This document provides a course syllabus for a Bioethics course offered at Central Mindanao University College of Nursing. The 3-unit, 54-hour course covers concepts, theories, and principles of bioethics and their application to nursing and healthcare situations. Students will learn about key figures in ethical thought like Kant, Rawls, Aquinas, and Ross. Evaluation methods include written responses to ethical scenarios and a reaction paper on a case study. The overall aim is for students to develop ethical decision-making skills for safe and effective nursing practice.

1. COURSE SYLLABUS
Prepared by:
Mevelle L. Asuncion, RN
Instructor
Approved by:
Ellen Gay S. Intong, RN, MANc
Dean
June 2011
First Semester
Central Mindanao University
College of Nursing

2. Course Name BIOETHICS
Course Code Nursing 21
Course Description This course deals with the application of ethico-moral and legal
concepts and principles to issues that affect the practice of nursing.
These provide the basis for appropriate decision making given varied
situations, to prepare the learner to render effective, efficient and safe
nursing care. Furthermore, related learning experiences provide
opportunities to concretize commitment to nursing. The critical thinking
process shall be used in the unit with the objective of developing the
intellectual capacity to conceptualize and contextualize what students
know about particular ethico-moral and legal issues.
Course Credit 3 units lecture
Contact 54 lecture hours
Hours/Semester
Prerequisite Logic, Philosophy of Man
Placement 2nd Year, First Semester
Course Objectives At the end of the course and given actual and relevant simulated
situations/ conditions, the student will be able to:
1. Explain the concepts, theories and principles of bioethics in
nursing and health.
2. Apply relevant bioethical principles in nursing and health related
situations.

3. SPECIFIC OBJECTIVES CONTENT TA TEACHING- EVALUATION
LEARNING
STRATEGY
At the end of the teaching-learning
sessions the students are expected to
achieve the following at least 75% level of
competency/mastery:
1. Give one situation
Introduction to Bioethics
3 Lecture, where in ethics could
1. Recognize the need to study a. Importance of bioethics
discussion be applied.
bioethics at least 75% level of b. Definition of terms
2. Explain the
mastery i. ethics
Oral Recitations importance of bioethics
2. Define ethics, biology, bioethics, ii. biology
as a course in
health ethics and professional iii. bioethics
Video nursing.
ethics at least 75% level of iv. health ethics
competency v. professional ethics Presentation:
Black Suede Reaction Paper on the
3. Trace the history of bioethics at c. History of Ethics
Scandal Black Suede Scandal
least 75% level of mastery.
4. Describe the characteristics of a
person
5. Differentiate act of human from
human acts
6. Define knowledge, freedom and 1. Describe the
conscience II. The Human Person characteristics of a
7. Enumerate and describe the i. the personhood 3 person
different types of conscience ii. human acts and acts of human 2. Differentiate act of
8. Relate knowledge, freedom and 1. knowledge human from human
conscience as a characteristic of a 2. freedom Lecture,
acts
person 3. conscience discussion,
3. Define knowledge,
role playing,
freedom and
journal writing
conscience
4. Enumerate and
describe the
different types of
conscience
5. Relate knowledge,
freedom and

4. conscience as a
characteristic of a
person
At the end of the week the students
are expected to: 1. Give one
1. Describe the concepts of III. Types of Ethical Thoughts 3 Lecture, situation where
Kant, Rawl, St. Thomas b. Kantian discussion, the types of
Aquinas and Ross on c. Rawl’s Ethics group dynamics ethical
ethics. d. St. Thomas Aquinas thoughts
2. Compare the concepts of e. Ross Ethics discussed
Kant, Rawl, St. Thomas i. Actual/prima-facie duty could be
Aquinas and Ross on ii. duty of fidelity applied.
ethics. iii. duty of reparation 2. Explain the
3. Explain the different duties iv. duty of gratitude importance of
as enumerated by Ross v. duty of justice learning these
vi. duty of beneficence ethical
vii. duty of improvement thoughts in
viii. duty of non maleficence nursing.
At the end of the week the students are At the end of the week the
expected to achieve the following at least IV. The Calling of the Health Care Provider 3 Role playing, students were expected to:
75% level of mastery: a. The health Care Profession journal writing, 1. appreciate the
1. appreciate the health care b. The client group dynamics health care
profession as a vocation c. The Health Care Provider profession as a
2. describe the stages of a health d. Health Care Provider-Client relationship vocation
care provider-client relationship 2. describe the stages
of a health care
provider-client
relationship
At the end of the week the students VI. Qualities and Responsibilities of a Good 3. Relate your
3
are expected to achieve the following Health Care Provider to the Client, Society Lecture, qualities to the
at least 75% level of mastery: and Its Profession discussion, qualities and
1. describe the qualities of a group dynamics responsibilities of a
good health care provider good health care
to the client , society and provider. Is there
its profession any similarities or
2. enumerate the differences?
responsibilities of a health

