This course introduces the student to theories related to philosophy and ethics in order to analyze the issues that confront patients, families, and the interprofessional healthcare team. Issues include but are not limited to advancing technology, professional roles, end-of-life care, social justice, and public policy.
This course is designed to engage students from several different professional disciplines including pre-medicine, applied medicine, nursing, social work, physical therapy, occupational therapy, and healthcare administration. This course will examine issues related to professional ethics, patient’s rights, role boundaries, technology advances, initiation of life, prolonging life, research involving human subjects, and the struggle to balance healthcare resources with social justice and individual social responsibility.
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Foundational Studies Outcomes |
Course Integration |
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1. Locate, critically read, and evaluate information to solve problems; |
1. Students will search for information related to their formal paper, discussion posts and case study analysis. |
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9. Express themselves effectively, professionally, and persuasively both orally and in writing. |
9. Students will increase their mastery of communication through case study analysis, discussion boards, and their formal paper |
Skill applied LEARNING REQUIREMENTS
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2. Students will search and select recent quality articles to support their discussion posts, case study analysis and formal paper. |
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3. Developmental writing assignment of the Position Paper in either APA or AMA style. |
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4. Problem-based case study analysis will require students to apply ethical principles and decision making |
A list of full-text journals available at ISU. List includes locations in our various databases with clickable links.
To find AMA Style in the EndNote software, the AMA Style is under JAMA.ens
Boruff JT, Thomas A. Integrating evidence-based practice and information literacy skills in teaching physical and occupational therapy students. Health information & libraries journal. 2011;28(4):264–72. DOI: http://dx.doi.org/10.1111/j.1471- 1842.2011.00953.x
Ivanitskaya, L., Boyle, I. O., & Casey, A. M. (2006). Health information literacy and competencies of information age students: results from the interactive online Research Readiness Self-Assessment (RRSA). Journal of medical Internet research, 8(2), e6.
Durando P, Oakley P. Developing information literacy skills in nursing and rehabilitation therapy students. Journal of the Canadian Health Libraries Association. 2005;26(1):7–11. DOI: http://dx.doi.org/10.5596/c05-007. [GS: cited by 18]
Spring, H. (2018). Making information skills meaningful: a case study from occupational therapy. Health Information And Libraries Journal, 35(1), 78–83. https://doi.org/10.1111/hir.12205 [GS: cited by 2]
While the majority of students think that their research skills are good or excellent, many of them are unable to conduct advanced information searches, judge the trustworthiness of health-related websites and articles, and differentiate between various information sources. Students’ self-reports may not be an accurate predictor of their actual health information competencies. [Ivanitskaya]
