How Can Teachers Help Students in Online Classes?
Name
Capella University
NURS-FPX 6103 The Nurse Educator Role
Prof. Name
Date
Greetings, I am Ginger, a nursing educator at New Horizons University. Recently, a clinical incident prompted me to reflect on the importance of addressing legal and ethical issues in nursing education. With this in mind, I am preparing to teach my colleagues about faculty and student rights, clinical evaluation, academic integrity, and FERPA. Through open dialogue and practical strategies, I aim to empower educators to navigate complex situations effectively and uphold the highest standards of professionalism and integrity in nursing education.
In the specified scenario, the legal and ethical issue of violating the Family Educational Rights and Privacy Act (FERPA) arises if sensitive student information about a clinical incident, such as a medication error or patient confidentiality breach, is improperly disclosed. If faculty members discuss the incident openly without ensuring the confidentiality of student records, it leads to a breach of FERPA regulations. This violation could have severe repercussions for the educational institution, including potential legal consequences and damage to its reputation.
Therefore, faculty members must understand their responsibilities under FERPA and adhere to strict confidentiality protocols when handling student records and discussing sensitive information. As part of the change management approach, emphasis will be placed on the importance of FERPA compliance, and training will be provided to faculty and staff on proper record-keeping and confidentiality practices. Additionally, safeguards such as secure data storage and limited access to student records will be implemented to prevent future violations and protect student privacy rights (Capella University, n.d).
Adherence to the Family Educational Rights and Privacy Act (FERPA) is paramount in our scenario to protect student privacy, particularly in light of the clinical incident. As a nursing educator, ensuring compliance with FERPA regulations is crucial to safeguarding student records and preventing unauthorized disclosure of sensitive information. All faculty and staff involved in the incident must understand their responsibilities under FERPA and take appropriate measures to maintain confidentiality while addressing the issue effectively. By prioritizing FERPA compliance, we uphold ethical standards and protect the rights of our students (CDC, 2024).
The implications of breaching the Family Educational Rights and Privacy Act (FERPA) are significant and far-reaching in our scenario. If sensitive student information about the clinical incident is improperly disclosed, it could have severe consequences for the educational institution, faculty, and staff involved. Breaching FERPA law may result in legal penalties, including fines, loss of federal funding, and damage to the institution’s reputation and credibility (Change, 2024). Moreover, violating student privacy rights undermines trust and integrity within the academic community, potentially impacting enrollment rates and student retention. Therefore, all faculty and staff must understand the severe repercussions of FERPA violations and prioritize compliance to protect student confidentiality and uphold ethical standards (Elliott et al., 2020).
A critical incident within a clinical setting has brought to light deficiencies in faculty supervision, student competence assessment, and adherence to FERPA regulations. A thorough synthesis of resource information is imperative to address these issues (Yu et al., 2022). Firstly, consulting educational literature, institutional policies, and professional standards is paramount in tackling faculty supervision. Reviewing guidelines from accrediting bodies such as ACEN or CCNE, alongside research articles on clinical education best practices, provides valuable insights into effective faculty development and supervision techniques (Farmer et al., 2022).
By consolidating this information, we can discern strategies that enhance faculty oversight and prioritize student learning and patient safety. Secondly, a comprehensive exploration of resources related to competency-based education and objective evaluation methods is necessary to assess student competence. This includes evaluating assessment tools like clinical performance rubrics and simulation-based assessments while delving into the literature on competency frameworks and evidence-based practices in nursing education. By synthesizing these resources, we can identify areas for improvement in our assessment processes and implement robust strategies to ensure accurate evaluation of student competency levels (Koukourikos et al., 2021).
Implementing an effective change management strategy is vital alongside synthesizing resource information to tackle deficiencies in faculty supervision, student competence assessment, and FERPA compliance (Assey, 2022). Lewin’s change management paradigm, comprising three stages: unfreezing, altering, and refreezing, is vital to implementing change. The phases are outlined as follows:
During the unfreezing phase, faculty and staff are educated about FERPA compliance and its consequences for discussing student performance. Emphasis is placed on adhering to privacy policies and fostering ethical behavior. Regular communication is established to address concerns and uncertainties about the new FERPA policy (Cow, 2023).
During the changing phase, the primary focus is implementing the updated confidentiality policy and providing essential training and support to faculty and staff. This involves rolling out the revised policy to ensure all members know its provisions and requirements. Clear guidance is provided on handling student data requests and maintaining compliance with FERPA regulations. Training sessions and instructional materials, such as scenario-based learning and practice permission forms, are also offered to equip faculty with the necessary knowledge and skills for effective FERPA compliance. Furthermore, mentorship programs and feedback mechanisms are established to support faculty in adopting new practices and addressing any challenges or concerns that may arise during the transition period (Cleary et al., 2019).
