LABOURÉ  COLLEGE

SYLLABUS: ETH 1010-C-O-HEALTH CARE ETHICS-SPRING ONE-'21

***Unintended Spacing per e-Learning Software***

Leo R. Thibault, Instructor - leo_thibault@laboure.edu

Office Telephone: 617.322.3559) - Office: Student Success Center (across Rm. #: C-112)

Office Hours: Available as needed.

Written “Upload a File” Posts within the e-Learning “Coursework” tab Due on assigned Due Dates for each Assignment by 11:55pm.

Given two holidays landing on Mondays, no Posts will be required.

Monday, January 18^th; Martine Luther King Day, and,

Monday, February 15^th, Presidents Day

Given the brevity of the Semester however, two sets of Assignments for the same week will often be required:

Attendance recorded on Tuesdays of each class week.

Though our scheduled class time begins each Monday at 9:00am, no expectation that you would be at your electronic device to access e-Learning at that hour.

Attendance will be based on EACH of your completed assignments having been Posted by their respective Due Dates.  Attendance will then be recorded on Tuesday mornings.

Last Day to Withdraw from Spring One ’21 classes:

Monday, February 8^th, 2021 by 5:00pm.

Final Essay Learning Tool Due on the last day class day:

Monday, February 22nd at 11:55pm

Recall, Accelerated Seven Week Semester STILL hold the traditional 15 Weeks of class content / “contact hours” for a class holding three Credits.

In other words,…EACH week becomes a Two-week enterprise carrying with it content ordinarily engaged with once a week during “traditional” 15 Week Semesters.

Dates to Consider:

No class: Monday, January 18^th; Martine Luther King Day, and,

No class: Monday, February 15^th, Presidents Day

Last Day to Withdraw from Spring One Classes: Monday, February 8^th, ‘21 by 5:00pm.

COURSE OVERVIEW:

ETH 1010-C-O: Health Care Ethics: Three Credits---

This course provides a critical academic exploration of healthcare ethics and seeks to foster a community of learners engaged in the pursuit of ethical knowledge. This pursuit embraces diversity and cross-cultural competency as it tries to envision a just society committed to the common good. As such this course seeks to answer the question, "What is the good life and human flourishing in relation to healthcare ethics?" The course proceeds in two parts: 1) introducing students to the normative ethical theories of consequentialism, deontology, virtue, human rights, theories of justice, and Catholic social ethics; and 2) applying these theories to the ethical domain of the health care professional. Special attention will be paid to the question of how advances of biotechnology and medicine benefit the most vulnerable members of society. Furthermore, this course aims to develop the critical thinking skills of students and help form them into ethical leaders within the healthcare professions.

LEARNING OUTCOMES:

 Upon successful completion of this course, students ought to be able to:

• Describe, compare and contrast various religious and secular philosophical theories.
• Explain the processes and responsibilities related to human choice for an individual and society.
• Analyze pertinent issues and current approaches within the field of medical ethics.
• Evaluate how moral principles in philosophy, religion, and contemporary culture influence our decision-making ability.
• Apply the skills of effective critical thinking by the successful completion of written assignments.

The Educated Person:

The College is committed to graduating an educated person. The educated graduate of Labouré College possesses the basis for life-long learning and civic engagement and is prepared to deliver patient-centered care as a member of an interdisciplinary team.

To this end, the General Education courses promote learning in broad areas of human knowledge leading to an understanding of historical, social, mathematical, philosophical, and scientific phenomena as well as ethical perspectives. The professionally oriented courses promote learning that emphasizes evidence-based practice, including the latest research and clinical expertise of practitioners, quality improvement approaches, and the use of information technology.

Liberal education concepts and theories found in General Education courses, along with professionally oriented courses in a student’s major, support and facilitate the development of skills necessary for student to function competently in life and work. These skills include information literacy, critical and creative thinking, oral, written, and interpersonal communication, and team building.

TEXTS AND REQUIRED RESOURCES:

Nursing Ethics: Across the Curriculum and into Practice, 5^th Edition

Butts, J. & Rich, K. ­­­---   ISBN-13:  978-1284170221 --- Publishers:  Jones & Bartlett; Boston

Published: 2019

American Nurses Association. (2001). American Nurses Association code for nurses with interpretive statements.  Washington, DC: Author.

