Have students go back to Your Genes, Your Choices and read the other chapters in the book. Students can be divided into groups, each assigned to one of the chapters. They can present the scenario to the class and ask their classmates what they would do in such a situation. After a discussion led by the group members, the presenters can inform students what the patient actually did.
Students in the class can also take a survey of the entire school or their community about Carlos and Mollie's dilemma. They can take a poll about how many people think Mollie should get tested for CF vs. how many people do not think she should get tested. The survey can also include questions such as whether or not Carlos and Mollie should consider prenatal testing for CF once Mollie gets pregnant. If the results are positive, should Mollie get an abortion? This type of survey allows students to understand how the public views such a dilemma.
Ethics can sometimes provide moral dilemmas that nurses face when caring for a patient especially if the patient has been diagnosed with an incurable disease whereby the family and their employer do not want it to be disclosed to the patient. In such circumstances the conflict it between ethics and moral dilemma that is enshrined in the NMC (2008) Code of Ethics their role as nurses and moral duty to the patient who wants to know the truth and the patient's health and wellbeing (Benjamin & Curtis, 1992; Edwards, 1996). Thompson et al (2006) stated that ethics and moral cannot work in a vacuum further added that in order to justify moral judgement nurses need prior knowledge of ethical theory. Beauchamp and Childress (2009) added that one needs understanding of moral theory to be able to justify ethical decisions. This demonstrates the extra burden imposed on nurses thereby finding themselves constrained by the difficult responsibilities placed on them to fulfil the NMC (2008) Code of Ethics furthermore those of their employers.