| Course | NUR 405 Professional Nurse Concepts Advanced |
|---|---|
| Module | Module 3 |
| Paper type | Group presentation slides with speaker notes |
| Length | About 575 words, 5 pages |
| Format | APA 7 slide deck with speaker notes |
| School | Arizona State University |
| Program | BSN in Nursing |
| Updated | October 2026 |
Free sample paper for NUR 405 Module 3
Declared Dead, Still on the Ventilator: A Family's Request to Continue Support After Brain Death
Student Name
Edson College of Nursing and Health Innovation, Arizona State University
NUR 405: Professional Nurse Concepts: Advanced
Instructor Name
Month Day, Year
Slide 1: The Case
A 34-year-old man is resuscitated after a cardiac arrest at home but has no brain function. Two examinations meet national criteria for death by neurologic criteria. His parents, devout and grieving, ask that the ventilator continue.
Speaker notes: (Member 1) This is a composite case. We chose it because the patient is legally dead, yet his chest rises and his skin is warm, which is why families and even staff find it hard to accept.
Slide 2: What Brain Death Means
Death by neurologic criteria: permanent loss of function of the entire brain, including the brainstem, determined by a standardized clinical examination.
Speaker notes: (Member 1) A 2023 consensus guideline from neurology, pediatrics and critical care societies sets out how adults and children are evaluated, including the clinical examination, apnea testing and when ancillary tests are used (Greer et al., 2023).
Slide 3: The Family's View
Hope for a miracle; belief that death occurs when the heart stops; need for time for relatives to arrive.
Speaker notes: (Member 2) The family's request comes from love and faith. Our job is to understand it before we respond to it.
Slide 4: The Competing Values
Respect for the family and their beliefs versus truthfulness about death, fair use of ICU beds and the dignity of the deceased.
Speaker notes: (Member 2) This is a dilemma because each value is real. Continuing support indefinitely would honor the family's wish but would treat a dead person as a living patient and could take a bed from someone who could survive.
Slide 5: What Professional Guidance Says
The American Academy of Neurology states that brain death is death, that a determination does not require family consent, and that hospitals may offer limited accommodations, such as a short period of continued support, according to clear policy (Russell et al., 2019).
Speaker notes: (Member 3) A few states require hospitals to accommodate religious objections; Arizona is not among them, so the hospital's own policy guides what is offered. Students should check the law in their state.
Slide 6: The Nurse's Role
Explain death by neurologic criteria in plain words; keep the family informed and present; care for the body with dignity; support colleagues; involve chaplaincy and the ethics consult service.
Speaker notes: (Member 3) The ANA Code asks nurses to respect patients and families and to practice with honesty and compassion (American Nurses Association, 2025). At the bedside, that means using the word "died" gently and consistently rather than saying "on life support."
Slide 7: A Reasonable Accommodation Plan
Offer a defined period, such as 24 to 48 hours, for relatives to arrive and for prayers or rituals; provide chaplaincy; then remove the ventilator with the family present if they wish.
Speaker notes: (Member 4) A time-limited accommodation respects the family's grief without denying that death has occurred, and it follows the kind of policy the neurology statement describes (Russell et al., 2019).
Slide 8: What We Would Avoid
Saying "brain dead" and "kept alive" in the same sentence; letting the timeline drift; leaving one nurse to manage the conflict alone.
Speaker notes: (Member 4) Mixed language confuses families. A clear plan protects both the family and the nurses caring for them.
Slide 9: Questions for the Class
How would you explain brain death to a grieving parent? What would you do if the family refused the end of the accommodation period?
Speaker notes: (All) Thank you. We welcome your questions.
