed:
Understand and differentiate between various theories of ethics.
Apply the theories of ethics within a range of cultural and professional contexts.
Recognise the ethical dimension in contemporary professional and social issues and propose solutions that demonstrate academic and professional integrity.
Task Description:
Students are to research moral reasoning and ethical theories and apply this knowledge to resolving an ethical dilemma.
Step 1: Research the factors that impact moral reasoning and review ethical decision-making models.
Step 2: Select either a minimum of THREE (3) ethical theories (It is recommended that these include utilitarianism and Kantianism) or the four healthcare ethical principles. Compare and contrast these theories and principles in terms of rules, values, and perspectives.
Step 3: Describe an ethical dilemma related to a professional context. Consider how this dilemma can best be resolved using an ethical decision-making model and the application of ethical theories or healthcare ethical principles.
Step 4: Students will have one opportunity to submit a draft to Turnitin to check for inadvertent breaches of academic dishonesty by the due date. Submit the final report as a Word file through Turnitin on the LMS by 11.55pm Sunday,
Week 10. You will receive an e-mail receipt confirming that your final upload has been successful. Please keep a record of this receipt.
Students will be assessed on their ability to:
Write an introduction which describes what moral reasoning is and what role it plays in everyday life; identify either a minimum of THREE (3) ethical theories or the four healthcare ethical principles and state the purpose of the essay (10 Marks).
Use academic sources to identify the factors that affect moral reasoning and the role that ethical analysis plays; describe the key elements of the three ethical theories or the four healthcare ethical principles you have chosen and compare their perspectives; identify the strengths and limitations of each (30 Marks).
Describe an ethical dilemma in the professional workplace and explain what moral values are in conflict; identify an appropriate ethical decision-making model; state the facts, stakeholders, legal constraints, and other relevant considerations; explain the decision-making process used to resolve the dilemma; justify the decision using the ethical theories or the healthcare principles (40 Marks).
Write a conclusion that summarizes the complexity of moral reasoning and the difficulty of making the right ethical decision (10 Marks).
Format and reference correctly using APA (7th edition) (10 Marks).
To support you in completing the essay please use the academic learning resources found on Canvas under Learning Support https://acpe.instructure.com/courses/282 or contact the SLS team at acpesls@acpe.edu.au to help you with your academic skills.
Marking Rubric: Essay
HD
(100-85%)
D
(84-75%) C/P
(74-50%)
P-
(50%)
F+
(49-40%) F
(39-0%)
INTRODUCTION
10 Addresses the key element to obtain a D+ and does one (HD-) or two (HD+) of the following using peer-reviewed or primary sources:
Justifies the importance of moral reasoning in professional situations using one relevant example
Uses at least FOUR (4) peer-reviewed articles in the introduction
Addresses all key elements to obtain a C anddoes one (D) or two (D+) of the following using peer-reviewed or primary sources:
Explains the complex nature of moral reasoning
Uses at least THREE (3) peer-reviewed articles
Addresses all key elements to obtain a P (-) and does one (C) or two (C+) of the following using peer-reviewed or primary sources:
Describes the importance of moral reasoning in professional situations
Provides an appropriate example of moral reasoning
Addresses all key elements using peer-reviewed or primary sources:
Defines what moral reasoning is
States either the three (minimum) ethical theories or the four healthcare principles the essay will be exploring
States the purpose of the essay Addresses 2 key elements Addresses 0 or 1 key elements
ETHICAL THEORIES/HEALTHCARE PRINCIPLES
30 Addresses both key elements to obtain a D+ and does one (HD-) or two (HD+) of the following using peer-reviewed and primary sources:
Critically analyses the role played by emotion and intuition in moral reasoning
Uses at least FOUR (4) peer-reviewed articles to support evaluation Addresses one of the following key elements to obtain a C+ and does one (D) or two (D+) of the following using peer-reviewed and primary sources:
Identifies and evaluates the strengths and limitations of each selected theory or healthcare principle