Articles and Additional Text, audio / visual Resources Provided

CLASS FORMAT:

Class meetings will be conducted in an “On-line” format.  NO seated in-classroom classes are required.  Assigned text / article readings, Podcast and videos will be available through e-Learning via your my.laboure.edu portal.  Progress in understanding class material will be assessed by graded written assignments / Posts and a Final Comprehensive Research Paper.  Calculation of your Semester Score will be based upon the College’s Numerical Scale (Grading Policy & Practices) and unexcused absences. 

Assignment Instructions, text and article reading, viewing and Study Guide / Writing-Scoring Rubric resources are posted within the “Coursework” Tab in your e-Learning portal.

Information literacy via critical reading, critical thinking and critical writing are introduced and reinforced through:

Research and related writing initiatives 

On-line Posts written relative to course content

• Interaction with e-Learning “Coursework” Resources & “Forum” Posts will consider assigned readings via required class textbook, supplemental articles, other text, podcasts & videos.  Writing assignments will stem from your analysis of articles, podcasts, textbook & videos culminating with Final Essays.

ACADEMIC HONESTY [Academic Misconduct (Labouré Catalog, p. 37):

Academic integrity is the hallmark of Labouré College. Academic honesty is expected of all students, who have to complete their own work and submit or present their own original work unless specifically directed otherwise by the professor. Academic dishonesty constitutes academic misconduct, which includes the following:

• Acts of cheating, fabrication, plagiarism, or assisting another in the commission of such acts; and

⦁ Any acts of misconduct occurring at a clinical facility during the clinical education component of any course.

• Allegations of academic misconduct will be reported to the Vice President of Academic Affairs, who will review them.

OTHER IMPORTANT INFORMATION: 

(Please refer to the College Catalog/Handbook for information on all academic policies):

Office of Student Affairs:

The Office of Student Affairs is dedicated to ensuring students are having a safe and enjoyable experience during your college career here at Labouré.  The office oversees Student Rights & Responsibilities, Title IX, Health Compliance, Orientations (i.e. Accepted Student Day, Online Orientation, & the P.A.S.S. Program) and the Student Success Center (SSC).  The SSC is home to Academic Advising, Career Services, Access & Accommodations and also collaborates with Student Retention (i.e. Tutoring, Mentoring, Success Workshops, and Course Reviews).  

Access & Accommodations:

Labouré College is committed to extending reasonable and appropriate accommodations to students whose learning differences are consistent with standards described in the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973. To be eligible, students seeking accommodations will provide documentation from a licensed medical or behavioral health professional that describes a legally recognized learning difference and that indicates the accommodations necessary to assure equal access to the College's programs and services. This documentation should be submitted at the time of enrollment to ensure proper accommodations can be made. This area is staffed within the Student Success Center.  For any questions, please e-mail Access@laboure.edu or call 617-322-3579.

Download a copy of the Access & Accommodations Handbook from the online college catalog for all of the information and documentation you need before approval can be provided. 

The Student Success Center (SSC) is a comprehensive program designed to enrich the learning opportunities through resources available to all students at Labouré College.  Modeled on best practices for excellence in teaching and learning, SSC provides students with opportunities to extend and to deepen their classroom learning experiences by participating in academic advising, academic coaching (focused on learning strategies), academic tutoring (focused on course content), basic skill strengthening (e.g., focused on Mathematics, Writing, or Critical Reading), career counseling, and/or short-term personal counseling.  SSC also offers specialized assistance to students with learning differences, including advocacy, learning strategies, and, when appropriate, reasonable accommodations such as extended time on exams, note-taking assistance, enlarged print, preferential seating, and support in accessing digital audio texts, readers, scribes, and/or assistive technologies. Located across from Rm. C-112, SSC strives to be a warm and welcoming community of learners dedicated to fostering student growth and success.

ATTENDANCE:

Given the class is offered as an “Accelerated” class, the span of the class extends for seven weeks.  However, it is understood that given the class warrants three Academic Credits, there is the requirement that 15 weeks of class content be honored.

Consistent with a traditional 15-week Semester, this Accelerated seven-week class holds class content comparable to a 15-week Semester; hence class engagements occur twice weekly bringing the “Contact Hours” to an equivalent 15-week Semester.  Given Assignments are due by 11:55pm for EACH of the seven Mondays during the Semester, Attendance will be sent to the Registrar each Tuesday. 

Given the Accelerated 15 week Semesters are condensed into only SEVEN weeks, all class dynamics are then essentially “doubled” for EACH week; including your doubled contact hours with articles, texts, written “Coursework” Posts and / or videos for your review each week.

