Surviving student life ethically



Surviving student life ethically


Objectives


The reader should be able to:



New terms and ideas you will encounter in this chapter


academic integrity


academic misconduct


intent


conduct


cheating


plagiarism


legal fraud



Introduction


The ethics foundation presented in Section I of this book will serve you well during your student days and throughout your life. This chapter and Chapter 7 focus on your personal moral development and your opportunity to exercise appropriate ethical decision making throughout your career, beginning with the time you are a student. It is especially important to include your role as student and some of the particular opportunities and stresses of this period because no matter your age, the student years are the time your approach to ethical decision making in your professional role takes shape.


Special challenges of student life


As a student, you have the advantage of coming into a situation with a fresh perspective and can raise issues that more seasoned professionals could miss or might gloss over. At the same time, a situation sometimes is misjudged solely because some students do not have the advantage of having served in a professional role or in a particular setting for a long time.1 Your professional judgment is developing in your student experiences.


The story in this chapter highlights some ethical problems inherent in your role as a student.





The Story of Matt Weddle, Madeline Notch, the Bedacheks, and the Botched Home Visit


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Matt Weddle is a nursing student in his next to last year of professional education. He has enjoyed his professional training, especially being in the actual patient care environment. Today, however, he went to bed discouraged and wondering if he has made the correct career choice.


Matt is on a home health care rotation. He has an excellent supervisor, Madeline Notch, who has tried to provide him with a wide range of learning experiences and proper supervision during his time with her. This has not been an easy task; the census for the home care association is high, and with major cutbacks in professional staff, she has been busier than usual. He is sorry to learn that she is going on vacation tomorrow and that his supervision will be turned over to another nurse, Eugenia Cripke.


Today Ms. Notch asks Matt if he would stop by Mrs. Bedachek’s apartment to check on her son Tom and be sure his wound is healing well. “The wound may need debridement and a bandage change. You can make the judgment about whether to change the bandage, since I changed it myself yesterday on my way home from work.” He is somewhat uncomfortable about going alone to see a patient he has not seen before. He also remembers being told by his academic clinical coordinator at school that under no circumstances should he go into a patient’s home unsupervised. But he agrees to do so, not feeling free to question Ms. Notch about whether this is correct procedure. Instead, he assures her that he has done this procedure enough times under her supervision that he feels he should be able to do it. She agrees.


When he knocks at the Bedacheks’ door, a large woman in a filthy house dress peers through a crack in the door. At first, she does not want to let him in, but when he shows her his name tag as identification that he is “the nurse,” she admits him. He introduces himself with his name and says he is a student nurse. Mrs. Bedachek is already walking laboriously across the room toward the other occupant, an equally large man who appears unable to comprehend what is going on. The man strains to peer at Matt from a large armchair set up in the midst of the clutter in the small living room. Matt knows the man’s name is Tom, but he is unprepared for the greasy-skinned person drooling onto the front of a mucus-stained shirt.


When Matt tells the patient what he has come to do, the man grunts. The woman says, “I don’t want you to touch that bandage. It’s fine.” She draws up the man’s shirt for Matt to see. Matt is surprised at the size of it and concerned about the dark seepage around the bottom edge. Mrs. Bedachek says, suspiciously, “Who are you again?” Matt repeats his name. “At least you’re not a student,” she says. “They’re the worst.” Matt says nothing. He feels uncomfortable about this whole situation. He reaches toward the bandage to touch it, and she suddenly pulls the shirt back down over her son’s trunk. The stench is making Matt feel woozy.


“I said it’s fine,” she says firmly.


Matt replies, “Okay,” and leaves.


When he gets back to the office, Madeline Notch is there, clearing off her desk. “How did it go?” she asks. “Fine,” he says. “Oh good,” she replies. “I didn’t want to tell you, but most people can’t get through the front door. I went myself yesterday. I thought the wound looked really good except for that distal edge.”


Matt had meant to tell her immediately about the whole scene, but for some reason, her comments unnerve him and he feels like a failure. He says, “Yeah, I agree.”


She comes over to him. “Thanks so much for getting me through that squeeze. I knew you could handle that bandage change, and I was worried about letting it go.” She continues, “Sometimes I think it’s not worth trying to go on vacation!” She pauses and extends her hand, saying, “I have enjoyed working with you as a student. You will make a fine nurse. And you will enjoy working with Eugenia Cripke.”


She leaves hurriedly, saying she has to pick up her son at daycare and get packed. Matt takes Tom Bedachek’s record from the drawer and writes, “Wound debridement, bandage change. Purulent exudate around the distal rim of wound.”


Almost everyone would agree that both Ms. Notch and Matt Weddle exercised poor ethical judgment.


Reflection


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As you look at the story through Matt’s eyes, what do you think are the reasons he is feeling discomfort after the day’s events? Jot them down here.



During Matt’s clinical education experience, he is facing an ethical problem, and clinical and legal ones, that have features very similar to those he will encounter in his eventual professional practice. Many times we are faced with unexpected situations that are unsettling for one reason or another. However, the opportunities to use his ethics knowledge and skills have presented themselves from the time he set foot in his educational program. We will briefly introduce you to some ways to survive student life ethically in the classroom and then compare them with resources for your experiences as a student in the clinic setting. In the latter, we will return to the story and you will have an opportunity to walk in Matt’s shoes to explore the ethical implications of his situation.


