NURS FPX 6103 Assessment 5 Teaching About Legal and Ethical Issues

Name

Capella university

NURS-FPX 6103 The Nurse Educator Role

Prof. Name

Date

Teaching about Legal and Ethical Issues

Hello, my name is Golda, and today I will discuss the critical importance of addressing legal and ethical concerns within nursing education, particularly focusing on the Family Educational Rights and Privacy Act (FERPA). As nurse educators, it is our responsibility to be vigilant about both the ethical and regulatory implications of our role in educational and healthcare settings. Upholding these standards is essential to fostering a trustworthy learning environment and maintaining the integrity of nursing practice. This presentation highlights the need for a comprehensive approach to managing FERPA-related concerns, fostering ethical awareness, and improving the quality of nursing education.

A recent scenario brought these issues to light when a nurse manager at my part-time medical facility asked about a former student named Eric, who had applied for a nursing position. Recognizing that sharing details about a student’s academic and clinical performance without their consent would violate FERPA, I declined to provide any information. The manager expressed surprise, noting that other educators often shared such details. This incident underscored the need for increased awareness and improved practices surrounding student privacy protections among nurse educators and staff.

Legal and Ethical Issue: Violation of FERPA

The Family Educational Rights and Privacy Act (FERPA) is a federal law safeguarding the privacy of student education records. It grants students and eligible parents the right to access and amend records while controlling the disclosure of personal information (Rainsberger, 2019). In nursing education, a common violation occurs when clinical instructors or faculty share a student’s performance details with prospective employers without explicit consent.

Violating FERPA can have significant consequences under federal law. Potential repercussions include legal penalties, temporary suspension of access, license revocation or expulsion, and the loss of federal funding for the institution (Reamer, 2023). Despite these serious outcomes, many nurse educators remain unaware of the specific mandates and implications of FERPA. This highlights the importance of institutional staff development and clear communication strategies to reduce the risk of FERPA violations.

Table 1 below summarizes the consequences of FERPA violations:

Violation	Possible Consequences
Unauthorized disclosure	Legal charges, loss of funding
Lack of consent documentation	License cancellation, temporary suspension
Repeated privacy infractions	Expulsion from professional organizations

Recognizing these implications, it becomes evident that nursing education programs must strengthen their policies and training efforts. Raising awareness and embedding legal knowledge within the curriculum ensures future nurses understand their ethical responsibilities regarding confidentiality and patient rights.

Necessary Changes and Change Management Strategy

Addressing FERPA violations requires proactive measures to preserve the integrity of nursing education and uphold ethical standards. Implementing regular training initiatives will equip future nurses to deliver competent, lawful, and ethical care. Educators must prioritize discussions on legal and moral principles, enabling students to navigate situations involving patient confidentiality, informed consent, and personal data protection more effectively (Poorchangizi et al., 2019; Haahr et al., 2020).

Creating a culture of respect and ethical decision-making within educational institutions is essential. Open conversations about moral responsibilities, student autonomy, and the ramifications of privacy breaches should be encouraged. Activities such as ethical case reflections, simulation exercises, and peer mentoring programs can promote thoughtful decision-making and accountability among nursing students (Tavani et al., 2022). Institutions should also revise current policies, clearly outlining reporting procedures and consequences for breaches, thereby reinforcing a culture of transparency and responsibility (Francis et al., 2021).

Change Management Strategy: Lewin’s Model

A structured change management strategy is vital for successfully transitioning nurse educators and students toward FERPA compliance. Lewin’s Change Management Model, consisting of unfreezing, changing, and refreezing phases, offers a systematic approach (Kim & Park, 2019).

Unfreezing Phase:

This stage involves creating awareness about FERPA rules and the dangers of disclosing student information without permission. Educators and staff should participate in discussions, workshops, and informational sessions focusing on the repercussions of privacy breaches and the importance of ethical conduct. Regular meetings should emphasize updated policies and their applications.

Changing Phase:

During this phase, new guidelines and policies are introduced, accompanied by comprehensive training sessions. Clinical educators should engage in scenario-based learning activities, such as role-playing and practice authorization forms, to familiarize themselves with appropriate responses to information requests (Turnbull et al., 2021). Feedback loops and mentorship opportunities can support the adoption of new behaviors.

