Solution Manual For
Law & Ethics for Health Professions, 9th Edition Karen Judson and Carlene Harrison
Chapter 1-13
Chapter 1: Introduction to Law and Ethics
Chapter Learning Outcomes
LO 1.1 Explain why knowledge of law and ethics is important to health care
practitioners.
LO 1.2 Define law, ethics, and moral values as used in health care by health care
practitioners.
LO 1.3 Discuss the characteristics and skills most likely to lead to a successful career in
one of the health care professions.
Teaching/Talking Points for Each LO
This chapter provides the reader with an overview of the foundations of health law and
ethics. All three learning outcomes focus on having the student demonstrate an
understanding of some basic concepts and terms and how they might apply in the real
world of health care.
For LO 1.1, faculty can engage students in a discussion about why it is important to
have some understanding of basic law in healthcare. A possible homework assignment
would be to find a recent article about a legal or ethical question. To broaden the
discussion, allow students to find articles that are not necessarily health care related,
and then perhaps find health care related articles.
Another discussion to have with students is to talk about ―big‖ ethics vs. ―little‖ ethics.
Have students distinguish between important societal ethical issues, such as right to life
or gene therapy, and those day-to-day ethical situations, such as a co-worker cheating
on his/her time sheet.
LO 1.2 is designed to make sure that students know the definitions of the three terms.
Have each student write down three examples of each of the three terms and then
share with the class. For this discussion, students should be advised that because of
the definition of moral values, there is likely to be disagreement in the classroom.
Students should be encouraged to listen carefully to each other. If there is major
disagreement, have the students switch positions. A student in favor of the Oregon
right-to-die law could be asked to argue against it. Use the examples from LO 1.1 to
have students take the other side.
LO 1.3 has students looking at what it takes to be successful in health care. As a
written homework assignment, ask students to write about an experience where the 3Cs
Copyright © 2021 McGraw-Hill Education. All rights reserved.
No reproduction or distribution without the prior written consent of McGraw-Hill Education.
,were not done. What resulted from the lack of common courtesy, compassion, and/or
common sense? Have a discussion in class.
Ask different health care professionals to come to class to discuss the requirements for
their profession. Have them tell the story of how they got where they are today.
Review the list of characteristics and skills. Have students do a self-inventory of their
strengths and weaknesses in those areas.
PowerPoints
Before using the PowerPoints for Chapter 1, review the notes found below each slide.
These notes identify the appropriate learning outcome. Faculty may wish to do the
following for the respective learning outcomes as they are covered on the slides:
LO 1.1: After slide 5, have students outline the legal or ethical issue they learned about
in their article research suggested under the Teaching/Talking Points for LO 1.1 above.
This should not be a full discussion of the article, just have the student state the topic
that they learned about in their reading.
LO 1.2: At the completion of the lecture with the PowerPoints, ask the students to define
five terms (closed book): law, ethics, bioethics, etiquette, and protocol.
LO 1.3: After slide 23, ask the students to do some ―soul searching‖ and write down
their strengths and weaknesses based on the lists in slides 22 and 23. Consider
forming small groups, if appropriate, to discuss how the students can improve on their
weaknesses.
From the Perspective of… Discussion Questions
Do you think that Carol and her husband’s behavior was ethical? Legal?
Answers will vary as we do not all see things the same way. Obviously, Carol’s
husband’s behavior (writing a prescription for his sister-in-law) was illegal. So, his
behavior was also unethical. Carol would probably argue that ―everyone does it‖ and
there may be some truth to what she says, given the high cost of medication. Perhaps
the students know of similar situations.
Do you think Linda should end her friendship with Carol?
This will probably elicit different responses. There is nothing that Linda can do to
remedy the situation and she does enjoy Carol’s friendship most of the time. While the
names have been changed, as have details of the situation, the author had something
similar happen to her in a group of six friends. One of the friends was so appalled at
Copyright © 2021 McGraw-Hill Education. All rights reserved.
No reproduction or distribution without the prior written consent of McGraw-Hill Education.
,what Carol had done that she stopped socializing with Carol. The others stayed in the
group.
Check Your Progress Answers
1. To gain knowledge that will help you provide the best professional care possible, and
to help ensure that you are not faced with professional liability issues that can hinder
your ability to earn a living
2. Medical practice acts
3. Laws are enacted to keep society running smoothly and to control behavior that could
threaten public safety.
4. There are penalties for disobeying the law.
5. Our ethical and moral values are shaped through the influence of family, culture and
society.
6. A person’s concept of right and wrong, formed through the influence of the family,
culture, and society
7. Our moral values identify what is right or wrong for the individual. We will react
differently to various ethical situations depending on what we believe to be right or
wrong. For example, if we believe it is not right say bad things about another person, we
may apply that to not reporting bad or illegal behavior because we believe that we
should only say good things about someone.
8. The ability to be a good communicator and listener: It is important to relay the
physician’s instructions to a patient and to listen to a patient’s medical history,
complaints, and concerns to help put the patient at ease, and to ensure that the
physician receives vital information about the patient’s condition.
The ability to keep information confidential: The law dictates that a patient’s medical
records must be kept confidential. This is also a matter of ethics, since an illegal act is
also unethical.
The ability to impart information clearly and accurately: It is essential that the
physician’s instructions be accurately stated to a patient, and it is important that all
information given by a patient be relayed accurately to the physician.
The ability to think critically: Health care providers often face difficult medical problems.
Thinking through problems using the guidelines for critical thinking offers the best
chance for reaching legal and ethical solutions that are beneficial to patients.
9. Identify and clarify the problem: First, you must be sure you have defined the right
problem. For example, if the office receptionist is late to work every day, thus causing
the patient check in to be slowed down, the problem is not the patients checking in. The
problem is a late receptionist.
Copyright © 2021 McGraw-Hill Education. All rights reserved.
No reproduction or distribution without the prior written consent of McGraw-Hill Education.
, Gather information: In the example above, it is important to find out why the receptionist
is late. Does the employee have transportation or child care problems or is she just one
of those folks who are always chronically late for everything?
Evaluate the evidence: Once you have the facts in hand, you must determine what
evidence is valid.
Consider alternatives and implications: If the reason the receptionist is late every
morning is because she has transportation issues, you will have to decide if another
person should be scheduled to arrive for check in. Or, are the transportation problems
the kind where another solution is possible? If the receptionist is given special
treatment, how will that affect other employees?
Choose and implement the best alternative. Make a decision about the best way to
resolve the problem. Once implemented, be sure to check back later to see if your
solution is working.
10. Identify the problem: The patient’s cultural beliefs are hindering the physician’s
ability to treat the problem.
Gather information: See if it is possible to talk with family members to learn more about
the cultural beliefs that this patient has.
Evaluate the evidence: Once you have information about the patient’s culture, look for
possible alternative explanations for the patient that may fit the culture.
Consider alternatives and implications: Determine if the patient would be accepting of
other explanations for his illness, especially with the family’s help.
Choose and implement the best alternative. If another explanation can resolve the
patient’s reluctance to be treated non-surgically, then implement that treatment. Be
prepared that the patient may ultimately need to be dismissed from the practice if he
refuses to participate in non-surgical treatment.
Chapter 1 Review
Applying Knowledge
1. The rights, responsibilities, and concerns of health care consumers; the legal and
ethical issues facing society, patients, and health care practitioners as the world
changes; the impact of rising costs on the laws and ethics of health care delivery
2. A decision made by a court in a lawsuit in response to a motion that pleads there is
no need for a trial
3. Refers to ethical implications of the effects of biological research, especially in
medicine
Copyright © 2021 McGraw-Hill Education. All rights reserved.
No reproduction or distribution without the prior written consent of McGraw-Hill Education.