The goal: a caring response


You have already learned in Chapter 3 that for a person to be held responsible for her or his actions the person must be the moral agent in the situation. The health professional’s agency revolves around being able and willing to provide a caring response in a variety of health-related situations. The conduct and attitudes for realizing this goal are embedded in your classroom experience. When you entered your program, you may have had to sign a student honor code or statement of academic integrity. Many universities have such codes and other ethical guidelines that detail the range and scope of your moral agency and responsibility and the responsibilities of the faculty toward you. If you study it carefully, you will see that the items taken together are designed for the positive outcome of your being able to maintain your integrity and the integrity of your profession. When integrity is being honored in the classroom setting, it is said that the student has exercised academic integrity. Breaches of this integrity constitute serious examples of academic misconduct that carry practical, including sometimes legal, sanctions against the student.


Recognizing academic misconduct


Undoubtedly professional educational programs are among the most rigorous and demanding of any type of education. Although the vast majority of students abide by the high ethical standards of honesty, respectfulness, and other conduct consistent with maintaining their own integrity and that of their chosen profession, a few find it too tempting to refrain from taking advantage of others’ work to lessen their own burden. Their conduct conveys dishonesty, cheating, and other deceit and lack of respect for or fairness to others. In these cases, the reasonable expectations of the latter are not honored. It is correct to say that the person taking advantage of the situation has lost sight of his search for a caring response in regards to peers. Programs of professional preparation make the assumption that students who engage in unethical conduct in the classroom have a much higher likelihood of continuing this behavior in their professional career because the pressures on them will be even greater in their role over many years. They will have ignored the opportunities in their educational years to appreciate the power they have for doing harm to patients and others, and the opportunities for them to ethically flourish in their role. Breaches of academic integrity can begin with plans for how to cheat to improve one’s grade, cut corners by using someone else’s material, or lift someone’s information without giving it the appropriate credit (i.e., plagiarism), to name some. Intent is a part of misconduct because it means that a person has set his or her sites on wrongdoing, but for an act to be judged as outright academic misconduct requires conduct that follows through on the intent.



Academic Misconduct = Intent To Engage In Wrongdoing + Action


The following straightforward exercise, based on the activities of five health professions students in the classroom who are faced with a midterm examination, helps to highlight some ways that academic integrity can be honored or compromised.2


Reflection


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Guido, Shivani, Karl, Aliana, and Jasmine are friends who always study together. On Thursday, they have an important midterm examination that includes about 10 pages of written material analyzing several clinical cases. They are very nervous about this examination because it brings together a large amount of material and they have been feeling overloaded with all of their coursework.


Which of the following constitutes academic misconduct?



1. The five of them study together and all agree to use the same sources and approach the problems in the same way. Yes____ No____


2. The five of them agree to text message each other during the examination if one signals to another that help is needed and the faculty member happens to leave the room. A set of codes will help them know which question the friend needs help with. Yes____ No____


3. They plan to sit in the examination room in such a way that they can see each other’s answers if necessary. Yes____ No____


4. Aliana gives the secret signal that she needs help with examination question 4b. Guido uses text messaging to alert Aliana of her problem when the faculty member leaves the room. Yes____ No____


5. Karl goes to a website on his handheld device and copies a description from a similar on a case analysis but does not attribute this source. Yes____ No____


6. Jasmine is glad for plan # 3 because she is stuck on one of the questions and is able to get back on track by something she sees on Guido’s paper. Yes____ No____



We will walk through these responses with you. Plan #1 is not a breach of academic integrity, although it has the potential to rob each student of the opportunity to fully take advantage of preparation for the clinical issues they will face. Plans #2 and 3 are borderline activities, although neither constitutes misconduct solely on the basis of the students’ intent to position themselves so that they can engage in cheating of various types. They would constitute a breach if the students actually take action on this intent. Plans #4 to 7 include both criteria of academic misconduct, intent and conduct. Plan #5 is a blatant act of plagiarism. As moral agents, the students have sacrificed their academic integrity for other ends.


There is a related issue that is extremely important for you to know. In plan #4, Guido chooses to assist Aliana according to the plan set out in plan #2. Just as the law has the idea of “accomplice,” academic misconduct criteria require that you not only refrain from wrongdoing yourself but also report clear instances of wrongdoing by others. This idea carries through into your professional role. If you know that a classmate or professional colleague is engaged in wrongdoing, you are ethically and legally responsible for reporting it.


Fortunately, your professional education program with its honor codes, modeling by professionals, and other guidelines that are being offered to you allow you to fully appreciate the opportunities for refining the character traits and ethical conduct consistent with a caring response that you brought with you from your everyday life. The stakes grow higher when students enter the environment of their future professional activities. That is where Matt Weddle’s ethical challenge takes place, in this instance, in a home care visit as a student. Some factors in his degree of moral agency are the nature of his role as a student, the character of the student-professor relationship, and his inexperience regarding some types of life situations more generally.3


Reflection


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Consider Matt Weddle’s experience and write down some areas where he has moral agency as a student.


What is he ethically responsible for?


What is the minimum he would have had to do to constitute a caring response? This will give you a good basis for comparing your judgments about a student’s moral agency with the suggestions in the paragraphs that follow.



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Mar 17, 2017 | Posted by in PHYSICAL MEDICINE & REHABILITATION | Comments Off on Surviving student life ethically

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