Refreezing Phase:

The final phase aims to reinforce the new practices by integrating them into institutional policies and daily operations. Positive reinforcement, continuous education, and regular evaluations will help sustain the change. Acknowledging those who adhere to the new standards encourages ongoing compliance and strengthens the organizational culture (Kim & Park, 2019).

Synthesizing Resource Information and Addressing Knowledge Gaps

To achieve meaningful improvement, it is essential to synthesize relevant resources while identifying areas of uncertainty. A comprehensive literature review can uncover effective strategies for safeguarding student information and addressing FERPA concerns within nursing education (Andersson et al., 2022).

Table 2 highlights valuable resources and their contributions:

Source	Key Insight
Baker et al. (2020)	Emphasized FERPA guidelines for protecting student records
Harrison et al. (2021)	Discussed change management approaches for policy implementation
Jones (2019)	Highlighted the importance of informed consent in education
Kim & Park (2019)	Advocated for training to enhance compliance with privacy regulations

A noticeable knowledge gap exists concerning the attitudes and perceptions of clinical educators regarding FERPA adherence. Further research is needed to explore these viewpoints, along with identifying gaps in understanding safeguarding practices and the consequences of violations (Abad et al., 2019). Addressing these gaps will inform the development of tailored, effective privacy policies and educational resources.

Teaching Presentation and Measuring Change

An informative and interactive teaching presentation is an effective method to drive behavioral change concerning FERPA adherence. The session should focus on explaining FERPA guidelines, illustrating potential implications of violations, and promoting ethical decision-making through case-based learning and simulation exercises (Baker et al., 2020). Group discussions and role-play scenarios can engage participants, enhancing their comprehension and application of legal and ethical standards.

Measuring the success of these initiatives is equally important. Establishing clear benchmarks, such as the frequency of FERPA violations and participation rates in training sessions, allows institutions to monitor progress. Feedback through surveys and interviews can highlight successful strategies and identify areas needing improvement (Marachi & Quill, 2020).

References

Abad, G. H. L., Asghari, F., Bandehagh, A., Najafipour, S., & Bigdeli, S. (2019). Patient privacy: Awareness and attitudes of Iran university of medical sciences medical students. Medical Journal of the Islamic Republic of Iran, 33, 12. https://doi.org/10.34171%2Fmjiri.33.12

Alier, M., Casañ Guerrero, M. J., Amo, D., Severance, C., & Fonseca, D. (2021). Privacy and e-learning: A pending task. Sustainability, 13(16), 9206. https://doi.org/10.3390/su13169206

NURS FPX 6103 Assessment 5 Teaching About Legal and Ethical Issues

Andersson, H., Svensson, A., Frank, C., Rantala, A., Holmberg, M., & Bremer, A. (2022). Ethics education to support ethical competence learning in healthcare: An integrative systematic review. BioMed Central Medical Ethics, 23(1). https://doi.org/10.1186/s12910-022-00766-z

Baker, C., Galemore, C. A., & Kerri McGowan Lowrey. (2020). Information sharing in the school setting during a public health emergency. NASN School Nurse, 35(4), 198–202. https://doi.org/10.1177/1942602×20925031

Cole, J. P. (2021). The Family Educational Rights and Privacy Act (FERPA): Legal issues. CRS Report R46799, Version 1. Congressional Research Service. https://eric.ed.gov/?id=ED614263

Day, L., & Beard, K. V. (2019). Meaningful inclusion of diverse voices: The case for culturally responsive teaching in nursing education. Journal of Professional Nursing, 35(4), 277-281. https://doi.org/10.1016/j.profnurs.2019.01.002

DeZelar, S., Hepperlen, R., & Kiesel, L. (2022). Equity and inclusion for social work students with disabilities: A scoping review. Journal of Teaching in Social Work, 42(5), 424-448. https://doi.org/10.1080/08841233.2022.2120158

Francis, L., DePriest, K., Sharps, P., Wilson, P., Ling, C., Bowie, J., & Thorpe Jr, R. J. (2021). A mixed-methods systematic review identifying, describing, and examining the effects of school-based care coordination programs in the US on all reported outcomes. Preventive Medicine, 153, 106850. https://doi.org/10.1016/j.ypmed.2021.106850

