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EHM2 TASK 1: ETHICAL THEORIES, LEADERSHIP, AND THE ETHICAL LENS INVENTORY

A: Ethical Leader

The ethical leader I will be discussing today is a former manager of mine, Kenny (name changed for privacy). I worked with and under him for under two and a half years, performing numerous functions for the company we were employed with. The two ethical traits that will be evaluated below are his encouragement of personal growth and initiative and his willingness to lead by example.

Ethical Traits Demonstrated

The first ethical trait, encouragement of personal growth and initiative, is a perfect trait to have as a leader. Encouraging initiatives shows that you respect your employees and believe in them. This allows the team members to contribute in ways they may have been afraid to. This will help the project or team by offering new and creative ways to reach the goal.

The second trait, willingness to lead by example, shows that he would never ask his employees to do anything he would not do himself. This, in my mind, separates a leader from a manager (Lemoine et al., 2019). He is not just sitting back, barking orders, but joining in the fight, climbing into the trenches when needed. This shows employees that he is with them, supporting them, not just expecting results from them.

How Was Ethical Conduct Exhibited

The best way to describe how Kenny showed ethical conduct was by establishing trust and mutual respect for colleagues and employees. With this, he treated his team as co-workers rather than subordinates. By treating us this way, he earned more trust and respect from us, the team (Lemoine et al., 2019). Doing this opened doors for conversations, even those uncomfortable, and a flexible work environment that kept the team happy. He could elevate himself when needed, but that was rare.

B: Deontological and Consequentialist Perspectives

The discussion in this section will be related to the accompanying situation: "You are an agent for a clinical gadget organization that produces fake joints. Your organization has fostered a counterfeit knee joint that is more affordable than the opposition and will emphatically diminish recuperating time for patients. Nonetheless, creating a serious and possibly deadly disease in a little level of patients is likewise known. The organization won't unveil this expected secondary effect. You believe you have an obligation to unveil this issue, however you consented to a nondisclosure arrangement when you were recruited and stress over potential repercussions” (Ruehle, 2019).

When going through the scenario, you can see how there can be different perspectives. The two views to be discussed are the Deontological and the Consequentialist. Our textbook teaches us that consequentialists are a philosophical theory in which the person choosing right vs wrong looks at the results based on the consequences that will come from it (Ruehle, 2019). Of this theory, is the idea of the practical, also one of the better-known theories, focusing on an outcome that would benefit society and offer the least harm to those involved? Based on the previous sentence, a utilitarian would look at the situation, comparing the consequences of both sides, with questions similar to those below: 

If I choose to hide the information, who is affected? What if I disclose it?

The answer to both is - everyone will be affected either way.

If I do/don't disclose, what are the consequences?

Do: I could lose my job, affecting my family, but for the patient's benefit.

Don't: Patients could die, affecting their families. It could later affect the company's reputation when the information is found.

The Deontological theory, as described in the textbook, is one in which the person evaluates a situation and bases decisions on values, such as fairness, honesty, loyalty, and respect for human beings or property (Ruehle, 2019). With this stated, this person would look at the outcome with respect for the human being in the scenario (the patient), regardless of what this would do to the company. This, in turn, would push to have the information shared, as it would benefit the patient who may or may not choose to use the product.

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C: Level of Cognitive Moral Development

When it comes to cognitive moral development, you need to look at the situation and ask yourself a few questions to determine its ethicality. Based on the above scenario from section B, I will answer the following questions:

Which action would most likely serve the greater good in society?

This question falls into the post-conventional morality, stage 5 (Kleshinski et al., 2021), due to the ask for the greater good. In the scenario we are analyzing, the answer would be protecting the lives of future patients instead of the company from losing sales.

If I reveal this information, will I get into trouble and possibly even lose my job?

This question falls into stage 1 of the conventional level, obedience and punishment orientation (Kleshinski et al., 2021). The individual may be swayed in their decision and action, fearing retribution or firing if they reveal this information without company-expressed consent.

Which action best aligns with my long-held belief in the principle of justice?

What do the laws say, and what would a law-abiding citizen do?

Questions 3 and 4 would fall under stage 6 in the post-conventional level, universal principles (Kleshinski et al., 2021). This level reviews the laws and possible legal repercussions involved, as well as ethical regulations of justice and the rights of patients.

If I keep quiet, will I get some reward? 

Worrying about a reward would fall under the pre-conventional level, stage 2, about individualism and exchange. The person is thinking about a discussion of a reward for their silence, in the form of a bonus, raise, or related item of value to them.

D: Ethical Lens Inventory

At the beginning of this course, it was asked that I, as a student, take an Ethical Lens Inventory. The selected site offered a quiz called a 'game', in which questions were asked, and then it provided me with results based on my answers. The below sections will be a review of what it revealed.

Preferred Ethical Lens

According to the game's results, my preferred lens is the Blended Responsibilities and Results. This means I use personal reasoning skills and intuition to balance personal principles and long-term goals to meet autonomy. I will always look at my values and past experiences to make ethical decisions.

Based on the positioning of the dot in the graph, I am very near the centre. This suggests that in some situations, I may not prefer any particular lens and would choose my approach to any condition being authentic in the world rather than towards any lens.

Analysis of Lenses per Setting

Based on the situation (work, social, personal, etc.), I feel that my preferred lens is a good fit. I follow the same decision-making whenever I work with my family or volunteer at my rescue squad. I am always learning from my past, wanting to be better in the future, and always trying to be authentic and using personal principles.

Primary Value and Classical Virtue

Looking at my results, my primary values are no preference between Rationality and Sensibility and Mild Autonomy. Because Mild Autonomy is the only one that I do not incline towards, I will discuss this. Having a preference for autonomy over equality means respecting the individual rather than the group as a whole (MacQuillin, 2022). This means that while aiming for personal goals, people may be able to influence me slightly, but I will still make decisions based on myself and a good life. Autonomy also should that I defend the rights of each person involved in a situation, looking for them to take responsibility for their actions and to choose their own goals.

As for a virtue identified, I can choose between temperance and prudence or the ability to be moderate and self-restrained when making decisions about daily affairs. I will discuss temperance or being moderate and self-restrained (MacQuillin, 2022). Abstinence helps me not worry about others' opinions or expectations but focus on myself and my goals. This will allow me to avoid greed and gluttony while maintaining discipline and self-control.