During the refreezing phase, the focus shifts towards fully integrating and institutionalizing the updated policy for student data confidentiality within the nursing education setting. This involves officially approving and implementing the revised policy, ensuring all faculty members and staff are fully informed of their responsibilities and obligations. Additionally, efforts are made to recognize and motivate faculty members who demonstrate exemplary compliance with the updated regulations while providing ongoing support and training to reinforce adherence to FERPA requirements (Scheese et al., 2023).
Addressing deficiencies in faculty supervision, student competence assessment, and FERPA compliance requires essential steps such as synthesizing resource information and filling knowledge gaps. By conducting thorough literature reviews, consulting institutional policies, and engaging with relevant stakeholders, we can gather pertinent information to inform our response (Marousis, 2023). Additionally, identifying areas of uncertainty or knowledge gaps allows us to focus on obtaining additional information or training necessary to address these deficiencies effectively. Through this process, we can ensure that our actions are well-informed and aligned with best practices in nursing education, ultimately fostering a culture of compliance and ethical conduct within our educational institution (Haskins & Roets, 2022).
Identifying and synthesizing information resources is imperative to effectively address the legal and ethical issues surrounding faculty supervision, student competence assessment, and FERPA compliance. Valuable insights into best practices and regulatory requirements can be gained by accessing various sources such as academic literature, institutional policies, and professional guidelines. For instance, consulting research articles and accreditation standards can inform approaches to enhancing faculty supervision practices(Harrison et al., 2021). Similarly, reviewing educational materials on competency-based assessment and FERPA guidelines enables the development of strategies for improving student evaluation processes and ensuring compliance with privacy regulations. By leveraging these diverse resources, informed solutions can be created, ultimately promoting a culture of excellence and integrity in nursing education.
Identifying and bridging knowledge gaps is crucial in addressing deficiencies in faculty supervision, student competence assessment, and FERPA compliance. Faculty members may need more clarity on their responsibilities under FERPA or best practices for clinical supervision, while staff may need more clarity about conducting fair student assessments (Bijani et al., 2019). Through targeted education and communication initiatives, we ensure that our faculty and staff have the knowledge and skills to navigate legal and ethical challenges effectively within the nursing education setting.
Creating a teaching presentation on legal and ethical issues relevant to nursing education, such as FERPA compliance, is essential for facilitating change among faculty, staff, and students. The presentation should incorporate interactive elements, case studies, and real-life examples to engage participants and enhance understanding. Additionally, incorporating pre-and post-assessments, surveys, and feedback mechanisms can help measure changes in knowledge, attitudes, and behaviors following the presentation. By collecting data before and after the session, we can assess the effectiveness of the presentation in increasing awareness, promoting compliance, and fostering a culture of ethical conduct within the educational institution (Sedgwick et al., 2020).
Measuring change in legal and ethical issues within nursing education, such as FERPA compliance, necessitates a multifaceted approach. Initially, pre-and post-tests or surveys aim to assess shifts in knowledge, capturing participants’ understanding of pertinent laws and institutional policies. Subsequently, qualitative methods like interviews or focus groups allow for the evaluation of changes in attitudes and perceptions, particularly regarding privacy and ethical conduct (Bibi et al., 2023). Finally, tracking changes in behavior involves direct observation or audits of documentation to ensure adherence to regulations and ethical practices. Integrating quantitative and qualitative methods, this comprehensive approach provides a holistic understanding of the impact of interventions, facilitating ongoing improvement in legal and ethical compliance within nursing education.
Nurse educators, including myself, play a vital role as change agents in advancing nursing education and practice. Leveraging our expertise, influence, and commitment to excellence, we drive positive transformations in various aspects of nursing education. As a faculty member within the nursing education setting, I actively contribute to advancing ethical and legal standards, particularly regarding FERPA compliance (Flaubert et al., 2021). By assuming the role of a change agent, I endeavor to create an environment that prioritizes students’ confidentiality and privacy rights. Through leadership and advocacy, nurse educators like myself strive to ensure adherence to FERPA regulations and other ethical and legal requirements.
In nursing education, culturally sensitive issues encompass diverse, equity, and inclusion considerations. As nurse educators, it is essential to recognize and address these issues to create an inclusive learning environment that respects and values all students’ unique backgrounds and perspectives. Some culturally sensitive matters may arise, including language barriers, cultural differences in healthcare beliefs and practices, and experiences of discrimination or marginalization based on race, ethnicity, gender, sexual orientation, or socioeconomic status (Antón-Solanas et al., 2021).
By acknowledging and actively addressing these issues, nurse educators can promote cultural competence, empathy, and respect among students and faculty. Moreover, incorporating diverse perspectives into the curriculum and classroom discussions can enrich learning experiences and prepare students to provide culturally competent care in myriad healthcare settings. Through ongoing education, dialogue, and advocacy, nurse educators are critical in promoting cultural sensitivity and fostering a welcoming and inclusive learning environment for all students.
