Kyla Andre reflects on her educational journey at Alvernia University and how it influenced her advancement in ethical self-awareness, reflection, curricular and co-curricular connections, and vocation. She discusses navigating the ethical issue of physician-assisted suicide and how her values and medical knowledge would help her support allowing terminally ill patients the right to choose their manner of death.

1. Running head: FINAL REFLECTION PAPER !1
Final Reflection Paper
Kyla Andre
HCS 430 Captsone
Dr. Porrazzo and Dr. Bertoti
Alvernia University

2. FINAL REFLECTION PAPER !2
Abstract
In the following paper will be a reflection on an educational journey at Alvernia University. I
will assess how the journey has influenced my advancement of the four core goals. The goals
advocated by Alvernia University are 1. Ethical self- awareness, 2. Reflection, 3. Curricular and
co-curricular connections and 4. Vocation. I will also describe the ethical issue of physician
assisted suicide and how I would route through the issue.
Keywords: reflection, values, ethics, goals, education connections, and physician assisted
suicide.

3. FINAL REFLECTION PAPER !3
Part 1 Core Values
As a first generation college student, I did not know what to expect from an institution.
When visiting Alvernia, I fell in love with the campus and atmosphere. Everyone was very
friendly and welcoming. I was intimidated by the workload and GPA requirement. I started as a
pre-occupational therapy (OT) major until my GPA fell below a 3.0. At that point, I needed to
decide on a new major. My best option was Healthcare Science. I did not know much
information about this program. Throughout the past four years, I have gained the knowledge of
the healthcare field in a broad perspective that will help me acquire a wide range jobs in the
healthcare field. Even though I was removed from the OT major, I never gave up on becoming
an OT. My journey at Alvernia has helped me further express my value of determination. Even
though I have taken an unexpected path, I will become an OT in the end.
“To Learn, To Love, To Serve” were just words to me when I began my journey at
Alvernia University. Now that my journey is coming to an end, I have connected with this motto,
and it has helped shape my core values. As a freshman, I did not contemplate about my values.
Throughout my four years at Alvernia University, I have chosen my values. My core values
include determination, dedication, learning, serving others, honesty, trustworthy, and respect. I
have developed these values through my community service hours. In high school, I did not
particularly volunteer many hours. Community service was not required by my high school.
Once I came to Alvernia, where service is mandatory, my perspective changed completely. I
received many opportunities to help others in need. I was able to see different parts of society
and the hardships individuals go through. Community service was a real world experience for
me. I recognized my love to serve others, and that is one of the reasons I want to become an OT.

4. FINAL REFLECTION PAPER !4
Not all services were easy. Therefore, I had to dedicate myself to get the job done. I learned a
new level of respect for not only authority figures, but my peers as well. By obtaining a degree
from Alvernia, I have a new appreciation for learning. I now am not afraid to learn new things
and challenge myself. Learning is a life- long process that needs to be embraced. I enjoy learning
new information that I had no idea existed. I am very grateful for all the opportunities and
knowledge Alvernia has given me.
Part 2 Personal Assessment Score
Ethical Self- Awareness
For this category, I would rate myself as a five. I am very passionate about my core
beliefs and stand by them. There are many origins of my core beliefs. My core values
determination, dedication, and respect began at a young age. My family has always raised me to
be respectful of everyone. Throughout my years of dancing, I established values of dedication
and determination. I never gave up on my goals as a dancer. My core values of honesty,
trustworthy and serving others came later in my life. My family has always taught me, to be
honest, and trustworthy. I truly put those values to the test in high school. My value of serving
others appeared when I volunteered at a dependent living home. I was able to meet many
multicultural elders. I helped the activities director plan activities for the seniors. I observed
positive and negative reactions. It was delightful to see the elders happy and enjoying
themselves. However, not all of the elders were happy. I had to motivate them to join in the
activity. This experience sincerely touched my heart and ever since I have wanted to help others.
Reflection

5. FINAL REFLECTION PAPER !5
I would also rate myself as a five for this category. I have already mentioned my past
influential experiences that have changed my perspective on life and education. I can see how
much I have changed over the four years spent at Alvernia. As a freshman and sophomore, I did
not genuinely participate in class. I was rather shy. Now I always participate and am engaged in
class. I now challenge myself to learn new things and apply them to real world experiences. As
previously stated, I discovered my values at Alvernia University. I certainly uncovered a new
part of who I am. Alvernia has helped me grow and expand my knowledge. I have acquired a
new way of thinking and perspective of others. My professors, over the four years, have shared
with me their tips on learning and application that I can ensure for the rest of my academic
career.
Curricular and Co-Curricular Connections
For this category, I would rate myself as a five. I have acquired many skills in the
classroom that help me with my real experiences outside of the classroom. Communication is an
important skill I have obtained. Communicating with professors over email, phone, and face to
face has prepared me for my future career. Working with other classmates on projects or
homework has assisted me in learning to work with others. As previously explained, I have
chosen to become an OT through my experiences of wanting to serve others. My observation of
an OT last summer certainly broadened my points of view. I was able to witness many different
situations that accompany the job. My involvement with my observation has let me deepened my
understanding of OT and strengthens my desire to be an OT. All experiences inside and outside
the classroom have prepared me for my path after Alvernia.
Vocation