PRIMARY vs SELF-IDENTIFIED VALUE AND VIRTUE

My primary value from Primary Value and Classical Virtue is Autonomy, which falls into the personally identified value of Customer Satisfaction. I will put an individual and their feelings above a group of people in each of these values. I have noticed at work that a customer wants to be heard and handled individually, and blanket responses do not go over well (Sila, 2022). Treating them as an individual fits autonomy very well. My discussed virtue is temperance, which aligns with another personally identified value of self-discipline. I have found myself working towards strengthening this value in myself after a life of freedom in past years. As I better myself, I see self-discipline growing. In doing this, I notice that others' opinions do not matter to me anymore, aligning with the definition of Temperance given in the ELI.

ELI DISCUSSION

In my ELI, it was identified that my Blind Spot is the belief that motive justifies the method or being satisfied with too little good. This is found in my mild preference for autonomy, which means I am reluctant to second-guess guess what people want; I may take the path of expedience and be satisfied with too little good (MacQuillin, 2022). With the above, I may lose sight of my goals and the consequences of my actions concerning those goals. This happens by not holding myself or others accountable for our actions. I will decide that consistency is only for people who do not recognize me and are not essential to my goals. 

MITIGATION OF ELI DISCUSSION

To mitigate my Blind Spot as identified above, I have devised two methods. Those methods are regularly tracking and reviewing my personal goals and enforcing accountability. Setting a schedule to review my dreams and track progress towards them will help me stay on track and hopefully identify where I may get stuck or sucked into my blind spot. Then, forcing myself to remember accountability for myself and others will keep me on a steady path without skipping items, or cutting corners, thus setting myself up for better success and the team for a better overall image.

ELI'S APPLICATION TO ETHICAL SITUATIONS AT WORK

When reviewing my ELI and trying to align it with a situation at work, I think back to when we had an issue with the software offered to our clients. The parent company sent a party-line to use with every involved client, but it was vague and generic. My manager Kenny (from section A), and some team members had a quick meeting regarding the line. We all felt it was unfair to hide information about the outage, as it may have been company-caused and affected our clients negatively and financially (Palanski et al., 2021). We argued back up the chain that we should be more transparent with our clients, especially those impacted the hardest.

This type of discussion and behaviour falls into my value of autonomy. I wanted the clients to be treated as individuals, based on their specific impact, rather than the group, as a whole, with a public party-line.

E. Ethical Lens Inventory Attachment

Attached along with this document is a PDF of my Ethical Lens Inventory.

 

References

Lemoine, G. J., Hartnell, C. A., & Leroy, H. (2019). Taking stock of ethical approaches to leadership: An integrative review of honest, authentic, and servant leadership. Academy of Management Annals, 13(1), 148-187. https://journals.aom.org/doi/abs/10.5465/annals.2016.0121 

Kleshinski, C. E., Wilson, K. S., Stevenson-Street, J. M., & Scott, B. A. (2021). Principled leader behaviours: An integrative framework and extension of why leaders are fair, ethical, and nonabusive. Academy of Management Annals, 15(1), 1-36. https://journals.aom.org/doi/abs/10.5465/annals.2019.0029 

MacQuillin, I. (2022). Normative fundraising ethics: A review of the field. Journal of Philanthropy and Marketing, e1740. https://onlinelibrary.wiley.com/doi/abs/10.1002/nvsm.1740 

Palanski, M., Newman, A., Leroy, H., Moore, C., Hannah, S., & Den Hartog, D. (2021). Quantitative research on leadership and business ethics: Examining the state of the field and a plan for future research. Journal of Business Ethics, 168(1), 109-119. https://link.springer.com/article/10.1007/s10551-019-04267-9 

Sila, I. (2022). A stakeholder view of quality management and CSR through feminist ethics. Quality Management Journal, 29(1), 51-79. https://www.tandfonline.com/doi/abs/10.1080/10686967.2021.2003729?casa_token=tifol8EoBLcAAAAA:SteMy5FLr3ad53lZ0WGGKz0rw19L9Bt5IWp6PD2r_Q1fXvqxJzSR6663NehIYr7NH-pcP8v4PJV_MjY

Ruehle, C. R. (2019, September). Investigating Ethical Considerations of Machine Learning Adoptions Within Organizations: A Systematic Literature Review. In Proceedings of the Ninth International Conference on Engaged Management Scholarship (2019). https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3454120 

EHM2 TASK 3: CODE OF ETHICS AND LEGAL RESPONSIBILITY ANALYSIS

A. Company’s Code of Ethics: Target

A.1.

The subject of corporate social responsibility (CSR) is widely used in Target's broad set of rules. Target worked effectively at conveying what they mean for social, monetary, and ecological change by covering clear goals that express quantifiable results for our planet. Target's set of rules examines a shared obligation to regard fundamental liberties. Fair work rehearses by colleagues and colleagues, focusing on the world through manageability endeavours and putting resources into the networks through generosity and volunteerism. The business naturally includes us with others, and we frequently follow up for the benefit of others (Smith, 2021). Many parts of a decent CSR strategy are examined exhaustively in Target's set of principles record.

A.2.

Target's code of ethics unequivocally addresses how the organization consents to legitimate orders. The implicit principles subtleties the organization's position on keeping a zero capacity to bear resistance with legitimate infringement. Target's broad set of principles urges colleagues to be careful in noticing resistant ways of behaving and supports a commitment to voice concerns when occasions of thought manhandling happen. With wellbeing, security, and administrative drives, infringement of compensation and work regulations, safeguarding individual data, and directing business decently, Target's implicit set of principles underlines prerequisites for all representatives and colleagues to know and consolidate in their day-to-day work the regulations that oversee moral and fair strategic policies to guarantee lawful consistence (Smith, 2021). Target's broad set of principles sums up that when worker activities disregard the law and affect the Objective brand, legitimate outcomes could happen, including punishments, arraignment, fines, and prison time.

A.2.a.

Organizations should observe guidelines, guidelines, and regulations to prepare for extortion and misuse. Rules and guidelines are upheld in the working environment to shield representatives and organizations from arraignment, claims, and fines. Ramifications for organizations with resistant strategic approaches with legitimate commands incorporate criminal arraignment and charges, efficiency misfortunes, penalties, and punishments (Smith, 2021). The ramifications of resistance aren't restricted to lawful punishments. Roundabout expenses for an organization can be huger and incorporate pessimistic reputational costs, business interruption or conclusion, and individual liabilities. The Government Exchange Commission (FTC) directs many regulations and guidelines to safeguard shoppers against organizations with out-of-line and misleading practices (2017). If the FTC finds organizations are resistant to the law, it can force a most extreme common punishment of $40,000.00.

A.2.b.

Target implements internal safeguards to protect business data and the organization's assets. To guard against illegal or unethical theft of property, abuse, misuse, or unauthorized disclosure of non-public and intellectual property, Target put in place protections to manage business operations effectively and avoid disruptions in work efforts. Two ethical safeguards Target enforces to prevent illegal and unethical acts for physical security in the workplace are tracking physical property through asset management and empowering employees through security awareness. 