See Page One of the Syllabus for information regarding specific Attendance Recording Dates.

Should assignments then not be Posted in e-Learning with “Upload a File” in “Coursework”, or via an otherwise identified method, an “Un-excused” designation will apply for the day(s) Absent.

Statement on Attendance (College Catalogue & Student Handbook '20-'21

Habitual Non-Attendance Policy:

Habitual non-attendance is defined as an absence in any course (for any reason whatsoever) equating to two consecutive full weeks of missed class sessions (2 absences for a course meeting once a week, four absences for a course meeting twice a week, 6 absences for a course meeting three times a week). Professors will reach out to students who are in danger of falling into habitual non-attendance. He or she will submit an Early Alert Status Report (EASTR) to the Student Success Center and notify the Registrar’s Office.

When a student has reached the habitual non-attendance criteria for his or her course(s), the professor will send email notification to the Registrar’s Office and academic advisor. The Associate Registrar will send a habitual non-attendance warning to the student. The academic advisor will then reach out to the student to try to resolve the issue within a week. The academic advisor will keep the faculty member and the Associate Registrar informed on any communication. 

In the event the student does not respond to documented attempts to communicate within a week, he or she will be administratively dropped or withdrawn from the course(s). If the dropped/withdrawn student wishes to be re-enrolled in the course, he or she may request permission from the professor of the course(s). If a student falls into habitual non-attendance after the deadline to withdraw from courses, he/she will be awarded the grade earned for the course(s).

The classroom is the heart of the educational experience at Labouré College because it provides a formal setting for the important exchanges among professors and students. Regular and punctual attendance at all classes, essential for maximum academic achievement, is a major responsibility of Labouré College students. Absence affects the contributions one can make to the class environment. Whether in online, hybrid or traditional courses, absence significantly and demonstrably reduces the quality of the educational experience for everyone in the class. As a result, absences almost always impact the quality of performance.

As part of its commitment to a quality educational experience for all members of the Labouré community, the College formally requires specific attendance policies to be developed by its professors and reviewed by the Division Chairpersons and Vice President of Academic Affairs (VPAA). Any attendance policy used by an individual professor as a criterion for evaluation has to be specified in the course syllabus and presented to students during the first week of classes. These policies may include reasonable penalties for excessive absences.

In the event of prolonged illness, accident, or similar emergency, it is the responsibility of the student to notify the professor and to make up the work they may have missed during an absence from class. Students are directed to confer with their professors when their absences jeopardize satisfactory progress.

Whenever a professor is absent without notification, students are expected to wait fifteen minutes before leaving (or signing off) and to sign an attendance list, which a class member delivers to the Registrar's Office. 

All Labouré College students are expected to attend and participate in enrolled courses. While absences are discouraged, the College understands that students may occasionally have a legitimate reason to miss a class. Legitimate reasons for missing class may include medical, family illness or death, and unforeseen circumstances such as a car accident. Students will assume full responsibility for submitting any missed assignments due to an absence, at the discretion of the professor. 

Professors are required to record and submit attendance. Official attendance will be taken by the professor and reported to the Registrar's Office twice each semester. The first report will be the first day of class during the second week of class after the add/drop (adjustment) period - this will also become the census data for the course. The second report will be at or before the 50% mark of the semester - for 15-week courses, this will be Week 7, and for 7-week courses, this will be Week 3. On-line courses must be able to verify attendance through an early assignment, and/or participation post. It may become necessary for a professor to confirm a last date of attendance at any point in the semester. 

It will be at the professor's discretion how attendance and academic participation are tracked during non-attendance reporting weeks. Professors may opt to continue to take attendance, use submitted assignments, or use other ways of tracking student participation in a course. Academic participation does not have to be reported during non-attendance-reporting weeks, but may be used to calculate a student's last day of attendance if she/he withdraws. 

Academic participation and/or attendance requirements for students should be clearly defined in the syllabus for students to read. If a professor notices that a student has not participated in class (in any way the instructor defines) for two or more weeks, then it is the professor's responsibility to create an Early Alert for the Department of Student Affairs. An academic advisor should then reach out to the student to ascertain whether the student will be returning to class - if the professor allows - or withdrawing from the course. This is also an opportunity to reach out to the student to see if other services are needed by the student. If a student does not respond back to the academic advisor within one week, the student will be withdrawn from the course. 