References
American Nurses Association. (2025). Code of ethics for nurses. https://codeofethics.ana.org/
Greer, D. M., Kirschen, M. P., Lewis, A., Gronseth, G. S., Rae-Grant, A., Ashwal, S., Babu, M. A., Bauer, D. F., Billinghurst, L., Corey, A., Partap, S., Rubin, M. A., Shutter, L., Takahashi, C., Tasker, R. C., Varelas, P. N., Wijdicks, E., Bennett, A., Wessels, S. R., & Halperin, J. J. (2023). Pediatric and adult brain death/death by neurologic criteria consensus guideline. Neurology, 101(24), 1112-1132. https://doi.org/10.1212/WNL.0000000000207740
Russell, J. A., Epstein, L. G., Greer, D. M., Kirschen, M., Rubin, M. A., & Lewis, A. (2019). Brain death, the determination of brain death, and member guidance for brain death accommodation requests: AAN position statement. Neurology, 92(5), 228-232. https://doi.org/10.1212/WNL.0000000000006750
What the NUR 405 Module 3 instructions ask for
The posted syllabus lists the Bioethical Dilemma Group Assignment and Professionalism/Presentation at 12 of the course's 100 points. Groups present information on an assigned bioethical dilemma that affects nursing practice, and each student's individual presentation and professionalism skills are assessed during the presentation. A group project check-in earlier in the term tracks progress. Canvas holds the assigned dilemmas, time limits and rubric. Expect to explain the facts of the dilemma, the values that conflict, what professional codes and guidelines say, the nurse's role and a reasonable way forward. Because professionalism is graded individually, rehearse your own section, dress and speak as you would for a professional audience, and be ready to answer questions about the part you presented.
Inside the NUR 405 Module 3 example
The presentation runs nine slides, each with on-screen content and speaker notes that name which member presents it. It opens with a composite case, then explains the medical facts using the current consensus guideline. Separate slides present the family's view and the competing values, so the dilemma is clear before any recommendation. A slide on professional guidance cites the neurology position statement and notes that state law varies. The nurse's role is tied to the ANA Code, and a time-limited accommodation plan is proposed with what to avoid. The final slide poses questions for the class. Three authoritative sources support the presentation. Notes indicate the presenter for each slide, which helps faculty score individual delivery.
Where the marks sit in the NUR 405 Module 3 rubric
Expect the bioethics rubric to reward accurate explanation of the dilemma, balanced presentation of competing values, correct use of professional codes and guidance, a clear description of the nurse's role, a reasoned recommendation, organization and visuals, and each member's individual delivery and professionalism. Accuracy about medical and legal facts matters, so cite current guidance. Presenting the family's perspective respectfully shows ethical maturity. A recommendation that respects both sides earns more than one that dismisses either. Even division of speaking time and confident answers to questions support individual professionalism scores. Professional language and appearance are part of the grade. Clear speaker notes also help each member answer questions on their own section with confidence.
NUR 405 Module 3 help: mistakes that cost marks
A frequent weakness is a presentation that argues one side as obviously right. Show why reasonable people disagree before you recommend. Another is stating legal rules that differ by state as if they were universal; say where your information applies. Keep language about death consistent and respectful. Groups can get an outline of slides for their assigned dilemma by sending the desk the case summary they were given. Assign each member a slide set early and rehearse transitions together. Prepare two likely questions for each section and agree who will answer them. Time the whole talk twice so no member is cut short at the end.
Write yours, or have the desk draft it
This paper is an original model document written by our desk, not a submitted student paper and not an official Arizona State University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.
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NUR 405 Module 3 questions, answered
Where can I find a free NUR 405 Module 3 sample paper?
The slides above are a full NUR 405 Bioethical Dilemma group presentation sample on a family's request to continue ventilation after brain death.
How many points is the NUR 405 bioethical dilemma assignment worth?
The posted syllabus lists the Bioethical Dilemma Group Assignment and Professionalism/Presentation at 12 of 100 points.
Is brain death the same as death?
Yes. Death by neurologic criteria is legal death in the United States, determined by a standardized examination of the entire brain.
Must hospitals continue support if a family objects to brain death?
Professional guidance says consent is not required for the determination, though some states require accommodation and many hospitals offer a short, defined period.
What is the nurse's role when a family disputes brain death?
Explain death clearly and kindly, keep the family informed, care for the body with dignity and involve chaplaincy and the ethics service.