To ensure the impact of communicating ethically is understood by all employees, Target publishes the Delegation of Authority policy and Social Media Guidelines to enforce the understanding of communicating responsibly. The protections include publishing policies that address Records and Information Management, Information Security, and the Acceptable Use of Information Resources. Other physical security protections include contacting assets protection or corporate security when suspicious or dishonest activity is observed. 

A.3. 

Ethical conduct in the workplace encourages a culture of moral decisions. Leaders are modelling acceptable behaviour to help to drive employee engagement, happiness, and retention. Target's code of ethics is a proposal to comply with the company's code to promote a culture of integrity and accountability. Target's code of ethics does a great job of fostering an ethical culture. Entrenched in Target's code of ethics, employees are equipped with the knowledge and tools to do what's right when ethical dilemmas arise (Giwa et al., 2020). Every topic in Target's code of ethics is a commitment to the values, behaviours, and code of the company and resources that actively reinforce ethical standards. The communication of expectations is a powerful organizational influence tool (Johnson, 2019).

A.4. 

To do what's right, people have to hold themselves and others accountable for how they act and conduct business. Reporting unethical behaviour is a test of character. Leaders encourage teamwork and create structures, processes, and programs that allow a positive ethical culture to flourish. Target gives employees three resources to use to reinforce an ethical culture when raising alleged ethical code violations for deliberate reasons. Target provides employees with a channel to voice concerns, seek guidance, or report violations. Employees have the option to talk with their immediate supervisor or a member of Human Resources. When reporting unethical actions, employees can call the compliance hotline or visit Target's integrity URL (Giwa et al., 2020). Employees can report an unethical violation by email or writing to the ethics and compliance board. Reporting non-compliant violations is handled anonymously and confidentially. Target bans retaliatory behaviour against employees when unethical conduct is reported and takes protection seriously. 

A.4.a.

If I observe an ethical violation, I will follow company procedures for reporting unethical behaviour. I have a great working relationship with my direct leader and would elect to speak with her directly for a directive on how to address suspected unethical acts of conduct. As an alternative option, I would call the internal compliance hotline. I believe a hotline encourages people to report wrongdoings due to its convenience and anonymity. 

B. Three Factors an Employee Might Consider Before Deciding To Report Unethical Conduct Observed At Work

Unethical Behaviors Policy 

Purpose: Unethical behaviour adversely affects workplace morale and contributes to opposing outcomes. This policy establishes guidelines for addressing unethical behaviour by individuals at the organization, including employees and business partners (2015). 

Policy: It is the organization's policy that every team member lives the values, understands the code, follows the law, and takes action when witnessing conduct that undermines the foundation of ethical culture.

Unethical conduct will not be tolerated at the organization. Unethical behaviour is any manner of interaction that harms workplace morale and includes but is not limited to:

Illegal activity and non-compliance with the law;

Hurts the Target brand;

Egregious breach of values, behaviours, and code.

B.1. 

Procedure:

I. Guidelines to Prepare for Reporting Unethical Concerns 

Target's code of ethics requires employees to observe standards of business and ethics by understanding the code requirements, living the values in daily actions, and reporting assumed violations of the code. There are ethical reasons why people blow the whistle on unethical behaviour or actions. Employees must weigh important personal and organizational considerations before blowing the whistle (Turyakira, 2018). An individual assessment should include research to ensure the unethical act is valid. The employee should know why they feel strongly about a given issue, understand the force behind their intentions, consider the moral and financial implications, be prepared for others to learn of their identity contingent on the occurrence and outcome, and ready to live with the consequences, determine the best timing, discuss the issue with family, and have an alternate course of action if the expected outcome doesn't occur.

Organizational considerations should start with gathering the report contents, including the suspected person's name, description of the instance, and any pertinent documentation regarding the violation (Turyakira, 2018). Organizational considerations must include discussing the unethical example with a direct lender, making sure the concern is the correct type of issue to report, compiling evidence to support the claim, reviewing company policy on how to internally report the violation, contacting the company's compliance officer if applicable, be prepared to follow the chain of command, take the concern outside the company if still unresolved, or find other employment. Employees must cooperate in internal investigations of unethical behaviour.

B.2.

II. Reporting a concern

Ultimately Target's ability to enforce the code is based on the commitment of its employees to follow the code requirements and report suspected ethical violations. If an employee decides to blow the whistle on illegal and unethical behaviour, internal and external reporting steps must be followed. Internal reporting steps must include fully following company protocol. Unethical concerns should be reported following the chain of command, starting with the immediate supervisor. If the immediate supervisor has taken part in the problem, the employee should proceed to the next management level. After management has been notified, reporting steps include contacting human resources, the compliance officer or reporting the concerns to senior leaders such as the CEO or president of the company. Reporting can be done in person, by phone, or in writing.

Following applicable laws and regulations, Target will determine whether law enforcement or an external government agency should be notified. Employees must follow external reporting steps if they decide to report unethical behaviour. After all specified internal steps have been performed, the exterior reporting step should report the probable ethical violation to the external compliance hotline (Podgorica et al., 2021). A report will be created, and the appropriate teams will be engaged for further follow-up. Confidentiality and anonymity will remain intact but could be released to the public at some point, depending on the type of complaint and statute.

C. One Advantage and One Disadvantage of Paying Whistleblowers

The False Claims Act enables whistleblowers to bring suit on behalf of any wrongdoer who is currently defrauding the US government (2020). A person considering filing a lawsuit under the False Claims Act on behalf of the government should thoroughly educate themselves on the rewards, protections, benefits, and perils for whistleblowers. The potential rewards and risks associated with whistleblowing can be significant. The rewards system with the False Claims Act encourages people to come forward to help stop wrongdoing and hold offenders accountable (2020). Advantages include moral, ethical, and financial tips. The moral and ethical benefits for whistleblowers outweigh the risks (Podgorica et al., 2021). A whistleblower's entitlement to financial rewards ranges from 15% to 30% depending on the unique circumstances with a successful outcome. Disadvantages could include retaliation from an employer such as loss of employment or demotion, negative feedback or harassment from work colleagues and family members, direct or indirect threats against personal safety, struggles from stress and anxiety with anonymity, and lengthy or unfavourable outcomes.

