Solution Manual For
Legal and Ethical Issues for Health Professions, 5th Edition 2024 by Elsevier Inc
Chapter 1-14 With AKRQ
1 The U.S. Legal System
CHAPTER LESSON PLANS & OBJECTIVES
Lesson 1.1: The U.S. Legal System
1. Describe the three branches of the federal government in the United States.
2. Define law and the sources of law.
3. Explain the different types of law in the United States.
4. Explain key laws affecting healthcare professionals.
5. Demonstrate understanding of the various levels of the U.S. court system.
6. Describe the trial process in a lawsuit.
Classroom Preparation
Lesson 1.1: The U.S. Legal System
INSTRUCTOR PREPARATION
Textbook Objectives Covered
1. Describe the three branches of the federal government in the United States.
2. Define law and the sources of law.
3. Explain the different types of law in the United States.
4. Explain key laws affecting healthcare professionals.
5. Demonstrate understanding of the various levels of the U.S. court system.
6. Describe the trial process in a lawsuit.
Classroom Preparation
Lesson 1.1: The U.S. Legal System
STUDENT PREPARATION (2 hrs)
1 READ – Chapter Heading(s)
Introduction
Branches of Government
Checks and Balances
ANSWER – Textbook
Self-Reflection Question 3
Chapter Review Questions 1, 5
2 READ – Chapter Heading(s)
What is the Law?
Sources of Law
Constitutional Law
Constitution and Bill of Rights
, ANSWER – Textbook
Discussion (Right to healthcare)
Discussion (Amendments)
Discussion (Vaccine mandate)
Self-Reflection Questions 1, 2
Chapter Review Questions 4, 8
Internet Activities Question 2
3 READ – Chapter Heading(s)
Types of Law
Criminal Law
Civil Law
Negligence and Malpractice
ANSWER – Textbook
Apply This (Mr. Garrison)
Apply This (Negligence)
Self-Reflection Question 4
Chapter Review Questions 3, 7, 10
4 READ – Chapter Heading(s)
5 The Court System
6 State Trial Courts
Federal District Court System
ANSWER – Textbook
Apply This (Vital signs)
Apply This (Wrongful death)
Self-Reflection Question 5
Chapter Review Questions 2, 6, 9
Internet Activities Question 1
50-Minute Lesson Plan
Lesson 1.1: The U.S. Legal System
LECTURE OUTLINE (30 min)
1 BRANCHES OF GOVERNMENT: SLIDES Introduction
1-7 Branches of Government
Checks and Balances
2 THE LAW: SLIDES 8-14 What is the Law?
Sources of Law
Constitutional Law
Constitution and Bill of Rights
3 TYPES OF LAW: SLIDES 15-16 Types of Law
4 Criminal Law
Civil Law
Negligence and Malpractice
5 COURT SYSTEM, TRIAL PROCESS: The Court System
6 SLIDES 17-25 State Trial Courts
Federal District Court System
LEARNING ACTIVITIES (choose one or more to equal 20 min)
1 DISCUSS (10 min)
Discuss Checks and Balances: Box 1.1. Divide the class into two groups. One group is to
, present a specific governmental agency, department, or individual, and the second group is to
classify the subject as a member of the judicial, legislative, or executive branch. Examples
include a U.S. District Court, a law enforcement agency, a state house of representatives, or a
state governor. Have the groups switch roles and continue for several rounds.
Appropriate Settings: Traditional classroom, flipped classroom, online
POST & COMMENT
Using the class discussion board, have the students discuss Self-Reflection Question 3,
“Discuss how the various sources of law might affect one another.” Ask each student to post an
example of the way the system of checks and balances works.
Appropriate Setting: Online
2 DISCUSS (10 min)
Select students to read aloud the Discussion boxes presented in the text under this heading
and for this learning objective. Explore students’ answers to the questions as a class.
Appropriate Settings: Traditional classroom, flipped classroom, online
POST & COMMENT
Using the class discussion board, have the students discuss Self-Reflection Question 1,
“Discuss the reasons and goals of the law” from the textbook. Have the students post a law
that specific to healthcare and the discuss the reasons that such a law was enacted. Students
should discuss the goals of the legislation. Are they to protect individuals? Health providers?
The community at large?
