Distinguish law from ethicsCompare and contrast the ethical theories of deontology, teleology, principalism, normative ethics, and utilitarianism.

After completing this module, students should have the knowledge and skills to:Distinguish law from ethicsCompare and contrast the ethical theories of deontology, teleology, principalism, normative ethics, and utilitarianism.Define and apply to nursing practice the ethical principles of autonomy, beneficence, nonmalficence, veracity, fidelity, justice, paternalism, and respect for othersAnalyze the influence of religion and spirituality as they serve a moral purpose and contribute to the ethical character of an individual or group.Apply the MORAL model to ethical dilemmas that arise in clinical practice settingsAnalyze the role of advocacy from an ethical perspectiveDiscuss the importance and role of hospital ethics committees.Learning Materials: Summary:In ethics, unlike legal concerns, there are frequently no obvious answers. Sometimes there are no definable answers and nurses must explore new issues and develop novel solutions. The more nurses are versed in ethical principles and everyday ethical issues, the more confidence they will have in working with more difficult situations. Nurses should be encouraged to participate in ethics committee hearings and ethical grand rounds as a starting point for developing an awareness of their own ethical values and positions.Assignment:Complete both case studies:1. Apply Guido’s MORAL model to resolve the dilemma presented in the case study described in EXERCISE 4–3 (Guido textbook). How might the nurses in this scenario respond to the physician’s request? How would this scenario begin to cause moral distress among the nursing staff, and what are the positive actions that the nurses might begin to take to prevent moral distress?2. Read the case study entitled You be the Ethicist, presented at the end of Chapter 3 (Guido textbook). What are the compelling rights that this case addresses? Whose rights should take precedence? Does a child (specifically this competent 14-year-old) have the right to determine what will happen to him? Should he ethically have this right? How would you have decided the outcome if his disease state had not intervened? Now, examine the scenario from the perspective of health care policy. How would you begin to evaluate the need for the policy and the possible support or lack of support for the policy from your peers, nursing management, and others who might be affected by the policy? Do the 10 framework questions outlined by Malone in chapter 4 (Guido textbook) assist in this process? Create a process proposal for the organization with possible guidelines, procedures, and policies to address the issues you have identified.