5. care provider to the client,
society and its profession
At the end of the week the students are
VII. Virtues, Vices and Habit of a Health Care 3 1. How could the
Provider
expected to achieve the following at least Group dynamics, virtues help you
a. Virtues of Health Care Provider
75% level of mastery: film showing become a good nurse
1. fidelity
1. define the different virtues of the 2. How could the vices
2. honesty
health care provider hinder you from becoming a
3. integrity
2. define the different vices of health good nurse?
4. humility
care provider
5. respect
3. practice the different virtues of a
6. compassion
health care provider
7. prudence
8. courage
b. vices of health care provider
1. fraud
2. pride
9. greed
VII. Basic Ethical Principles
At the end of the week the students 3
a. Stewardship
are expected to achieve the following 1. Explain the
b. Totality
at least 75% level of competency: Lecture, conditions that
c. Double effect
1. describe the principle of discussion, must be met in
d. Cooperation
stewardship, totality, double effect, group dynamics, order to apply the
e. Solidarity
cooperation, and solidarity case analysis principle of double
2. enumerate the condition necessary effect.
for double effect application 2. Can a health care
3. apply basic ethical principles in provider be guilty
health care setting of an unethical act
if a member of a
team also
committed such
act?
VIII. Major Bioethical Principles
At the end of the week the students are 3 1. How is justice
a. respect for person and justice
expected to achieve the following at least Lecture, applied in the
b. non-maleficence
75% level of mastery: discussion, case distribution of
c. beneficence
1. Describe justice, beneficence and analysis burden/benefit in

6. non-maleficence health care?
2. Apply major bioethical principles in 2. What are the
health care differences and
3. Enumerate principles on how similarities of
equality could be based beneficence and
IX. Application of Bioethical Principles to the Care of
non-maleficence?
the Sick
At the end of the week the students b. functions of Informed Consent
are expected to achieve the following 1. What is your
c. Rights of a Patient
at least 75% level of mastery: Lecture, stand in the
d. Prevalence of Bioethical Issues
1. enumerate the discussion, different bioethical
1. abortion
components of an group dynamics, issues?
2. euthanasia
informed consent case analysis 2. How could
3. determination of death
2. enumerate the rights of a bioethics affect a
4. biological and Clinical Death
patient health care
5. In-Vitro fertilization
3. analyze and discuss provider’s stand in
6. stem cell technology
different bioethical issues the different
4. relate the importance of bioethical issues?
bioethics to different
bioethical issues
References:
Estoesta, R. D., Javines, R.R. (2009). Bioethics: Contemporary Readings and Issues. 1st Ed. Manila, Philippines: Educational Publishing House.
Timbreza, F. T. (2007). Bioethics and Moral Decisions. Quezon City, Philippines: C & E Publishing. Inc.

7. CENTRAL MINDANAO UNIVERSITY
University Town, Musuan, Bukidnon
VISION
An academic paradise of higher learning actively committed to the total development of people for a globally
sustainable environment and a humane society.
MISSION
To advance the frontiers of knowledge for economic prosperity, moral integrity, social and cultural sensitivity, and
environmental consciousness through equitable access to quality instruction, research, extension and production.
COLLEGE MISSION STATEMENT
To facilitate the health of the community through excellence and innovation in nursing education, leadership,
practice and research.
COLLEGE VISION STATEMENT
Center of Excellence in teaching, leading, and caring.
GOALS
1) Provide high quality nursing program.
2) Provide culturally diverse opportunities for students and faculty.
3) Engage in faculty and/or student research and scholarly activities that improve health and advance nursing
knowledge.
4) Deliver innovative health care in partnership with communities.
OBJECTIVES
1) Prepare graduates for the practice of professional nursing in general and specialized clinical settings.
2) Acknowledge diversity of values and ethics, culture, and ethnicity of all people.
3) Practice legal, ethico-moral, social responsibilities/accountabilities.
4) Encourage the advancement of nursing science by creating milieu that fosters information literacy, lifelong learning,
and scholarly endeavors.
5) Support the improvement of health from the local to global arena through discovery, learning, and engagement.

8. 6) Conduct research and other scholarly activities to add to the body of specialized knowledge and theory in nursing
education activities.
7) Contribute to the improvement of nursing education through innovation, and participation in local to global nursing
education activities.
8) Promote a positive societal view of professional nursing by increasing public awareness of nursing contribution to
health care.
9) Advocate for the improvement of the health care delivery system through changes in public policy with regard to
accessibility, effectiveness, and quality of health care