I have devised a comprehensive action plan to ensure continuous learning and improvement in legal and ethical matters within nursing education, especially regarding FERPA compliance. This plan encompasses various strategies, including engaging in regular professional development through workshops and conferences, dedicating time to self-directed learning via scholarly resources and online courses, seeking mentorship and guidance from experienced colleagues and legal experts, actively participating in professional networks and forums for discussions and insights, and reflecting on experiences to apply newfound knowledge and principles to daily practice (Poorchangizi et al., 2019). Through these concerted efforts, I aim to enhance my understanding and application of legal and ethical standards, contributing to a culture of integrity and professionalism within the educational environment.
Further information is sought to deepen understanding of legal and ethical issues in nursing education, particularly FERPA compliance. This includes recent legal cases, specific implications of FERPA regulations in educational settings, comparative analyses with related laws like HIPAA, and emerging educational law and ethics trends (Smart et al., 2020). This additional knowledge will enhance the ability to navigate complex legal landscapes and uphold ethical standards within nursing education.
In conclusion, navigating legal and ethical challenges in nursing education demands proactive measures, continuous learning, and adept change management strategies. Nurse educators play a pivotal role in shaping ethical conduct and professionalism by prioritizing FERPA compliance, promoting cultural sensitivity, and fostering a culture of integrity. Through ongoing education, collaboration, and advocacy, we can uphold the highest ethical practice standards and ensure students’ well-being and rights in educational settings.
This presentation unfolds in the dynamic domain of nursing education, a field that prepares future healthcare professionals amidst evolving legal and ethical frameworks. Nurse educators are responsible for imparting clinical knowledge and instilling values of integrity, professionalism, and ethical conduct in their students. Against this backdrop, the assessment delves into the intricacies of addressing legal and ethical issues, ensuring compliance with the Family Educational Rights and Privacy Act (FERPA), optimizing faculty supervision, and refining student assessment practices (Centers for Disease Control and Prevention, 2019).
The scenario driving this assessment revolves around a critical incident within a clinical setting, which catalyzes reflection and action in nursing education. This incident underscores the imperative of robust policies, continuous learning initiatives, and effective change management strategies to navigate the complexities inherent in nursing education. Nurse educators are thus prompted to engage in a multifaceted exploration to deepen their understanding, hone their skills, and refine their practices in legal and ethical matters.
Within this context, nurse educators seek to harness diverse information resources, synthesize critical insights, and bridge knowledge gaps to inform their responses to legal and ethical challenges. They recognize their pivotal role as change agents in fostering a culture of integrity, respect, and professionalism within educational environments (Cole, 2021). Through proactive engagement in professional development, mentorship, and reflective practice, nurse educators endeavor to uphold the highest standards of ethical conduct and legal compliance, preparing students to navigate the complexities of the healthcare landscape with integrity and excellence.
Antón-Solanas, I., Huércanos-Esparza, I., Hamam-Alcober, N., Vanceulebroeck, V., Dehaes, S., Kalkan, I., Kömürcü, N., Coelho, M., Coelho, T., Casa-Nova, A., Cordeiro, R., Ramón-Arbués, E., Moreno-González, S., & Tambo-Lizalde, E. (2021). Nursing lecturers’ perception and experience of teaching cultural competence: A European qualitative study. International Journal of Environmental Research and Public Health, 18(3), 1357. https://doi.org/10.3390/ijerph18031357
Assey, E. S. (2022). The strategies of improving the effective implementation of the competence-based curriculum in secondary schools in TANZANIA: The case study of Tabora region. Journal of Education and Practice, 6(3), 13–33. https://doi.org/10.47941/jep.966
Bibi, A., Ali, N., Ayaz, M., Sultan, A., Hafiz, D., Kumar, S., & Iqbal, J. (2023). ETHICAL challenges faced by nursing educators in nursing institutes of Pakistan. Zenodo (CERN European Organization for Nuclear Research). https://doi.org/10.5281/zenodo.8337395
