BSN 422 Assignment 3: Ethics in Research

Nursing students in BSN 422 develop essential competencies in research ethics through Assignment 3 when they examine the distinctions between legal requirements and ethical obligations in the IRB review process for studies involving vulnerable populations in nursing.

Instructions

View Human Subjects Research Training: “Protecting Human Subjects” https://youtu.be/Cr-xd7hQhHo?si=jRKhVDM3qIK73DX0.

Participants often find the video clarifies how past events shaped current standards for protecting people in studies.

PDF titled PHRP (Protecting Human Rights Participants). Reflect on History, Codes and Regulations. Respect for Persons, Beneficence, and Justice.

These elements help connect the dots from historical codes to practical application in today’s healthcare research settings.

Explore the Research Clinic.

The clinic simulation offers hands-on practice with real-world scenarios that nurses encounter when planning ethical studies.

1. Think of a vulnerable population as you complete the required components of the assignment.

Choosing one such group allows for targeted discussion on specific protections needed during the research process.

2. Be able to discuts and differentiate between legal and ethical considerations as it relates to the process of the IRB (Institutional Review Board) and the role the IRB plays. Be able to present and discuss the relevant details of the history of research, codes, respect for persons, beneficance, and justice.

Students should draw directly from the training materials to support their analysis of these important distinctions.

3. Identify and discuss diverse populations in research and present why there is a need for ethical considerations, examples, and rationale.

Providing clear examples strengthens the rationale and shows how ethical practices can improve research outcomes for all involved.

Additional Instructions

1. All submissions should be 2-3 pages and have a title page and a reference page.

The page length ensures a focused yet thorough examination of the key topics.

2. Utilize a minimum of three scholarly resources.

Scholarly sources from recent journals provide the evidence base for arguments presented.

3. Adhere to grammar, spelling, and punctuation criteria.

Clear writing helps convey complex ideas about research protections without confusion.

Sample Student Response Example

When completing this assignment I selected older adults living in long-term care facilities as the vulnerable population of focus because they often face diminished autonomy during health studies. The history of research shows abuses like the Tuskegee study that led to the Belmont Report principles of respect for persons, beneficence, and justice. The IRB plays a crucial role in reviewing proposals to ensure ethical standards are met before any study begins with human subjects. Legal considerations involve federal regulations such as the Common Rule while ethical ones go beyond to include fairness in participant selection. Diverse populations require extra attention because historical exclusion has limited generalizable findings in nursing. For example including minority groups helps address health disparities seen in current data from health organizations. Friesen et al. (2022) highlight how IRBs must balance protection with inclusion to avoid under-representation of vulnerable groups.

Why These Principles Matter Today

The principles outlined in the Belmont Report continue to guide nursing research today even as regulations evolve with the 2018 Common Rule revisions. Case studies from recent literature demonstrate that proper IRB oversight reduces risks for participants while allowing valuable data collection on diverse groups. Industry sites like the NIH emphasize ongoing training to keep practitioners current with best practices in human subjects protection. Data from health reports show improved outcomes when ethical considerations are prioritized in studies involving underrepresented populations.

References

• Friesen, P., Gelinas, L., Kirby, A., Strauss, D.H. and Bierer, B.E. (2022) ‘IRBs and the protection-inclusion dilemma: finding a balance’, American Journal of Bioethics, 22(6), pp. 1–14. Available at: https://doi.org/10.1080/15265161.2022.2063434 (Accessed: 15 March 2026).
• Catalán, L., Kappes, M., Morgado, G. and Oliveira, D. (2024) ‘Ethical issues in research with second victims: a scoping review’, Nursing Ethics. Available at: https://doi.org/10.1177/09697330241238345 (Accessed: 15 March 2026).
• Kue, J. et al. (2018) ‘Culturally relevant human subjects protection training: a case study in community-engaged research in the United States’, PMC. Available at: https://pmc.ncbi.nlm.nih.gov/articles/PMC5572552/ (Accessed: 15 March 2026).

Week _ Assignment

 BSN 422 Assignment 4: Application of Evidence-Based Practice in Clinical Settings

Students identify a clinical problem from their current practice area and formulate a searchable PICO question. They then locate and appraise at least four current scholarly articles to support a proposed intervention. Finally they outline how the evidence could be implemented while considering barriers and ethical implications in real-world nursing care.

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