D. The Changes That Organizations Have Made Based On the US Sentencing Guidelines

Corporate adoption of practical ethics and compliance programs was greatly influenced by the Federal Sentencing Guidelines, developed by the US Sentencing Commission (USSC) on November 1, 1991. Since 1991, the Federal Sentencing Guidelines for Organizations have provided a criminal justice framework to deter and punish organizational misconduct (Patuzzo et al., 2018). These guidelines encourage organizations to implement internal control systems by mandating penalties when internal systems fail. Initially, individual defendants were prosecuted. With the new sentencing guidelines, organizations were held responsible and accountable when a sole employee was indicted on a crime. This changed the way organizations viewed the efficacy of ethics and compliance programs and how they drove their business operations. Developing an ethical corporate culture gained more momentum for the organization's top management (Patuzzo et al., 2018). Compliance initiatives, codes of ethics, and compliance programs provide the standards and guidelines for ethical behaviour. They reinforced adherence to the laws that governed ethical conduct and were critical to avoiding penalties and fines.

When organizations are criminally liable for illegal actions, the liability is based on several factors. Culpability factors used to determine fines under the US Sentencing Guidelines are the organization's size, prior history of similar criminal conduct, and the role of obstructing or impeding an investigation. Penalties are based on a base fine and a culpability score. The base fine corresponds with a determined offence level, the organization's monetary gain, and the ensuing loss caused by the criminal offence. 

The culpability score is increased or decreased based on aggravated or mitigating factors. Aggravating factors are the size of the organization by factoring the number of employees in the organization or the number of individuals involved in criminal activity, prior history of misconduct conduct, and the role of obstructing or impeding an investigation (McPhail et al., 2018). Mitigating factors are whether an effective compliance program was in place at the time of the offence, if the organization self-reported the crime and was fully cooperative, and if they accepted responsibility for the criminal activity. 

Corporate compliance, ethical culture, and ethical decision-making are vital components for the success of every business operation, regardless of the industry. An effective compliance program will protect organizations and employees to avoid fraud, abuse, and practices that inevitably interrupt business operations. Compliance violations can result in fines, penalties, lawsuits, and loss of reputation.

References

Giwa, A., Milsten, A., Vieira, D., Ogedegbe, C., Kelly, K., & Schwab, A. (2020). Should I Stay or Should I Go? A Bioethical Analysis of Healthcare Professionals and Institutions' Moral Obligations During Active Shooter Incidents in Hospitals—A Narrative Review of the Literature. Journal of Law, Medicine & Ethics, 48(2), 340-351. https://www.cambridge.org/core/journals/journal-of-law-medicine-and-ethics/article/should-i-stay-or-should-i-go-a-bioethical-analysis-of-healthcare-professionals-and-healthcare-institutions-moral-obligations-during-active-shooter-incidents-in-hospitals-a-narrative-review-of-the-literature/8BD07C0B94642107FA962FA07FF22C3B 

McPhail, I. V., Stephens, S., & Heasman, A. (2018). Legal and ethical issues in treating clients with pedohebephilic interests. Canadian Psychology/psychologie canadienne, 59(4), 369. https://psycnet.apa.org/record/2018-55269-008 

Patuzzo, S., De Stefano, F., & Ciliberti, R. (2018). The Italian code of medical deontology. historical, ethical and legal issues. Acta Bio Medica: Atenei Parmensis, 89(2), 157. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6179026/ 

Podgorica, N., Flatscher-Thöni, M., Deufert, D., Siebert, U., & Ganner, M. (2021). A systematic review of ethical and legal issues in elder care. Nursing Ethics, 28(6), 895-910. https://journals.sagepub.com/doi/abs/10.1177/0969733020921488

Smith, H. (2021). Clinical AI: opacity, accountability, responsibility and liability. AI & SOCIETY, 36(2), 535-545. https://link.springer.com/article/10.1007/s00146-020-01019-6 

Turyakira, P. K. (2018). Ethical practices of small and medium-sized enterprises in developing countries: A literature analysis. South African Journal of Economic and Management Sciences, 21(1), 1-7. https://journals.co.za/doi/abs/10.4102/sajems.v21i1.1756 

 

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  • NRNP 6565/PRAC 6565 SYNTHESIS IN ADVANCED NURSING PRACTICE CARE OF PATIENTS IN PRIMARY CARE SETTINGS

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Family nurse practitioner MSN program

Through Walden's online family nurse practitioner Master of Science in Nursing degree, you can take on a more significant part in the provision of healthcare that is both equitable and of high quality. You will learn how to examine, diagnose, and treat patients holistically throughout all phases of life by studying under practicing family nurse practitioners (FNPs). Even when life becomes hectic, you may succeed in your studies and graduate from the program you've been working for because you'll have the support and flexibility you need.

Nurses can become advanced-practice nurses who manage disease prevention, health promotion, and restorative care in patients of all ages by completing a Master of Science in Nursing - Family Nurse Practitioner degree. You will have the academic background necessary to take the national family nurse practitioner certification exam once you have graduated from this online MSN-FNP program that has been accredited by the CCNE.

We will help you complete the following Courses: 

  • NURS 6002/6003 TRANSITION TO GRADUATE STUDY FOR NURSING
  • NURS 6050 POLICY AND ADVOCACY FOR IMPROVING POPULATION HEALTH
  • NURS 6051 TRANSFORMING NURSING AND HEALTHCARE THROUGH TECHNOLOGY
  • NURS 6052 ESSENTIALS OF EVIDENCE-BASED PRACTICE
  • NURS 6053 INTERPROFESSIONAL ORGANIZATIONAL AND SYSTEMS LEADERSHIP
  • NURS 6501 ADVANCED PATHOPHYSIOLOGY
  • NURS 6521 ADVANCED PHARMACOLOGY
  • NURS 6512 ADVANCED HEALTH ASSESSMENT AND DIAGNOSTIC REASONING
  • NRNP 6531/PRAC 6531 PRIMARY CARE OF ADULTS ACROSS THE LIFESPAN
  • NRNP 6541/PRAC 6541 PRIMARY CARE OF ADOLESCENTS AND CHILDREN
  • NRNP 6552/PRAC 6552 ADVANCED NURSE PRACTICE IN REPRODUCTIVE HEALTH CARE
  • NRNP 6568/PRAC 6568 SYNTHESIS IN ADVANCED NURSING PRACTICE OF PATIENTS IN FAMILY CARE SETTINGS

Master of Science in Nursing (MSN) concentration in Pediatric Nurse Practitioner (PNP) Primary Care

Do you enjoy the challenge of working with children and adolescents as patients? With Walden's Master of Science in Nursing (MSN) specialization in Pediatric Nurse Practitioner (PNP) Primary Care, you may play an active part in ensuring that people have access to healthcare of the highest possible quality. During your time in this pediatric nurse practitioner Master of Science in Nursing degree, you will get the advanced training to treat kids ranging in age from infancy up to 21. You will learn from working NPs. Get yourself ready to take on a larger level of responsibility and provide direct care with compassion and intelligence. RNs who have completed the educational requirements of an online MSN PNP program are better prepared to become advanced-practice nurses who are able to evaluate, diagnose, and treat children and adolescents in a variety of primary care settings.

