NUR 610 Module 2 Public Health Ethics and Genomics Discussion Example

Reviewed by Ingrid Vasterling, MSN, RN Arizona State University Updated October 2026

This NUR 610 Module 2 sample is the Week 3 discussion on public health ethics and genomics in ASU's Genomics and Population Health course for the MS in Nursing. ASU NUR 610 asks students to distinguish public health ethics from bioethics and clinical ethics and to apply frameworks from readings such as Kass and Childress and colleagues. The composite public health nurse applies Kass's six questions to a proposal that her health department offer to contact relatives of people diagnosed with familial hypercholesterolemia, rather than leaving notification entirely to patients. She explains why the clinical ethics focus on the individual patient misses the population question, reaches a conditional position, and replies to two classmates.

CourseNUR 610 Genomics and Population Health
ModuleModule 2
Paper typeDiscussion post with two peer replies
LengthAbout 816 words
FormatDiscussion post with APA 7 citations
SchoolArizona State University
ProgramMS in Nursing
UpdatedOctober 2026

Free sample paper for NUR 610 Module 2

1

Discussion Board: Public Health Ethics and Genomics

Should the Health Department Call Your Cousin? Kass's Framework and Family Contact in Genomic Screening

Initial Post

Last week I described how families often fail to pass on news of familial hypercholesterolemia (FH). This week I want to test an idea that has come up in my health department: offering to contact relatives directly, with the diagnosed patient's permission, to recommend cholesterol testing.

Clinical ethics would frame this mainly as a question of the patient's confidentiality and autonomy. Public health ethics asks a different question: whether a program serving a population is justified. Childress et al. (2002) describe general moral considerations in public health, such as doing good, avoiding harm, respecting autonomy, keeping information private and treating people fairly, and note that these can conflict. Kass (2001) offers a practical framework of six questions, which I applied to the proposal.

1. What are the public health goals? To reduce early heart attacks and deaths in families with FH by finding and treating affected relatives.

2. How effective is the program in achieving its goals? Cascade screening is widely recommended because each identified case can lead to several more, and treatment of FH lowers cardiovascular risk (Knowles et al., 2017). Direct contact by health professionals is likely more effective than family notification alone, though I would want local data.

3. What are the known or potential burdens? Privacy risks if relatives learn of a family member's diagnosis without consent; anxiety; possible concerns about insurance; and stigma in families where heart disease is linked to blame.

4. Can the burdens be reduced, or could another approach work? Yes: contact only with the index patient's written permission, letters that do not name the patient unless agreed, an option for the patient to notify relatives with health department support instead, and information about legal protections.

5. Is the program implemented fairly? Only if it reaches families who lack private specialists, which means offering it in Spanish and other languages and through community clinics, not only cardiology practices.

6. How can benefits and burdens be fairly balanced? Through community input, transparent policies and evaluation of who is reached.

Applying the framework moved me from enthusiasm to a conditional position. Direct contact is justified when the index patient consents and the program is designed to reach underserved families. Without those conditions, it risks harming privacy while mainly benefiting families who would have been found anyway.

The exercise also showed me the value of public health ethics for nurses. At the bedside, I would think only about my patient's wishes. In a population program, I also need to ask who benefits, who bears the burdens and whether the program is fair.

Reply to Priya

Amara, you argued that the duty to warn relatives should override confidentiality for serious, preventable genetic conditions. I understand the logic, especially for a condition like FH where treatment works. But Kass's framework made me hesitant to go that far. The program's effectiveness depends on trust, and if people believe a genetic test result might be shared without their consent, fewer may agree to testing in the first place. That would reduce the number of families found, the opposite of the goal. Kass's question about whether burdens can be minimized seems to favor approaches like supported notification, where the patient keeps control but receives help. I wonder whether your view would change for a condition where relatives face an immediate risk of death, such as a hereditary heart rhythm disorder, where waiting for consent might cost a life. That might be the case where a stronger duty is defensible. Even then, I think the health department would need clear criteria, published in advance, for when it would act without consent, so that patients deciding whether to be tested know the rules. Transparency seems to be what protects trust when the duty to warn and confidentiality collide.