Bijani, M., Tehranineshat, B., & Torabizadeh, C. (2019). Nurses’, nursing students’, and nursing instructors’ perceptions of professional values: A comparative study. Nursing Ethics, 26(3), 870–883. https://doi.org/10.1177/0969733017727153
Capella University. (n.d). Nursing Eeducation legal and ethical scenario. | capella. edu. https://media.capella.edu/CourseMedia/MSN6103/NursingEducationScenarios/wrapper.asp
CDC. (2024). Family Educational Rights and Privacy Act (FERPA). cdc.gov. https://www.cdc.gov/phlp/publications/topic/ferpa.html
Centers for Disease Control and Prevention. (2019). Family Educational Rights and Privacy Act (FERPA). Centers for Disease Control and Prevention. https://www.cdc.gov/phlp/publications/topic/ferpa.html
Change, A. of. (2024, February 5). What is FERPA? Family Educational Rights and Privacy Act. Agents of Change Social Work Test Prep. https://agentsofchangeprep.com/blog/what-is-ferpa-family-educational-rights-and-privacy-act/
Cleary, M., West, S., Arthur, D., & Kornhaber, R. (2019). Change management in health care and mental health nursing. Issues in Mental Health Nursing, 40(11), 1–7. https://doi.org/10.1080/01612840.2019.1609633
Cole, J. P. (2021). The Family Educational Rights and Privacy Act (FERPA): Legal issues. CRS report R46799, Version 1. In ERIC. Congressional Research Service. https://eric.ed.gov/?id=ED614263
Cow, C. the C. (2023, June 4). Unlocking the benefits of FERPA rights notification for diverse industry enterprises. Kiteworks | Your Private Content Network. https://www.kiteworks.com/regulatory-compliance/unlocking-the-benefits-of-ferpa-righ-notification-for-diverse-industry-enterprises/
Elliott, P. A., DeJong, W., & Feinberg, E. (2020). Navigating privacy laws to deliver STI health services in high schools. Pediatrics, 145(3), e20190712. https://doi.org/10.1542/peds.2019-0712
Farmer, S., Ard, N., Beasley, S. F., & Nunn-Ellison, K. (2022). ACEN accreditation perspectives: Distance education. Teaching and Learning in Nursing, 17(4), 341–343. https://doi.org/10.1016/j.teln.2022.05.013
Flaubert, J. L., Menestrel, S. L., Williams, D. R., & Wakefield, M. K. (2021). Educating nurses for the future. In www.ncbi.nlm.nih.gov. National Academies Press (US). https://www.ncbi.nlm.nih.gov/books/NBK573912/
Harrison, R., Fischer, S., Walpola, R. L., Chauhan, A., Babalola, T., Mears, S., & Le-Dao, H. (2021). Where do models for change management, improvement, and implementation meet? A systematic review of the applications of change management models in healthcare. Journal of Healthcare Leadership, Volume 13(13), 85–108. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7966357/
Haskins, H. E. M., & Roets, L. (2022). Nurse leadership: Sustaining a culture of safety. Health SA Gesondheid, 27(0), 8. https://doi.org/10.4102/hsag.v27i0.2009
Koukourikos, K., Tsaloglidou, A., Kourkouta, L., Papathanasiou, I., Iliadis, C., Fratzana, A., & Panagiotou, A. (2021). Simulation in clinical nursing education. Acta Informatica Medica, 29(1), 15–20. https://doi.org/10.5455/aim.2021.29.15-20
Marousis, A. (2023, April 3). What is competency-based training? (Complete Guide). TalentCards. https://www.talentcards.com/blog/competency-based-training/
Poorchangizi, B., Borhani, F., Abbaszadeh, A., Mirzaee, M., & Farokhzadian, J. (2019). The importance of professional values from nursing students’ perspective. BMC Nursing, 18(1), 1–7. https://doi.org/10.1186/s12912-019-0351-1
Scheese, C. H., Nerges, J., Sneddon, C. S., & Morton, P. G. (2023). Strategies for transitioning from a clinical position to a faculty role. Journal of Professional Nursing, 49, 145–154. https://doi.org/10.1016/j.profnurs.2023.09.003
Sedgwick, M., Yanicki, S., Harder, N., & Scott, D. (2020). A scoping review of the integration of ethics education in undergraduate nursing high‐fidelity human simulation‐based learning. Journal of Clinical Nursing, 30(5-6). https://doi.org/10.1111/jocn.15552
Smart, D., Ross, K., Carollo, S., & Williams-Gilbert, W. (2020). Contextualizing instructional technology to the demands of nursing education. CIN: Computers, Informatics, Nursing, 38(1), 18–27. https://doi.org/10.1097/cin.0000000000000565
Yu, B., Horton, R., Munson, B., Newkirk-Turner, B. L., Johnson, V. E., Khamis-Dakwar, R., Muñoz, M. L., & Hyter, Y. D. (2022). Making race visible in the speech, language, and hearing sciences: A critical discourse analysis. American Journal of Speech-Language Pathology, 31(2), 578–600. https://doi.org/10.1044/2021_ajslp-20-00384
Have a question or need support? Connect with our team today. We’re ready to assist you with personalized guidance to help you achieve your academic goals. Reach out via email, phone, or our easy-to-use contact form.
612-217-0144
info@hireonlineclasshelp.com
Get expert assistance to excel in your courses with personalized support. Our creative approach ensures your academic success every step of the way.
Our Services