We will help you complete the following Courses: 

  • NURS 6002/6003 TRANSITION TO GRADUATE STUDY FOR NURSING
  • NURS 6050 POLICY AND ADVOCACY FOR IMPROVING POPULATION HEALTH
  • NURS 6051 TRANSFORMING NURSING AND HEALTHCARE THROUGH TECHNOLOGY
  • NURS 6052 ESSENTIALS OF EVIDENCE-BASED PRACTICE
  • NURS 6053 INTERPROFESSIONAL ORGANIZATIONAL AND SYSTEMS LEADERSHIP
  • NURS 6501 ADVANCED PATHOPHYSIOLOGY
  • NURS 6512 ADVANCED HEALTH ASSESSMENT AND DIAGNOSTIC REASONING
  • NURS 6521 ADVANCED PHARMACOLOGY
  • NURS 6800 ADVANCED PEDIATRIC DEVELOPMENT AND BEHAVIOR
  • NRNP 6810 PRIMARY CARE APPROACHES FOR CHILDREN
  • PRAC 6810 ADVANCED PEDIATRIC NURSING PRACTICUM I: PRIMARY CARE
  • NRNP 6820 MANAGEMENT OF COMPLEX PEDIATRIC CONDITIONS
  • PRAC 6820 ADVANCED PEDIATRIC NURSING PRACTICUM II: COMPLEX CARE
  • NRNP 6830 MANAGEMENT OF SPECIALIZED POPULATIONS
  • PRAC 6830 ADVANCED PEDIATRIC NURSING PRACTICUM III: SPECIALTY CARE
  • NRNP 6840 SYNTHESIS OF PEDIATRIC PRIMARY CARE
  • PRAC 6840 ADVANCED PEDIATRIC NURSING PRACTICUM IV: SYNTHESIS CARE

Master of Science in Nursing (MSN) in Psychiatric-Mental Health Nurse Practitioner (PMHNP)

With a Master of Science in Nursing (MSN) in Psychiatric-Mental Health Nurse Practitioner (PMHNP) degree from Walden University, you will be able to care for the mental and emotional well-being of patients of all ages. Take a more active part in bringing attention to the problems that exist in society due to mental illness, and transform yourself into an agent of social transformation. Walden University was an early adopter of distance education, and its online psychiatric nurse practitioner program was among the first of its kind in the United States. Nurses who graduate from one of the two online PMHNP-MSN programs are academically prepared to provide a comprehensive spectrum of care to patients who suffer from psychiatric disorders, organic brain disorders, and substance misuse concerns. You will be academically prepared to take the national psychiatric-mental health nurse practitioner certification exam upon graduation from this online psychiatric nurse practitioner MSN program that has been certified by the CCNE. This program can be completed entirely online.

We will help you complete the following Courses: 

  • NURS 6002/6003 Transition to Graduate Study for Nursing
  • NURS 6050 Policy and Advocacy for Improving Population Health
  • NURS 6051 Transforming Nursing and Healthcare Through Technology
  • NURS 6052 Essentials of Evidence-Based Practice
  • NURS 6053 Interprofessional Organizational and Systems Leadership
  • NURS 6501 Advanced Pathophysiology
  • NURS 6521 Advanced Pharmacology
  • NURS 6512 Advanced Health Assessment and Diagnostic Reasoning
  • NURS 6630 Psychopharmacologic Approaches to Treatment of Psychopathology
  • NRNP 6635 Psychopathology and Diagnostic Reasoning
  • PRAC 6635 Psychopathology and Diagnostic Reasoning Practicum
  • NRNP 6645 Psychotherapy With Multiple Modalities
  • PRAC 6645 Psychotherapy With Multiple Modalities Practicum
  • NRNP 6665 Psychiatric Mental Health Nurse Practitioner Care Across the Lifespan
  • PRAC 6665 Psychiatric Mental Health Nurse Practitioner Care Across the Lifespan I Practicum
  • NRNP 6675 Psychiatric Mental Health Nurse Practitioner Care Across the Lifespan II
  • PRAC 6675 Psychiatric Mental Health Nurse Practitioner Care Across the Lifespan II Practicum

Master of Science in Nursing (MSN) program 

Do you wish to contribute to the improvement of the current and future nursing workforce? Walden's Master of Science in Nursing (MSN) program offers a Nursing Education emphasis that prepares graduates to inspire and motivate students of various educational backgrounds in the pursuit of careers in healthcare teaching and administration. This concentration will show you how to use tried-and-true methods to inspire pupils' imagination and analysis. Gain a more in-depth understanding of clinical concepts, investigate practical problems, and put your knowledge to use in a real-world setting. Nursing professionals can advance their careers by obtaining a Master of Science in Nursing (MSN) with a concentration in nursing education.

We will help you complete the following Courses: 

  • NURS 6002/6003 Transition to Graduate Study for Nursing
  • NURS 6050 Policy and Advocacy for Improving Population Health
  • NURS 6051 Transforming Nursing and Healthcare Through Technology
  • NURS 6052 Essentials of Evidence-Based Practice
  • NURS 6053 Interprofessional Organizational and Systems Leadership
  • NURS 6380 Advanced Pathopharmacology and Advanced Health Assessment for Nurse Educators
  • NURS 6370 Foundational Skills for Nurse Educators in Academic and Healthcare Environments
  • NURS 6321 Curriculum Development, Assessment, and Evaluation
  • NURS 6331 Teaching Learning Strategies: Integrating Technology Into Nursing Education
  • NURS 6341 Specialty in Clinical Nursing
  • NURS 6351 Role of the Nurse Educator
  • NURS 6003TL Transition to Graduate Study for Nursing 
  • NURS 6050TL Policy and Advocacy for Improving Population Health 
  • NURS 6051TL Transforming Nursing and Healthcare Through Technology
  • NURS 6052TL Essentials of Evidence-Based Practice 
  • NURS 6053TL Interprofessional Organizational and Systems Leadership 
  • NURS 6321 Curriculum Development, Assessment, and Evaluation
  • NURS 6331 Teaching Learning Strategies: Integrating Technology Into Nursing Education
  • NURS 6341 Specialty in Clinical Nursing
  • NURS 6351 Role of the Nurse Educator
  • NURS 6370 Foundational Skills for Nurse Educators in Academic and Healthcare Environments
  • NURS 6380TL Advanced Pathopharmacology and Advanced Health Assessment

MSN Nurse Executive degree 

Do you wish to contribute significantly to the improvement of healthcare delivery and the betterment of your organization and community? Earning a Master of Science in Nursing (MSN) in Nurse Executive from Walden will help you realize your goals, whether you're currently in a leadership position or delivering direct care. Become an advocate for your patients' health and a leader in the nursing profession.