Financial Aid Implication:

When a student withdraws from a course, the Department of Financial Aid is responsible for completing a calculation (called a Return to Title IV or R2T4). The calculation determines how much federal aid (including grants and loans) the student may keep. The percentage of the semester completed drives the calculation, so a correct last day of attendance is important. If a student completes 10% of the course, then they keep 10% of their federal aid; if they complete 50%, then they keep 50% of their aid. Once a student has completed at least 60% of the scheduled semester, they keep 100% of their federal aid. 

To be compliant with federal guidelines, the calculation must be completed within 30 days of the date the school determines the student last attended. It is important that instructors create - and academic advisors follow up on - Early Alerts in a timely manner if a student is not attending class or submitting required assignments. 

DROPPING THE COURSE:

In order to drop a course, you have more to do than to stop attending class or to inform your professor.  In accordance with Labouré College policy, you have to drop a course, in person or in writing at the “Welcome Center” Service Desk during the published adjustment period.  Please discuss with your Instructor and/or an Academic Advisor if you are thinking of dropping this course. course.

Students must notify the Registrar's Office in writing of their intention to drop any course(s) prior to the published last day to withdraw from courses to avoid a failing grade for the course. Tuition refunds depend on the refund policy, not the withdrawal deadline. The last day to withdraw for each semester is published in the Academic Calendar. Withdrawal requests can be emailed to registrar@laboure.edu.  

Last Day to Withdraw: Monday, February 8^th by 5:00pm.

GRADING AND COURSE REQUIREMENTS:

Progress in understanding class material will be assessed by graded writing assignments and over-all class engagement.  Calculation of your Semester score will be based up the College’s Numerical Scale (Grading Policy & Practices) and unexcused absences. 

Attendance and Course Reconciliation:

Students who have not attended a class in which they are registered and do not communicate intentions to remain in the course by the end of the Course Adjustment Period will be administratively dropped from that class. This includes all delivery formats including traditional, hybrid and online courses. The professor will reach out to students who are absent to inform them about the importance of attendance. If the student does not respond, or wishes to drop the course, the professor will notify the Registrar’s Office for the withdrawal.

In order to ensure that a student is not withdrawn mistakenly from a hybrid or online course, professors will require students to undertake academically related activities the first week of class, before the deadline to report attendance. Some examples of academically related activities include the following:

•     Physically attending a class where there is an opportunity for direct interaction    between the professor and students

•     Submitting an academic assignment

•     Taking an exam, an interactive tutorial, or computer-assisted assignment

•     Attending a study group that is assigned by the instructor

•     Participating in an online, collaborative chat

•     Participating in an online discussion about academic matters

•     Initiating contact with a professor to ask a question about the academic subject studies in the course

Academically related activities in a hybrid or online course do not include activities where a student may be present but not academically engaged, such as the following:

•     Reading the syllabus

•     Logging into an online class without active participation

•     Participating in academic counseling or advising

Note:  For the shortened semester sessions 1 and 2, the absences are halved: 1 absence for a course meeting once a week, 2 absences for a course meeting twice a week, 3 absences for a course meeting three times a week.

Graded Assessment Criteria: Class Engagement to include---

 (a.)  Attendance - e-Learning “Forum” Posts and Final Essays

 (b.)  Weekly Readings / Viewing / Podcasts / Power Points & Written Assignments

NOTE: Each written assignment presumes completion of EACH portion of EACH assignment(s) assigned for EACH week of class.  

There is no partial Credit for Assignments not fully completed consistent with the “Forum Instructions” for each Assignment.  Assignments DO have a "shelf-life" and are anticipated to have arrived on their respective due dates identified in “Forum Instructions” in e-Learning. 

  (c.) Final Essay

Class Engagement—

Consistent and Engaged Attendance  = 20%

Coursework Posts                               = 50% (10% - 20% per Post)

Final Essay Learning Tools                 = 30%

Grading System, Quality Points, and GPA, Grade   Quality             Grade

            Points               Equivalencies A          4.0                   100-93

A-         3.7                   92-90

B+        3.3                   89-87

B          3.0                   86-83

B-         2.7                   82-80

C+        2.3                  79-77

C          2.0                  76-73

C-        1.7                   72-70

D+       1.3                   69-67

D         1.0                   66-63

D-        0.7                  62-60

F          0                     59 or below

W         Withdrawn: no grade

WP       Withdrawn: passing

WF       Withdrawn: failing

I            Incomplete

Syllabus at a Glance: