96828 Ethical Dimensions of Palliative Care
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Credit points: 3 cp
Subject level:
Postgraduate
Result type: Grade and marksDescription
In this subject, students develop their skills in ethical decision-making for person-centred care across populations in palliative care. This subject supports students in becoming creative, inquiring and responsive health professionals who continuously and critically analyse and reflect on their roles, making appropriate adaptations. Students: identify ethical and policy concerns; analyse ethical principles relevant to care-related decision-making and provision in palliative and end of life contexts; address fundamental questions about the goals of care and responsibilities to stakeholders (patients, families, themselves, the profession and the society); and articulate responses to ethical challenges interrogating their own beliefs and values.
Students examine palliative care ethical dilemmas, including ways to respond to diverse cultural beliefs and attitudes to death and dying. Students distinguish the ethical conduct and core practice principles for stakeholders working with Aboriginal and Torres Strait Islander patients, families and communities.
Subject learning objectives (SLOs)
| A. | Appraise ethical principles in the context of palliative and end of life decision-making and patient capacity and preference. |
|---|---|
| B. | Evaluate ethical situations, including cultural beliefs and attitudes to death, dying, meaning of life, existential suffering and moral distress that health professionals may encounter when caring for people with palliative and end of life care needs. |
| C. | Justify a well-considered course of action and script potential responses to situations of ethical conflict for people with palliative care needs and/or their families. |
| D. | Examine the personal and professional dimensions of practice as they interact with and uphold ethical imperatives to facilitate optimal palliative and end of life care, including applying ethical principles for care of Aboriginal and Torres Strait Islander patients, families and communities. |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Integrate the delivery of person-centred care across all populations, settings and systems (1.0)
- Inter-professional collaboration: Prioritise inter-professional collaborative practice to ensure the highest quality palliative care for all (3.0)
- Create adaptive professionals who continuously analyse, critique and reflect on their role (5.0)
- Demonstrate professional cultural competency which contributes to the health and wellbeing of Indigenous Australians, inclusive of physical, social, emotional and spiritual wellness (6.0)
Teaching and learning strategies
The subject is delivered exclusively online, enabling students to participate remotely. Students are actively engaged in enquiry-based learning through a range of multimedia interactive activities, including those involving collaboration with others. The online learning platform ‘Canvas’ is used for all subject materials and announcements.
Assessment activities include individual tasks in the form of writing, script enactment and a Qstream module. Students are encouraged to seek feedback from peers as well as tutors and be an active participant in the student learning community.
Online Modules
Learning content is delivered through structured online modules that equip students to be adaptive health professionals in palliative care.
Content (topics)
Subject content will include the following:
- Examining the ethical connections between personal and professional dimensions of practice that contribute to optimal end of life care.
- Recognising various and sometimes competing factors that affect professional decisions and actions in complex workplace contexts.
- Navigating, appreciating and responding to challenges presented by cultural beliefs and attitudes to death, dying and the meaning of life, existential suffering and moral distress, in addition to issues more commonly addressed in healthcare ethics.
- Developing ‘ethical competence’, including the capacity to recognise the issues and their various dimensions, and use reasoning to guide decision-making in order to achieve some resolution.
- Understanding the different contemporary approaches to ethical training and practice, with a focus on Giving Voice to Values.
Assessment
Assessment task 1: Reflection on personal and professional experience
| Intent: | To assist students in reflecting on and evaluating their own personal and professional experience in the interests of establishing how they can most effectively address ethical conflict in the workplace. |
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| Objective(s): | This assessment task addresses subject learning objective(s): A and D This assessment task contributes to the development of graduate attribute(s): 5.0 |
| Weight: | 30% |
| Length: | 600 words |
Assessment task 2: Scripting a creative Giving Voice to Values scenario
| Intent: | For students to become more comfortable in effectively acting on their well-considered values through scripted responses to resolve an ethical conflict based on personal practice experience. |
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| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C and D This assessment task contributes to the development of graduate attribute(s): 1.0, 3.0 and 5.0 |
| Weight: | 50% |
| Length: | Video or voice-recording of around 3 minutes, accompanied by a written document that: introduces the characters and sets the scene; describes the ethical values involved and how these might influence your action plan/strategies; and reports a script of the recording. |
Assessment task 3: Ethical principles in caring for Aboriginal and Torres Strait Islander patients, families and communities
| Intent: | To provide students with the opportunity to practice applying ethical principles to clinical scenarios within the context of palliative and end of life care for Aboriginal and Torres Strait Islander patients, families and communities. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): B and D This assessment task contributes to the development of graduate attribute(s): 6.0 |
| Weight: | 20% |
| Length: | Completion of a Qstream module via email. |
Other resources
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For other resources/ information refer to the Faculty of Health website (www.uts.edu.au/about/faculty-health) and Canvas at: https://canvas.uts.edu.au/.
UTS Library
The Library has a wide range of resources, facilities and services to support you including textbooks, subject readings, health literature databases, workshops and bookable study rooms. There is also a team of librarians to help you with your questions available via online chat, phone and in person. W: lib.uts.edu.au, Facebook: utslibrary, Twitter: @utslibrary Tel: (02) 9514 3666.
Improve your academic and English language skills
Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language & Presentation Support) Service in Student Services.
HELPS (Higher Education Language & Presentation Support)
HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS (www.ssu.uts.edu.au/helps). HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733.
Please see www.uts.edu.au for additional information on other resources provided to students by UTS.
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