Law & Ethics for Health Professions, 9th Edition Karen Judson and Carlene Harrison
Chapter 1-13
Chapter 1: Introduction to Law and Ethics
Chapter Learning Outcomes
LO 1.1 Explain why knowledge of law and ethics is important to health care
practitioners.
LO 1.2 Define law, ethics, and moral values as used in health care by health care
practitioners.
LO 1.3 Discuss the characteristics and skills most likely to lead to a successful career in
one of the health care professions.
Teaching/Talking Points for Each LO
This chapter provides the reader with an overview of the foundations of health law and
ethics. All three learning outcomes focus on having the student demonstrate an
understanding of some basic concepts and terms and how they might apply in the real
world of health care.
For LO 1.1, faculty can engage students in a discussion about why it is important to
have some understanding of basic law in healthcare. A possible homework assignment
would be to find a recent article about a legal or ethical question. To broaden the
discussion, allow students to find articles that are not necessarily health care related,
and then perhaps find health care related articles.
Another discussion to have with students is to talk about ―big‖ ethics vs. ―little‖ ethics.
Have students distinguish between important societal ethical issues, such as right to life
or gene therapy, and those day-to-day ethical situations, such as a co-worker cheating
on his/her time sheet.
LO 1.2 is designed to make sure that students know the definitions of the three terms.
Have each student write down three examples of each of the three terms and then
share with the class. For this discussion, students should be advised that because of
the definition of moral values, there is likely to be disagreement in the classroom.
Students should be encouraged to listen carefully to each other. If there is major
disagreement, have the students switch positions. A student in favor of the Oregon
right-to-die law could be asked to argue against it. Use the examples from LO 1.1 to
have students take the other side.
LO 1.3 has students looking at what it takes to be successful in health care. As a
written homework assignment, ask students to write about an experience where the 3Cs
Copyright © 2021 McGraw-Hill Education. All rights reserved.
No reproduction or distribution without the prior written consent of McGraw-Hill Education.
,were not done. What resulted from the lack of common courtesy, compassion, and/or
common sense? Have a discussion in class.
Ask different health care professionals to come to class to discuss the requirements for
their profession. Have them tell the story of how they got where they are today.
Review the list of characteristics and skills. Have students do a self-inventory of their
strengths and weaknesses in those areas.
PowerPoints
Before using the PowerPoints for Chapter 1, review the notes found below each slide.
These notes identify the appropriate learning outcome. Faculty may wish to do the
following for the respective learning outcomes as they are covered on the slides:
LO 1.1: After slide 5, have students outline the legal or ethical issue they learned about
in their article research suggested under the Teaching/Talking Points for LO 1.1 above.
This should not be a full discussion of the article, just have the student state the topic
that they learned about in their reading.
LO 1.2: At the completion of the lecture with the PowerPoints, ask the students to define
five terms (closed book): law, ethics, bioethics, etiquette, and protocol.
LO 1.3: After slide 23, ask the students to do some ―soul searching‖ and write down
their strengths and weaknesses based on the lists in slides 22 and 23. Consider
forming small groups, if appropriate, to discuss how the students can improve on their
weaknesses.
From the Perspective of… Discussion Questions
Do you think that Carol and her husband’s behavior was ethical? Legal?
Answers will vary as we do not all see things the same way. Obviously, Carol’s
husband’s behavior (writing a prescription for his sister-in-law) was illegal. So, his
behavior was also unethical. Carol would probably argue that ―everyone does it‖ and
there may be some truth to what she says, given the high cost of medication. Perhaps
the students know of similar situations.
Do you think Linda should end her friendship with Carol?
This will probably elicit different responses. There is nothing that Linda can do to
remedy the situation and she does enjoy Carol’s friendship most of the time. While the
names have been changed, as have details of the situation, the author had something
similar happen to her in a group of six friends. One of the friends was so appalled at
Copyright © 2021 McGraw-Hill Education. All rights reserved.