Ghoozlu, J. K., Vanaki, Z., & Mohammad Khan Kermanshahi, S. (2023). Ethics education: Nurse educators’ main concern and their teaching strategies. Nursing Ethics, 09697330231153685. https://doi.org/10.1177/09697330231153685

NURS FPX 6103 Assessment 5 Teaching About Legal and Ethical Issues

Haahr, A., Norlyk, A., Martinsen, B., & Dreyer, P. (2020). Nurses experiences of ethical dilemmas: A review. Nursing Ethics, 27(1), 258-272. https://doi.org/10.1177/0969733019832941

Harrison, R., Fischer, S., Walpola, R. L., Chauhan, A., Babalola, T., Mears, S., & Le-Dao, H. (2021). Where do models for change management, improvement and implementation meet? A systematic review of the applications of change management models in healthcare. Journal of Healthcare Leadership, Volume 13, 85–108. https://doi.org/10.2147/jhl.s289176

Jones, K. M. (2019). Learning analytics and higher education: A proposed model for establishing informed consent mechanisms to promote student privacy and autonomy. International Journal of Educational Technology in Higher Education, 16(1), 1-22. https://doi.org/10.1186/s41239-019-0155-0

Kim, W. J., & Park, J. H. (2019). The effects of debate-based ethics education on the moral sensitivity and judgment of nursing students: A quasi-experimental study. Nurse Education Today, 83, 104200. https://doi.org/10.1016/j.nedt.2019.08.018

Marachi, R., & Quill, L. (2020). The case of canvas: Longitudinal datafication through learning management systems. Teaching in Higher Education, 25(4), 418-434. https://doi.org/10.1080/13562517.2020.1739641

Poorchangizi, B., Borhani, F., Abbaszadeh, A., Mirzaee, M., & Farokhzadian, J. (2019). The importance of professional values from nursing students’ perspective. BioMed Central Nursing, 18, 1-7. https://doi.org/10.1186/s12912-019-0351-1

Rainsberger, R. (2019). Understand “legitimate educational interest” under FERPA. Disability Compliance for Higher Education, 24(9), 7–7. https://doi.org/10.1002/dhe.30618

Ratana, S., Raksmey, C., & Danut, D. (2020). Conceptualizing a framework: A critical review of the development of change management theories. Studies in Business and Economics, 15(2), 205-214. https://doi.org/10.2478/sbe-2020-0035

NURS FPX 6103 Assessment 5 Teaching About Legal and Ethical Issues

Rath, D. K., & Kumar, A. (2021). Information privacy concern at individual, group, organization and societal level-a literature review. Vilakshan-XIMB Journal of Management, 18(2), 171-186. https://doi.org/10.1108/XJM-08-2020-0096

Reamer, F. G. (2023). Standards of care in social work: Ethical and risk management implications. Social Work, 68(4), 277-285. https://doi.org/10.1093/sw/swad023

Shahzad, S., Ali, N., Younas, A., & Tayaben, J. L. (2021). Challenges and approaches to transcultural care: An integrative review of nurses’ and nursing students’ experiences. Journal of Professional Nursing, 37(6), 1119-1131. https://doi.org/10.1016/j.profnurs.2021.10.001

Tavani, F. M., Behshid, M., Rahmani, A., Mousavi, S., Seif-Farshad, M., & Rahmani, P. (2022). Relationships between ethical decision-making and professional behavior in Iranian nursing students. Journal of Medical Ethics and History of Medicine, 15. https://doi.org/10.18502%2Fjmehm.v15i4.10190

Tripathy, S. K., Jain, M., & Sen, R. K. (2023). Ethical practice for postgraduate students in orthopedics: Nurturing professionalism and patient care. Indian Journal of Orthopaedics, 57(11), 1735-1743. https://doi.org/10.1007/s43465-023-00994-4

Turnbull, D., Chugh, R., & Luck, J. (2021). Transitioning to e-learning during the COVID-19 pandemic: How have higher education institutions responded to the challenge?. Education and Information Technologies, 26(5), 6401-6419. https://doi.org/10.1007/s10639-021-10633-w