Nurses who complete a Master of Science in Nursing (MSN) leadership and management degree improve their chances of securing administrative roles in a wide range of healthcare organizations. You can make a significant difference in nursing with the advanced leadership abilities you get at Walden. Our curriculum conforms to the standards set by the Association of Nurse Leaders for Nurse Executive Competencies (AONL).

We will help you complete the following Courses: 

  • NURS 6002/6003 Transition to Graduate Study for Nursing
  • NURS 6050 Policy and Advocacy for Improving Population Health
  • NURS 6051 Transforming Nursing and Healthcare Through Technology
  • NURS 6052 Essentials of Evidence-Based Practice
  • NURS 6053 Interprofessional Organizational and Systems Leadership
  • NURS 6201 Leadership in Nursing and Healthcare
  • NURS 6211 Finance and Economics in Healthcare Delivery
  • NURS 6221 Managing Human Resources
  • NURS 6231 Healthcare Systems and Quality Outcomes
  • NURS 6241 Strategic Planning in Healthcare Organizations
  • NURS 6223 Healthcare Quality Assurance and Risk Management in Healthcare Organizations
  • NURS 6224 Quality Assurance and Regulatory Compliance
  • NURS 6226 Introduction to Healthcare Policy
  • NURS 6227 Current Issues in Health Policy
  • NURS 6600 Capstone Synthesis Practicum
  • NURS 6003TL Transition to Graduate Study for Nursing 
  • NURS 6050TL Policy and Advocacy for Improving Population Health 
  • NURS 6051TL Transforming Nursing and Healthcare Through Technology 
  • NURS 6052TL Essentials of Evidence-Based Practice 
  • NURS 6053TL Interprofessional Organizational and Systems Leadership 
  • NURS 6201 Leadership in Nursing and Healthcare
  • NURS 6211 Finance and Economics in Healthcare Delivery
  • NURS 6221 Managing Human Resources
  • NURS 6231 Healthcare Systems and Quality Outcomes
  • NURS 6241 Strategic Planning in Healthcare Organizations
  • NURS 6600TL Capstone 

MSN in nursing informatics

Data and technology are transforming the delivery of healthcare, giving physicians access to the actionable insights they require to provide the greatest levels of patient care possible. You'll be able to be at the forefront of this fascinating transformation if you earn an MSN in nursing informatics from Walden University.

Through the Nursing Informatics concentration of our Master of Science in Nursing program, you will get the knowledge and skills necessary to utilize innovation to strengthen clinical decision-making and develop healthcare procedures that are more effective. Leverage the nursing skills you have and act as a bridge between the IT systems of your business and the clinical personnel that works there. Take on a pivotal part in the process of enhancing patient care and safety while simultaneously lowering the amount of stress placed on those providing direct patient care.

We will help you complete the following Courses: 

  • NURS 6002/6003 Transition to Graduate Study for Nursing
  • NURS 6050 Policy and Advocacy for Improving Population Health
  • NURS 6051 Transforming Nursing and Healthcare Through Technology
  • NURS 6052 Essentials of Evidence-Based Practice
  • NURS 6053 Interprofessional Organizational and Systems Leadership
  • NURS 6401 Informatics in Nursing and Healthcare
  • NURS 6412 Information and Knowledge Management
  • NURS 6421 Supporting Workflow in Healthcare Systems
  • NURS 6441 Project Management: Healthcare Information Technology
  • NURS 6451 Evaluation Methods for Health Information Technology
  • NURS 6461 Capstone Synthesis Practicum
  • NURS 6003TL Transition to Graduate Study for Nursing 
  • NURS 6050TL Policy and Advocacy for Improving Population Health 
  • NURS 6051TL Transforming Nursing and Healthcare Through Technology 
  • NURS 6052TL Essentials of Evidence-Based Practice 
  • NURS 6053TL Interprofessional Organizational and Systems Leadership 
  • NURS 6401 Informatics in Nursing and Healthcare
  • NURS 6412 Information and Knowledge Management
  • NURS 6421 Supporting Workflow in Healthcare Systems
  • NURS 6441 Project Management: Healthcare Information Technology
  • NURS 6451 Evaluation Methods for Health Information Technology
  • NURS 6461 Capstone Synthesis Practicum

MSN specialization in Public Health Nursing

You are a nurse, which means you experience the inequalities in healthcare firsthand, and you are prepared to question the established norms. You will be able to take the initiative in your community to raise awareness about the importance of equal access to healthcare if you get a public health concentration Master of Science in Nursing degree from Walden University. Acquire the multidisciplinary perspective and the skills necessary to assist all populations in achieving their goals of leading healthier lifestyles.

If you want to transition from providing direct patient care to leading community health initiatives, particularly for the underserved, earning an MSN with a focus in public health nursing can help prepare you for this change. Get the resources you need to have an impact that can be seen and felt, from developing nursing interventions that are population-based to responding to and preparing for natural catastrophes.

We will help you complete the following Courses: 

  • NURS 6002/6003 Transition to Graduate Study for Nursing
  • PUBH 6127 Public Health Policy, Politics and Progress
  • NURS 6051 Transforming Nursing and Healthcare Through Technology
  • NURS 6052 Essentials of Evidence-Based Practice
  • NURS 6053 Interprofessional Organizational and Systems Leadership
  • PUBH 6034 Environmental Health: Local to Global
  • NURS 6700 Epidemiology and Population Health
  • PUBH 6475 Program Planning, Implementation, and Evaluation
  • NURS 6710 Public Health Nursing Theory and Practice
  • NURS 6720 Population-Based Public Health Nursing Interventions
  • NURS 6730 Public Health Nursing Leadership

Get Online Professional Nursing Assignment Writing Help

Nursing students develop a multifaceted perspective on healthcare and acquire expertise in a wide range of fields. Care for patients in a clinical setting as well as in a hospital setting is an integral part of any nursing education. Keeping up with homework, tests, and quizzes for every class can be really challenging, and we empathize. Maintaining a high grade point average increases the difficulty. There is no downtime provided. Do my online course for me for a fee? Take the pressure off yourself right now and hire an online course assistant.

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Nursing Classes and Assignments

Nursing Online Classes Writing Help from Professionals

When it comes to teaching their students, nursing schools have a wide variety of approaches. However, in online classes, the standard method entails weekly/Modular sessions of student-instructor interaction through the use of discussion boards. You can rely on our writers to always deliver your Discussion Board post and replies on time. Any weekly follow-up assignments are also completed on time and to the highest standards of grammar and originality. We do all the work for you when it comes to PowerPoint presentations, and we also develop the scripts for your recordings so all you have to do is read along. We take pride in reducing our clients' workload as much as possible.