No reproduction or distribution without the prior written consent of McGraw-Hill Education.
,what Carol had done that she stopped socializing with Carol. The others stayed in the
group.
Check Your Progress Answers
1. To gain knowledge that will help you provide the best professional care possible, and
to help ensure that you are not faced with professional liability issues that can hinder
your ability to earn a living
2. Medical practice acts
3. Laws are enacted to keep society running smoothly and to control behavior that could
threaten public safety.
4. There are penalties for disobeying the law.
5. Our ethical and moral values are shaped through the influence of family, culture and
society.
6. A person’s concept of right and wrong, formed through the influence of the family,
culture, and society
7. Our moral values identify what is right or wrong for the individual. We will react
differently to various ethical situations depending on what we believe to be right or
wrong. For example, if we believe it is not right say bad things about another person, we
may apply that to not reporting bad or illegal behavior because we believe that we
should only say good things about someone.
8. The ability to be a good communicator and listener: It is important to relay the
physician’s instructions to a patient and to listen to a patient’s medical history,
complaints, and concerns to help put the patient at ease, and to ensure that the
physician receives vital information about the patient’s condition.
The ability to keep information confidential: The law dictates that a patient’s medical
records must be kept confidential. This is also a matter of ethics, since an illegal act is
also unethical.
The ability to impart information clearly and accurately: It is essential that the
physician’s instructions be accurately stated to a patient, and it is important that all
information given by a patient be relayed accurately to the physician.
The ability to think critically: Health care providers often face difficult medical problems.
Thinking through problems using the guidelines for critical thinking offers the best
chance for reaching legal and ethical solutions that are beneficial to patients.
9. Identify and clarify the problem: First, you must be sure you have defined the right
problem. For example, if the office receptionist is late to work every day, thus causing
the patient check in to be slowed down, the problem is not the patients checking in. The
problem is a late receptionist.
Copyright © 2021 McGraw-Hill Education. All rights reserved.
No reproduction or distribution without the prior written consent of McGraw-Hill Education.
, Gather information: In the example above, it is important to find out why the receptionist
is late. Does the employee have transportation or child care problems or is she just one
of those folks who are always chronically late for everything?
Evaluate the evidence: Once you have the facts in hand, you must determine what
evidence is valid.
Consider alternatives and implications: If the reason the receptionist is late every
morning is because she has transportation issues, you will have to decide if another
person should be scheduled to arrive for check in. Or, are the transportation problems
the kind where another solution is possible? If the receptionist is given special
treatment, how will that affect other employees?
Choose and implement the best alternative. Make a decision about the best way to
resolve the problem. Once implemented, be sure to check back later to see if your
solution is working.
10. Identify the problem: The patient’s cultural beliefs are hindering the physician’s
ability to treat the problem.
Gather information: See if it is possible to talk with family members to learn more about
the cultural beliefs that this patient has.
Evaluate the evidence: Once you have information about the patient’s culture, look for
possible alternative explanations for the patient that may fit the culture.
Consider alternatives and implications: Determine if the patient would be accepting of
other explanations for his illness, especially with the family’s help.
Choose and implement the best alternative. If another explanation can resolve the
patient’s reluctance to be treated non-surgically, then implement that treatment. Be
prepared that the patient may ultimately need to be dismissed from the practice if he
refuses to participate in non-surgical treatment.
Chapter 1 Review
Applying Knowledge
1. The rights, responsibilities, and concerns of health care consumers; the legal and
ethical issues facing society, patients, and health care practitioners as the world
changes; the impact of rising costs on the laws and ethics of health care delivery
2. A decision made by a court in a lawsuit in response to a motion that pleads there is
no need for a trial
3. Refers to ethical implications of the effects of biological research, especially in
medicine
Copyright © 2021 McGraw-Hill Education. All rights reserved.
No reproduction or distribution without the prior written consent of McGraw-Hill Education.