6. FINAL REFLECTION PAPER !6
In this category, I would rate myself as a four. I can demonstrate my strengths and
challenges in my past experiences. However, I am not completely certain about the setting I want
to work in. I have chosen a career. I know my likes and dislikes. I am not sure if I want to work
in geriatrics or with veterans. I am not fond of Pediatrics at this time. I am hoping I will gain
insight as to which setting I would like to work. I have had many experiences in the workforce
and understand my weaknesses that need improvement. I will continue to learn and improve my
skills to better myself and others around me.
Part 3 Ethical Dilemma
An ethical issue in healthcare is physician- assisted suicide. There are multiple
perspectives of physician- assisted suicide for ethical reasons. Those who are against physician-
assisted suicide say it puts negate pressure on the poor and lonely. Low-income individuals
qualify for physician- assisted suicide medications, but not for hospice care or other types of
treatment. The cruelty of physician- assisted suicide drugs is they are cheaper than providing
treatments. Physician- assisted suicide is aimed to relieve the pain and suffering of dying.
However, the data for why people choose this states otherwise.
According to Oregon’s public health department, the top reasons people choose assisted
suicide in the state are losing autonomy (91.5%), decreasing ability to engage in
enjoyable activities (88.7%), losing dignity (79.3%), losing control of body (50.1%), and
becoming a burden on others (40%). Only 23% named physical pain or fear of possible
physical pain as a reason. (Hale, 2015).
Those who are against physician- assisted suicide suggest access to healthcare is a better
solution.

7. FINAL REFLECTION PAPER !7
The other ethical perspective is those who believe physician- assisted suicide is
permissible. Individuals say everyone has the right to choose their timing and manner of death.
Individuals who chose physician- assisted suicide is competent of choosing their way to die. If
people who have terminal illnesses are legally allowed to refuse treatment, then why can’t an
individual choose to die by physician- assisted suicide? Individuals are allowed to have Do Not
Resuscitate. Therefore, individuals should have the option of physician -assisted suicide.
Physician assisted- suicide can relieve pain and suffering.
Part 4 Navigate through the Ethical Dilemma
My strong beliefs and values can help me navigate through this ethical dilemma. I have
more of an understanding of others perspectives. I would declare, in my opinion, physician-
assisted suicide should be legal in all states. It is unjust to allow people to refuse treatment that
would save their life, but not allow them to choose a way of ending their life. I believe in
everyone having the freedom of choice. The medical knowledge I have gained has helped me
determine this ethical decision.

8. FINAL REFLECTION PAPER !8
References
AMA. (2016). Opinion 2.211 - Physician-assisted suicide. Retrieved from http://www.ama-
assn.org/ama/pub/physician-resources/medical-ethics/code-medical-ethics/
opinion2211.page?
Dudzinski, D., Starks, H., & White, N. (2013). Physician Aid-in-Dying. Retrieved from
University of Washington School of Medicine: https://depts.washington.edu/bioethx/
topics/pad.html
Hale, C. J. (2015, October 14). There’s Nothing Progressive About Physician-Assisted Suicide.
Retrieved from Time.com: http://time.com/4068423/physician-assisted-suicide/

9. FINAL REFLECTION PAPER !9
Alvernia University Capstone Module Rubric
For use with one or more written assignments
Capstone Milestone Benchmark Foundatio
n
Not
Applicabl
e
5 4 3 2 1 N/A
Ethical
self-
awareness
Student
analyzes
both core
beliefs and
the origins
of the core
beliefs and
discussion
has depth
and clarity.
Student
discusses
in detail or
analyzes
both core
beliefs and
the origins
of the core
beliefs.
Student
states both
core beliefs
and the
origins of
the core
beliefs .
Student
states either
their core
beliefs or
articulates
the origins
of the core
beliefs but
not both.
Below
benchmark
standards.
Not
applicable.

10. FINAL REFLECTION PAPER !10
Reflection Reviews
prior
learning
(past
experiences
inside and
outside the
classroom)
in depth to
reveal
significantly
developed
and perhaps
changed
perspectives
about
educational
and life
experiences,
which
provide
foundation
for expanded
knowledge,
growth and
maturity
over time.
Reviews
prior
learning
(past
experience
s inside
and outside
the
classroom)
in depth,
indicating
broader
perspective
s about
educational
or life
events.
Reviews
prior
learning
(past
experiences
inside and
outside the
classroom)
with some
depth,
indicating
somewhat
broader
perspectives
about
educational
or life
events.
Reviews
prior
learning
(past
experiences
inside and
outside the
classroom)
at a surface
level with
little
indication of
broader
perspectives
about
educational
or life
events.
Below
benchmark
standards.
Not
applicable.

11. FINAL REFLECTION PAPER !11
Alvernia University 2-13-14
Curricular
and co-
curricular
connection
s
Meaningfull
y synthesizes
connections
among
experiences
outside of
the formal
classroom
(including
life
experiences,
clubs,
leadership
roles,
internships
and study
abroad) to
deepen
understandin
g of fields of
study and to
broaden
points of
view.
Effectively
selects and
develops
examples
of life
experience
s drawn
from a
variety of
contexts to
illuminate
concepts,
theories, or
framework
s of fields
of study.
Compares
life
experiences
and
academic
knowledge
to infer
differences
as well as
similarities
and
acknowledg
e
perspectives
other than
own.
Identifies
connections
between life
experiences
and
academic
knowledge
perceived as
similar or
related to
own
interests.
Below
benchmark
standards.
Not
applicable.
Vocation Envisions a
future self
that builds
upon
identified
gifts and
past
experiences
in multiple
contexts to
discern
vocation and
engage with
the world.
Evaluates
changes in
own
learning in
past
experience
s in
multiple
contexts to
discern and
affirm
vocation
and engage
with the
world.
Articulates
strengths
and
challenges
in past
experiences
with some
sense of
discerning
vocation.
Describes
own
performance
s with
general
descriptors
of success
and failure.
Below
benchmark
standards.
Not
applicable.

12. FINAL REFLECTION PAPER !12