Reply to James

James, your post contrasted Kass's framework with the principlism of bioethics, and I found your table helpful. One point I would add is that Kass explicitly includes fairness in implementation, asking not only whether a program works but whether it reaches people fairly. Principlism includes justice too, but in clinical ethics it often stays abstract. In genomics, this difference matters because new programs tend to reach people who are already well served. Your example of a hospital offering genomic sequencing to all patients would look different under Kass's framework if most uptake came from insured, English-speaking patients. Did you consider how the program might measure who participates, so the fairness question could be answered with data? That seems like the step most programs skip. Collecting data on language, insurance and race or ethnicity for every participant would let the program see early whether it is reaching only some families and adjust its outreach before the gap becomes permanent. It would also give the community advisory group something concrete to review.

References

Childress, J. F., Faden, R. R., Gaare, R. D., Gostin, L. O., Kahn, J., Bonnie, R. J., Kass, N. E., Mastroianni, A. C., Moreno, J. D., & Nieburg, P. (2002). Public health ethics: Mapping the terrain. Journal of Law, Medicine & Ethics, 30(2), 170-178. https://doi.org/10.1111/j.1748-720X.2002.tb00384.x

Kass, N. E. (2001). An ethics framework for public health. American Journal of Public Health, 91(11), 1776-1782. https://doi.org/10.2105/AJPH.91.11.1776

Knowles, J. W., Rader, D. J., & Khoury, M. J. (2017). Cascade screening for familial hypercholesterolemia and the use of genetic testing. JAMA, 318(4), 381-382. https://doi.org/10.1001/jama.2017.8543

NUR 610 Module 2 instructions, in plain terms

ASU's posted syllabus sets Week 3 on public health ethics and genomics, with objectives to distinguish public health ethics frameworks from bioethics and clinical ethics, identify where public health ethics intersects with genomics and explore emerging issues and current events. Readings include Kass's ethics framework for public health and Childress and colleagues on mapping the terrain of public health ethics, along with articles on public health genomics. Posts of around 500 words are due Friday, with two replies due Tuesday. You can expect to use a public health ethics framework on a genomic question and contrast it with clinical ethics.

How this NUR 610 Module 2 example is built

The post builds on the previous week's example, which gives continuity across boards. It states how clinical ethics and public health ethics would frame the same proposal, then applies Kass's six questions one by one with specific answers. The writer reaches a conditional position, explaining how the framework changed her view, and reflects on what public health ethics adds for nurses. Each reply engages a classmate's argument, uses the framework to test it, and ends with a question or a suggestion, keeping close to the 250-word target. The conditional position at the end is stated plainly, which gives classmates something specific to agree or disagree with in replies and in class. Both replies cite the framework again, showing how it can test other arguments.

NUR 610 Module 2 rubric: what earns full marks

Faculty generally grade these posts on accurate understanding of public health ethics frameworks, clear application to a genomic issue, contrast with clinical ethics where asked, a reasoned position, and replies that engage classmates' arguments, plus word counts and timeliness. Posts that work through a framework step by step show understanding better than those that summarize it. Taking a position and explaining conditions under which it holds demonstrates ethical reasoning. Replies that challenge respectfully and use the readings tend to stand out in class discussion. Using both assigned readings, rather than only one, also shows that the student has engaged with the week's material as a whole. Clear structure, such as numbered steps, makes a dense argument easier to follow.

NUR 610 Module 2 help with common mistakes

A common weakness is describing a framework without applying it. Use each step with your case. Another is treating public health ethics as identical to clinical ethics; explain the difference in focus. Choose a genomic issue with a real tension, such as privacy versus prevention. Take a position, even a conditional one. Replies should test a classmate's reasoning, not only agree. If you would like help applying Kass's framework to a genomic program, we can work through it once you send the prompt. If you choose a case from your own work, remove identifying details and say it is a composite. Read Kass's article itself rather than a summary, since the six questions are easy to misstate.

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.

More NUR 610 and MS in Nursing sample papers

NUR 610 Module 2 questions, answered

Where can I find a free NUR 610 Module 2 sample paper?

The Week 3 discussion sample is above in full: Kass's six questions applied to health department contact with relatives in familial hypercholesterolemia screening, a conditional position, two replies and references.

What is Kass's ethics framework for public health?

Six questions about a program's goals, effectiveness, burdens, ways to minimize burdens, fair implementation and fair balancing of benefits and burdens.

How is public health ethics different from clinical ethics?

Clinical ethics centers on the individual patient; public health ethics weighs benefits and burdens across populations, including fairness and limits on liberty.

What is cascade screening?

Testing the relatives of a person diagnosed with an inherited condition, so affected family members can be found and treated.

Can a health department contact relatives about genetic risk?

Programs vary; ethical approaches usually require the patient's consent and minimize privacy risks, with options for supported family notification.