Uses at least THREE (3) peer-reviewed articles Addresses all key elements to obtain a P (-) and does one (C) or two (C+) of the following using peer-reviewed or primary sources:
Provides examples to illustrate all the selected ethical theories or healthcare principles in action
Uses at least TWO (2) peer-reviewed articles Addresses all key elements using peer-reviewed or primary sources:
Describes the key elements and perspectives of each selected ethical theory (minimum three) or the four healthcare principles
Compares and contrasts the different theories or healthcare principles Addresses 1 key element Addresses 0 key element
ETHICAL DECISION MAKING
40 Addresses both key elements to obtain a D+ and does one (HD-) or two (HD+) of the following using peer-reviewed and primary sources:
Critically evaluates the complexity of decision-making in the chosen dilemma
Uses at least four (4) peer-reviewed articles to support ethical decision making Addresses one of the following key elements to obtain a C and does one (D-), two (D) or all (D+) of the following using peer-reviewed and primary sources:
Explains the possible role of cognitive biases in relation to the selected dilemma
Provides examples of relevant cognitive biases
Uses at least THREE (3) peer-reviewed articles Addresses all key elements to obtain a P (-) and does one (P+); or two (C) of the following using peer-reviewed or primary sources:
Evaluates the legal position and professional responsibilities relevant to the situation
Uses at least TWO (2) peer-reviewed articles Addresses all key elements using peer-reviewed or primary sources:
Defines what an ethical dilemma is
Provides brief description of the selected dilemma
Applies ONE (1) of the three specified ethical decision-making models to resolve the dilemma Addresses 2 key elements Addresses 0 or 1 key element
CONCLUSION
10 Addresses the key elements to obtain a D and does one (HD-) or two (HD+) of the following using peer-reviewed or primary sources:
Provides a suggestion for developing the ethical competence relevant to the participants in the dilemma
Uses at least FOUR (4) peer-reviewed articles to support conclusion
Addresses all key elements to obtain a C and does the following (D) using peer-reviewed or primary sources:
Summarises the conflicting roles played by intuition, biases, and reason in ethical decision making
Addresses all key elements to obtain a P (-) and does one (C) of the following using peer-reviewed or primary sources:
Summarises the benefits and drawbacks of the selected ethical decision-making model
Addresses all key elements using peer-reviewed or primary sources:
Summarises the key elements of effective moral reasoning
Summarises the relevance of ethical theories or healthcare principles Addresses 1 key element Addresses 0 key elements
Marking Rubric: Essay
HD D C/P+ P- F+ F- OR N/A
REFERENCING (see current ACPE Style and Referencing Guidelines)
5 Completes both elements required for a C (HD) Completes one (P+) or both (C) of the following key elements:
Consistently correct APA in-text referencing technique
Correctly presented APA reference list
Completes the following:
Attempts APA in-text referencing technique
All in-text references included in the reference list
Attempts APA-style reference list Completion of 2 key elements Completion of 0-1 key elements
FORMATTING
5 Completion of 5 of the following key elements:
Title page name, student number, title, word count
Consistency with font type and size
1.5/double line spacing
Text justified to both margins
Page numbers Completion of 4 key elements Completion of 3 key elements Completion of 2 key elements Completion of 0-1 key element(s)
Assessment Task 4: Quiz
Type: Quiz Weight: 20%
Due Date: Week 12 Due Time TBC
Time Limit: 60 minutes
Submission: N/A
Unit outcomes assessed:
Understand and differentiate between various theories of ethics
Apply the theories of ethics within a range of cultural and professional contexts
Recognize the ethical dimension in contemporary professional and social issues, and propose solutions that demonstrate academic and professional integrity
Articulate the basis for and structure of professional codes of ethics.
Task Description:
The quiz will be computer-based and comprise 40 questions made up of Multiple-Choice questions plus a selection of short responses and long answers. The quiz has a time limit of one hour so once started, the quiz must be completed within that timeframe. Students will have one attempt only to complete the quiz.
Students will be assessed on their ability to:
Apply their knowledge of the content of the course, to respond appropriately to a variety of questions, and to justify their reasoning in a number of ethical scenarios.
