| Course | NUR 547 Community, Global and Population Health |
|---|---|
| Module | Module 3 |
| Paper type | Discussion post (video script) with peer reply |
| Length | About 452 words |
| Format | Discussion post with APA 7 citations |
| School | Arizona State University |
| Program | MS in Nursing |
| Updated | October 2026 |
Free sample paper for NUR 547 Module 3
Discussion Board 2: Ethics in the Community
The Common Good and the Single Patient: Ethics of Tuberculosis Control on a Crowded Atoll
Video Post Script
In my global community, South Tarawa, tuberculosis is a daily reality. Kiribati's 2024 tuberculosis incidence was near 945 cases per 100,000 (World Bank, 2026), many times the rate in the United States. In crowded homes on narrow strips of land, one person with infectious tuberculosis can expose many others.
Tuberculosis control relies on measures that limit individual freedom for the sake of others: directly observed therapy, where a nurse or volunteer sees every dose taken; contact tracing, which asks patients to name the people they live and work with; and, in some cases, isolation. These raise classic ethical tensions in population health.
Our reading describes ethical principles used in community practice, including respect for autonomy, beneficence, nonmaleficence and justice, and explains that population-centered nursing often weighs the good of the community alongside the rights of individuals (Stanhope & Lancaster, 2020). A utilitarian view supports strong control measures because they prevent many infections and deaths. A rights-based view warns that these measures can intrude on privacy, stigmatize patients and burden people who are poor, who may lose income by traveling daily for observed therapy.
I think both views have merit, and the nurse's role is to reduce the burden of necessary measures. Several approaches can help. Directly observed therapy can be delivered in the home or at a nearby church or maneaba rather than at a distant clinic, which reduces lost work. Video-observed therapy, where phones and connectivity allow, can replace daily travel for some patients. Contact tracing can be done privately, with respect for how families and communities share information. Nutritional support and help with transport address the economic burden. And clear explanation of why treatment matters, delivered in the patient's language, turns compliance into partnership.
Justice also matters at the global level. Tuberculosis is concentrated in places with crowding and poverty, and climate pressures that worsen crowding as land is lost add to the burden (Storlazzi et al., 2018). An ethical response includes advocating for resources to address those conditions, not only treating individuals.
For my plan of care, this means tuberculosis measures will be designed with the community, not only for it, so that protecting others never costs a patient their dignity or livelihood.
Reply to a Classmate
Ahmed, your post about mandatory childhood vaccination in your community in Pakistan raised the same tension between the common good and individual choice. I noticed you concluded that mandates are justified when trust is high. In South Tarawa, trust built through local health workers seems essential for tuberculosis control too. Did you find evidence that community health workers improved vaccine acceptance in your community?
References
Stanhope, M., & Lancaster, J. (2020). Public health nursing: Population-centered health care in the community (10th ed.). Elsevier.
Storlazzi, C. D., Gingerich, S. B., van Dongeren, A., Cheriton, O. M., Swarzenski, P. W., Quataert, E., Voss, C. I., Field, D. W., Annamalai, H., Piniak, G. A., & McCall, R. (2018). Most atolls will be uninhabitable by the mid-21st century because of sea-level rise exacerbating wave-driven flooding. Science Advances, 4(4), eaap9741. https://doi.org/10.1126/sciadv.aap9741
World Bank. (2026). World development indicators: Kiribati [Data set]. Retrieved October 4, 2026, from https://data.worldbank.org/country/kiribati
What the NUR 547 Module 3 instructions ask for
Module 3 of the posted syllabus is devoted to ethics, with a Stanhope and Lancaster chapter on the application of ethics in the community, including ethical decision making, ethical principles and ethics in the core functions of population-centered nursing practice. The graded work is Discussion Board 2, a video post with replies, while students continue Content Worksheet 2. Usually the board has you apply ethical principles or frameworks to an issue in your global community, consider tensions between individual and population interests, describe the nurse's role, and respond to classmates. Look in Canvas for the video length and the specific ethical issue required. Choose an issue that comes from your own community's data, because an ethics discussion grounded in a real problem is easier to argue and leads naturally into the plan of care later in the course.
Inside the NUR 547 Module 3 example
The script grounds the discussion in a real figure for tuberculosis incidence, then names three control measures that raise ethical questions. A paragraph applies ethical principles from the course text and contrasts utilitarian and rights-based views fairly. The writer takes a position, that the nurse's role is to reduce the burden of necessary measures, and lists concrete ways to do so. A paragraph on justice connects tuberculosis to crowding and climate pressures at the global level. The reply compares a classmate's vaccination topic on the same tension and asks for evidence. The writer keeps the script within a few minutes by using one issue, three measures and a clear position, which leaves enough time for the justice paragraph that lifts the post above a summary.
Where the marks sit in the NUR 547 Module 3 rubric
Ethics discussions are commonly graded on accurate application of ethical principles and frameworks, a clear ethical issue in the chosen community, a reasoned position that acknowledges opposing views, attention to justice and the nurse's role, and substantive replies. Graders look for posts that name the tension precisely rather than describing an issue generally. Practical suggestions for reducing harm show the applied ethics expected in population health. Citing the course text and data supports the analysis. Staying within the video time limit also counts. A reply that extends the ethical analysis to a classmate's community, rather than only agreeing with it, tends to earn full engagement points.
NUR 547 Module 3 help from the desk
Students often describe a sad situation without identifying the ethical tension. Name the principles in conflict. Another mistake is taking a position without acknowledging the other side. Make the nurse's role concrete. Avoid portraying your global community as helpless; describe systems and resources. Script your video to stay on time. Cite data accurately. If you want help framing an ethical issue in your own global community, send the board prompt to the desk. Use the vocabulary of the course reading, such as autonomy, beneficence, justice and the common good, so the grader can see you applying the concepts the module teaches.
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 547 Module 3 questions, answered
Where can I find a free NUR 547 Module 3 sample paper?
The Discussion 2 sample appears above in full: a video script on the ethics of tuberculosis control in South Tarawa, weighing the common good and individual rights, with a reply and references.
What ethical principles apply in community health for NUR 547?
Respect for autonomy, beneficence, nonmaleficence and justice, along with the common good, which population health often weighs against individual liberty.
What is directly observed therapy?
A way of delivering tuberculosis treatment where every dose is swallowed in front of a health worker, to support completion and prevent resistance.
How do utilitarian and rights-based ethics differ?
Utilitarian ethics judges actions by their overall consequences for the population; rights-based ethics emphasizes protecting each individual's rights.
How can nurses reduce the burden of public health measures?
By delivering care close to home, supporting income and transport, protecting privacy and explaining the purpose of measures in the patient's language.