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Writing a Successful Discussion Post

1. Give the discussion prompt a critical read. 

Pay particular attention to the following:

  • For what purpose are you being asked to react, and what kind of question or reading is required?
  • Specifics: How many words are we allowed to have? When is the deadline, and what time is it? From what kinds of sources are you supposed to take inspiration?
  • What kind of response are we looking for from you? Do we want you to draw on personal experience, figure out a solution to a problem, compare and contrast two views, or make an argument?
  • Formatting: Which formatting style has been specified by your instructor? In cases when no particular formatting instructions are provided, general APA principles should be used.

The following is a list of expectations: how will your discussion post be graded? Please refer to the materials provided by your instructor.

2. Prepare sufficiently.

Before you start writing your post, you need to be sure that you have read all of the required readings and given them careful consideration.

Get access to the feedback that your instructor has provided on past assignments. What specific areas of this upcoming post do you feel need to be strengthened in light of the input you've received?

After you've finished reading, set aside some time to write down your thoughts, ideas, and reactions to what you've just read.

Evaluate the amount of evidence you have to support a given assertion, response, or claim, and choose one or two of your strongest ideas as the basis for the structure of your response.

Put together a basic overview of your evidence using logical reasoning to ensure that your assertion is understandable and convincing.

3. Construct a draft of the document.

Discussion post assignments often feature many questions. Use a topic phrase to pull all of the arguments together into one major argument, assertion, or purpose rather than responding them in the order that they were presented.

Make use of the facts you have gathered to develop your response and convince your audience by providing support for your thesis with readings from the assigned material or other outside sources (if permitted or required).

Make it a point to check that each piece of evidence you include helps to maintain the post's focus, relevance, clarity, and scholarly tone.

When posting in an online context, it is more professional to use sentence case rather than ALL CAPS.

Make sure that any information or ideas that came from outside sources have been properly credited in your piece, and that you have included a complete reference at the very end.

4. Go back and make changes.

After you have finished writing your piece, you should evaluate your thoughts by questioning yourself:

  • Is my primary thought understandable, and does it contribute meaningfully to the topic at hand?
  • Does my response show that I have read the required readings and thought critically about the material?
  • Have I presented an original viewpoint that can be debated by the other students in the class?
  • Do I back up my assertion with evidence from the necessary readings or from other trustworthy sources found outside the classroom?
  • Have I written in an academic manner, steering clear of jargon and language that is excessively conversational?
  • Have I reviewed my response to ensure that it is correct in terms of language, style, and structure?

5. Submit.

Simply cut, paste, or copy and paste the final version of your draft into the appropriate place on the topic.

Perform a speedy check to ensure that the upload process did not result in any accidental formatting changes.

Be patient as you wait for the responses from the other students in your class.

 

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Writing A Substantive Discussion Post for An Online Class Forum

The forum in an online class is meant to mimic what would happen in a traditional classroom. Rather than serving as a replacement for a traditional writing assignment, this type of task provides an excellent opportunity to go deeper into the course material. While the online discussion forum may allow for less formal writing, the critical thinking and practical application of course material should not be treated as casual. The classroom topic comes to life thanks to your active participation and the insights of your instructor and classmates.

Use Critical Writing to Create Substantive Forum Posts

Providing supporting evidence for your position in a well-written post is expected of all participants. What I mean is: what gives you those feelings? Any valid argument or justification for your position is required. Critical and persuasive writing skills will be required. You will demonstrate your understanding of the material, connect it to real-world examples, and explain your reasoning in an online conversation. A problem might be solved thanks to your post.

Your ability to critically write will be taken into account by the instructor when evaluating your participation in online discussion forums. Your answer in a discussion forum, for instance, should defend a theory or justify an opinion. You should back up your claim with evidence from credible professional and/or governmental websites as well as peer-reviewed papers.

Remember The Acronym “IDEA” When You Write A Forum Post

When you are making a post in the forums, keep in mind the acronym "IDEA."

Keep the term "IDEA" in mind while you write a thoughtful thread for your forum. The IDEA framework has four main ideas: Recognize, Deduce, or Infer the Learning Principle.

Explain and analyze the concept under consideration.

Learn more about the topic being discussed and share your thoughts on how it may be applied in the real world. 

Finding, Making, or Inferring Forum Post Principles

Frequently, the online forum will provide a discussion prompt that states the intended topic of conversation and then directs you to elaborate on that topic in your response to the prompt. A topic might be anything from a specific person or place to an equal to or greater like an event or idea that is discussed in your textbook. It is the underlying principle being discussed amongst you and your peers.

Create a topic sentence that briefly and succinctly conveys the main point of your entire forum post. Topic sentences, which often appear at the beginning of a user's forum post, should clearly state the post's key argument. Then, using supporting sentences, you'll elaborate on that main idea.

Tips on Defining and Analyzing Forum Posting Principles

You can define and analyze the principle being investigated in your response to a forum post. A definition of the principle in question could be used to shed light on its central idea. Separating the principle into its constituent parts is another viable strategy.

Principle-Based Discussion in the Forum

Develop and clarify the principle at hand as you write your forum post. Stay away from broad generalizations and focus instead on making well-supported, narrow claims. An instructor may purposefully give you a broad topic to discuss in order to encourage you and your classmates to go deeper into a topic that is important to the course. You have a bit of leeway right now. Show that you can distinguish between and understand the interconnections among related ideas by inferring relevant details and drawing logical conclusions when necessary.

Forum Post Analyzing, Applying, and Advocating

Respond to the question posed in the discussion prompt by developing an argument in your forum post that analyzes the topic at hand, applies it to a set of data, and then recommends some course of action. This method not only displays to your teacher that you are using sophisticated thought processes, but also that you are capable of critical analysis and creative problem solving.

When you take a stand for something, you get to draw your own conclusions based on the evidence provided. In a forum, you are free to express your view, but you must back it up with evidence. Please check your response for typos and grammatical errors. I regularly see forum replies that simply say "I agree" or "I disagree," but this type of comment adds nothing to the learning environment of an online classroom. Defend your argument by giving specific details and justifications. The same goes for agreeing with another student's major post or praising the work of a classmate. Feel free to congratulate a fellow student on a job well done if you so choose.

But be ready to defend why you think another student's comment improves upon the discussion. To put it another way, the "IDEA" concept is not being used. Keep in mind that this online discussion is not a blog but rather an intellectual activity.

