Four Ethical Lenses as the Framework to the Simulation Gaming Site
Analyzing the simulation and the results obtained at the end of it, one must mention that the game can be viewed though each of the four ethical lenses. It is quite remarkable that the gaming site has a very clear structure that is closely related to the concept of the four ethical lenses. By introducing behavioral principles, it allows one to view one’s self through the lens of rights (Pozgar, 2013). By creating the premises for engaging in interpersonal relationships, it helps envision one’s self through a relationship lens. By providing results and creating the premises for further personal growth, the given gaming site allows one to view his or herself through the lens of results and reputation.
My Professional Ethics Inventory Results and Their Correlation with the Standards
The results acquired in the course of taking the test did not quite match the standard established by the people who developed the given test. Despite the fact that the test was originally designed to define the lens that the person taking the test prefers to see the world through, the obtained result pointed clearly at the middle, which means that none of the aforementioned lens seems dominant for me in my social interactions. While the given result can be interpreted as the ability to use a corresponding lens in an appropriate situation, it can also be the signal of inability to establish a social contact.
Concerning the Accuracy of the Results: The Line between the Real and the Anticipated
The credibility of these results, however, can be questioned. To start with, a human factor, which could have contributed to messing up the answers to the test, cannot be overlooked. In addition, a test is traditionally designed in accordance with a one-size-fits-all principle and, therefore, cannot take individual features of the examined person into account. That being said, some of the results of the test could be inaccurate.
Results in Relation to the Issues Covered in the Course: Hitting a Bull’s Eye
The results acquired after the test was taken can be related to the course material in many respects. To start with, the results can be interpreted from the standpoint of the theories of personality covered in the course. Another course issue that the results of the test can be related to is ethics, in that it allows for linking the personal vision of nursing responsibilities to the existing code of ethical conduct.
Analysis of Results, Concepts and Responses
As it has been stressed, the clash of personal ethical universe and the ethical concepts in the nursing settings is one of the most obvious outcomes of taking the test in question. Therefore, the test allows for stretching one’s idea of what is moral in nursing settings, thus, adopting a professional attitude towards healthcare. To be more exact, the test creates the premises for developing personal and professional responsibility.
Response to student #1
Owing to the need for holding people’s lives with sanctity and integrity, my view is that deliberations for life termination should always be considered with great care. There are limited cases when ending a patient’s life may be accepted. However, it is not logical to rush into it by focusing on particular lens such as responsibility. Being critical on ethical and moral issues is important for making correct decisions. What comes out strongly in this case study is the ability of the student to reflect massive flexibility within the four Rs namely rights, result, reputation and relationship lenses thereby drawing intrinsic dilemmas in dealing with the end of life issues (Ethics Game, 2013).
Kantian ethics can be applied in the situation that doctors are faced with when dealing with end of life crisis. While goodwill does not have a qualification in itself, the principle requires people to act for the sake of their duties and therefore disincline from values and other preferences (Sullivan, 2000). Since Kant’s theory is strongly based on duty as opposed to the end results, this principle builds on it by creating the importance of the actions that lead to the end results.
Based on the above, the article by American Nurses Association (2010) argues in response to the considerations of terminating life of a suffering patient as an act of responsibility that many medical practitioners may opt to undertake. Though the understanding of doctors would perhaps be justified by indicating the need to reduce excessive suffering and maintaining a highly productive community, the consideration of autonomy of patients’ rights and possible improvements would equally be compromised. By terminating the patients’ lives, the demand and the immediate force to search for related medical treatment related to such illnesses would obviously go down.
Response to student #2
Acting morally without a particular focus on which lens an individual chooses to use as remain central in building a cohesive society and anchoring best practices (Sullivan, 2000). My response to student #2 is that focusing on results and reputation lenses alone is more established on Kantian principle of goodwill (Sullivan, 2000). While this may be effective in accomplishing tasks and following orders, the opposite should happen whereby an action or a patient becomes the result and not the means. This differs and deviates from utilitarianism actions of the student which is only interested by the end results (Ethics Game, 2013). My perspective is that an individual’s actions should not only be focused on the expected results, but the manner and effects it would have in achieving the best possible results. Therefore, actions must be based on correct motives that ultimately translate into treating others as one would always expect them to be treated. Correct actions must therefore be guided by well defined values (Sullivan, 2000). Therefore, this principle requires an individual to be capable of determining the correct means of achieving the expected end results.
References
American Nurses Association (2010). Guide to the Code of Ethics for Nurses. Washington, DC: American Nurses association, Inc.
Ethics Game (2013). Online ethics curriculum tools for higher education. Web.
Pozgar, G.D. (2013)..Legal and ethical issues for health professionals (3rd ed.). Sudbury, MA: Jones and Bartlett Learning.
Sullivan, R. (2000). Immanuel Kant moral theory. New York, NY: Cambridge University Press.