Using the class discussion board, have the students discuss Self-Reflection Question 2,
“Discuss examples of why laws must change and adapt to society” from the textbook. Have the
students post a law that has changed since the writing of the U.S. Constitution to meet the
challenges of a changing society, and describe how this law has protected the welfare of
individuals, corporations, states, or other entities.
Appropriate Setting: Online
REVIEW (10 mins)
Review student findings for Internet Activity 2.
Appropriate Settings: Traditional classroom, flipped classroom, online
3 DISCUSS (10 min)
Discuss Examples of Criminal and Civil Law: Box 1.3. Ask students for examples of violations,
discussing whether it violates criminal law, civil law, or both—and why.
Discuss student answers to Self-Reflection Question 4.
Appropriate Settings: Traditional classroom, flipped classroom, online
ANALYZE (10 min)
Divide the class into two groups. One group is to present a specific example of a law or right
(e.g., Obergefell v. Hodges, freedom of speech, OSHA regulation), and the second group is to
identify the source of the law from the four sources discussed in the textbook. Have the groups
switch roles and continue for several rounds.
Appropriate Settings: Traditional classroom, flipped classroom
POST & COMMENT
Using the class discussion board, have the students post their responses to the Apply This
boxes under this heading and for this learning objective. Each student should comment on the
posts of at least two other students.
Have each student pick a specific government agency, department, or individual that has had
an effect on a recent law. Ask them to classify the subject as a member of the judicial,
legislative, or executive branch, and to post their findings and comment on each other’s
postings.
Using the online discussion board, have the students discuss Self-Reflection Question 4,
“Describe the differences between civil, criminal, and administrative law.” from the textbook.
, Have the students post a law and explain whether it is a civil, criminal, or administrative law.
Have the students explain how they can tell and what difference it makes.
Appropriate Setting: Online
4 ANALYZE (10 min)
Divide the class into two teams. One team is to recite a malpractice case involving a healthcare
worker from Appendix B in the text. The second group is to identify the four elements of
negligence in the case or point out any of the four elements that are missing. Have the groups
switch roles and continue for several rounds.
Appropriate Settings: Traditional classroom, flipped classroom
POST & COMMENT
Using the class discussion board, have the students post their responses to the Apply This
boxes under this heading and for this learning objective. Each student should comment on the
posts of at least two other students.
Appropriate Setting: Online
5 ANALYZE (10 min)
Divide the class into pairs. Have students take turns identifying the various levels of the judicial
system. One student is to describe a fictional court case, and the other student is to name the
court that would have jurisdiction over the case. An example is a case that raises an issue of
federal law, which would be heard by a federal district court. Have students take turns asking
questions and answering them.
Appropriate Settings: Traditional classroom, flipped classroom
POST & COMMENT
Have each student use the Internet to research a recent trial. Ask them to summarize the case
using the online blog, discussing why the case was tried in criminal court, civil court, or both.
Using the Evolve discussion board, have the students discuss a healthcare-related case that
has been decided by the U.S. Supreme Court. Ask students why they think the SCOTUS
decided to hear the case, and what the impact of the decision has been. Invite students to post
their answers and comment on each other’s posts. Examples include Roe v. Wade, Bragdon v.
Abbott, Federal Aviation Administration v. Stanmore Cawthon Cooper, and National Federation
of Independent Business v. Sebelius.
Appropriate Setting: Online
6 REVIEW (10 mins)
Review student findings for Internet Activity 1.
Appropriate Settings: Traditional classroom, flipped classroom, online
POST & COMMENT
Direct students to Self-Reflection Question 5. Ask students to post their answers on the online
discussion board and comment on each other’s postings.
Appropriate Setting: Online
All POST & COMMENT
Ask students to browse medical journals or consumer articles on advances in medical
technology and ask them to speculate on how this specific form of new technology might apply
to one of this chapter’s Self-Reflection Questions. For example, how would the use of this new
piece of technology cause changes in current healthcare laws (Question 2)? Which governing
bodies might be likely sources of new or adjusted laws or regulations concerning the use of this
new equipment (Question 2, 3, or 4)? Finally, what legal concerns would the students have
over using this particular new piece of equipment?
Appropriate Settings: Online
CRITICAL THINKING QUESTION