Responding to other students' contributions can be done in a number of ways, one of which is to draw comparisons and contrasts between their own views and those of their peers. Look for parallels and divergences, and use them to enrich your conversation. Advocating for your viewpoint while maintaining mutual respect requires you to take a stand. You can add weight to your argument and support your position by citing a credible third-party resource, like a textbook or a reference book. When you have solid evidence to back up your claims, it's more harder for your classmates or teacher to argue with you. It's a good indicator to your teacher if you can back up your claims with evidence from the textbook.

Always Use Proper Netiquette When Participating in an Online Forum

Do not take anything said in the forum conversation personally. To a large extent, we rely our understanding of what is written on our past experiences. There is a possibility that our interpretations of what is being stated will differ from the author's original intent. It's easy to misinterpret what another student means if you only have access to their written words. It is rude to react to a forum post with all capital letters since it appears to the other readers as if you are shouting. Make your points clear by including exclamation and question marks. An emoji can be used to soften a statement if you're worried about how it will be interpreted.

Keep in mind that the forum is intended for just that: talking. That's not meant to be a dispute, argument, or "gotcha!" What it really is supposed to be, though, is a discussion that helps students think critically and go deeper into course material. So, feel free to share relevant examples from your personal life with the class. For instance, I gain insight from every single comment posted on the class discussion board.

Nursing Discussion Post Sample

Week 4 Discussion: Antidepressant Medications

Antidepressants are usually administered to reduce the symptoms of depression in a patients. However, when the patient is not correctly monitored, the continued use of antidepressants can lead to opposite effect like increased suicidal tendencies and actions especially when dealing with adolescents (Mushtaq, 2018). It is important for the clinician to become concerned when the patient begins to experience mood swings which could lead to the worsening of their condition (Naguy, 2019). Also when the patient begins to request more than the initial doses or suddenly quits the use of antidepressants, this could lead to possibilities of the patient experience suicidal behavior and thoughts.

Among the antidepressant factors related to the medication that could affect adherence, is ways they are linked to Akathisia, which is uncontrolled restlessness and lack of ability to be still (Naguy, 2019). When the discomfort increases the patient is likely to become suicidal as they become more agitated. They experience feelings of anxiety, paranoia, emotional challenges, and nervousness. Eventually they will withdraw from their social life, activities, and lack interest when it comes to performing normal tasks (Mushtaq, 2018). In any case, most of these patient using antidepressant will be thinking about or even commit suicide. 

References

Mushtaq, B. (2018). Anxiolytics and anti - Depressants and psychiatry nursing management. Advances in Pharmacology & Clinical Trials, 3(2). https://doi.org/10.23880/apct-16000129

Naguy, A. (2019). RAADs (Rapidly acting anti-depressants)—A quantum LEAP? Asian Journal of Psychiatry, 44, 156-157. https://doi.org/10.1016/j.ajp.2019.07.048

 

How to prepare for IRB Application

Initial Application to the IRB 

Within the eResearch Regulatory Management (eRRM) system at the University of Michigan, the IRB application is a web-based questionnaire or form that may be initiated by any member of the study team. It is intended to collect all of the information and materials that are necessary for the Institutional Review Board for Human Subjects (IRB-HSBS) and any other relevant research review units to evaluate and approve the research in accordance with federal regulations and University of Michigan policies.

 The IRB application is divided into different classes, which determine the review path, as well as parts that describe the proposed research and specify subject safeguards. This is done to make data entry and committee review more efficient. eRRM will activate further pertinent sections and questions inside the form based on the application type you have chosen and the replies you have provided in the initial sections of the form. It is possible for a section to contain functionality that allows users to add or select information from other eResearch systems, as well as upload associated documentation (such as documents pertaining to informed consent, protocols, recruitment materials, and so on) into the application (e.g., PAFs from Proposal Management).

 APPLICATION TYPES

The following application routes are available for projects that will be examined by the IRB-HSBS:

  • Research Involving Human Beings :That Involves Interaction Or Intervention This protocol is utilized for any study that will collect data or biospecimens from human subjects. If you choose this option, you will be presented with a series of additional questions designed to help you locate projects that may be eligible for an exemption determination.
  • Uses of Private Information or Biospecimens in Secondary Research : Secondary study uses of private information or biospecimens refers to research that only involves the examination of information or biospecimens that was gathered in the past. If you choose this option, the Scope of Secondary Use Research section will become visible and you will be prompted to provide comments so that the application can be directed down the appropriate review path (comprehensive IRB review, exempt or not regulated).
  • Activities That Are Not Regulated As Being Carried Out On Human Subjects : This category is for projects that include individuals or their data but do not satisfy the definition of human subjects research that would require oversight from the Institutional Review Board (IRB). Compliance with HIPAA or another institutional standard may be necessary for the projects, as well as certification from the IRB that they are "not regulated." (For further information, please refer to table Regulated/Not Regulated located in Part 4 of the HRPP Operations Manual.)
  • Projects that may not include immediate intentions for the involvement of human subjects, their data, and/or their specimens (also known as a "umbrella" or "dry" application) - for training grants, program projects, or research that may not involve human subjects until later in the year.
  • Requesting Review by an IRB That Is Not Part of the University of Michigan – to keep track of requests that the University of Michigan hand over IRB monitoring to an external IRB

APPLICATION SECTIONS

An application to an IRB has parts that outline, at each stage of the project, how the research team will engage with the people who are the subjects of the study and/or their data. The information that the IRB anticipates finding in an application is highlighted in the following table, which provides a description of the most important elements of the application and links to relevant resources when available.

  • Information Relating to the Study in General: Please introduce the research team. Please provide a synopsis of the project. IRB and application type should be selected.
  • Information Regarding Sponsors: Indicate whether the support is coming from outside or inside the organization, and include a link to the grant application (PAF) or award number.
  • Locations of Performances: Please include a list of the institutions that will be participating in the research project as well as the places where research activities will be undertaken. Plan for the Research : Enter the specifics of the protocol, and give a comprehensive account of the study's contacts with human participants.
  • Benefits & Risks: Describe both the positive outcomes of the study as well as any potential adverse effects on the participants.
  • Taking Into Account Particulars: Provides navigation to particular portions of the IRB application, as indicated by "yes" replies, for those factors that call for additional information concerning their application in the research (e.g., surveys, interviews, tissue or specimens, subject compensation, deception, etc.)
  • Information Regarding the Subject: Input data regarding the research population, method of recruiting and screening, and susceptible subjects.
  • Consent Provided After Being Educated: Describe the process of informed consent, and upload any documents required for consent.
  • Maintaining Privacy, Confidentiality, and Physical Safety: Indicate the identifiability of the data, as well as the privacy safeguards afforded to people, the data management and security procedures, and the future applications planned for the data.