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Assignment questions
NursingDiscussion postEnd of life care

NUR 2790: clinical death and end-of-life goals

The last question is the one that matters and it has an answer beyond how you would feel: the patient's documented wishes govern, and the family's distress is a separate problem to be addressed rather than a competing instruction.

Editorial process

Last reviewed · August 15, 2026

01

Three terms, and one is legal rather than descriptive

Handle the terms precisely, because they are doing different work. Clinical death describes a state — circulation and breathing have stopped — and it is potentially reversible, which is exactly why the question of whether to attempt reversal arises. When not to initiate CPR is not a clinical judgement made freshly at the bedside but a question answered in advance by a documented order, and the distinction between a valid order and a family's stated preference is the whole substance of the third question. Peaceful death and good death are evaluative rather than descriptive, and what patients themselves name — symptom control, not being a burden, dying in a chosen place — differs from what clinicians assume. A peaceful death and a good death are not obviously the same either: a death can be symptom-free without being the death the person wanted. The evidence for that gap is worth citing rather than asserting, since it is the reason the question is asked.

The final question invites a feeling and deserves a feeling and a position. Distress is the honest answer, and naming it is appropriate — this is moral distress in the technical sense, which is knowing the right action and being obstructed from it, and it is one of the most documented causes of burnout in nursing. But the answer should not stop there, because the situation has a correct handling. A valid advance directive or DNR order governs; the family does not have authority to override a competent patient's documented decision. The practical work is therefore not adjudicating between two instructions but addressing the family's distress: they usually object because they have not accepted the situation, or fear being seen to give up, or were never told. Escalate to the attending clinician and the ethics resource rather than absorbing it alone, and say so in the post.

Likely learning objectives

Inferred from the brief — check these against your own rubric.

  • 01
    Distinguish a descriptive clinical state from an evaluative judgement.
  • 02
    Locate resuscitation decisions in documented orders rather than bedside judgement.
  • 03
    Report what patients themselves identify as a good death.
  • 04
    Name moral distress and the correct escalation route.
Assignment instructionsQuoted verbatim

Read the full question

Review every instruction before using the planning guidance that follows.

Rasmussen NUR2790 Module 2 Discussion Latest 2020 September DQ :Discuss the term “clinical death,” Discuss the term “clinical death,” especially with respect to when not to initiate CPR. Discuss what is meant by a “peaceful death” and a “good death,” including goals for End-Of-Life care. How would you feel if you knew your patients did not want CPR but the family insisted on it?
02

Turn the brief into deliverables

  1. 01
    Precise definitions of clinical death and of a good death.
  2. 02
    The role of advance directives and DNR orders.
  3. 03
    Goals for end-of-life care from the patient's perspective.
  4. 04
    An honest personal response plus the correct handling of the conflict.
03

Define, then handle the conflict the prompt names

01

Clinical death

Define the state and why reversibility raises the CPR question.

02

When not to initiate

Set out advance directives, DNR orders and their authority.

03

Peaceful and good death

Report what patients identify as end-of-life goals.

04

When the family objects

Give the honest personal response and the correct handling.

04

Where the definitions come from

Recommended databases

  • StatPearls end-of-life chapters
  • PubMed Central
  • Your organisation's DNR policy
  • CINAHL

Search sequence

  1. 1.
    Find the formal definitions of clinical death and of DNR authority.
  2. 2.
    Read what patients themselves report as end-of-life priorities.
  3. 3.
    Look up moral distress and its measured consequences for nurses.
  4. 4.
    Check your own organisation's escalation route for a family disputing an order.
05

Reference shortlist

These are authoritative starting points, not a ready-made bibliography. A qualified reviewer must confirm that each source fits the assignment and supports the claim beside which it is cited.

Nothing here is cleared for citation until you have read it.

  1. 01

    Do Not Resuscitate

    StatPearls · 2023

    Sets out what a do-not-resuscitate order is, who may make it and what authority it carries.

  2. 02

    Advance Directives

    StatPearls, NCBI Bookshelf, National Library of Medicine · 2023

    On advance directives, which is the documentation that governs when the patient can no longer speak.

  3. 03

    Palliative Care

    StatPearls · 2023

    On palliative care goals, which is where the good-death question gets substantive content.

  4. 04

    Essential elements and outcomes of psychological safety in the healthcare practice setting: A systematic review

    Applied Nursing Research · 2025

    On psychological safety, which is what determines whether a nurse in this situation escalates or absorbs it.

06

Review before submission

Common mistakes

  • Treating a family's objection as a competing instruction of equal weight.
  • Answering the last question with feelings only.
  • Assuming clinicians and patients agree about what a good death is.
  • Omitting the escalation route and implying the nurse decides alone.

Submission checklist

  • Are the descriptive and evaluative terms distinguished?
  • Have you said what governs the resuscitation decision?
  • Did you cite what patients say constitutes a good death?
  • Does your answer include the escalation as well as the feeling?

Use this guide to plan and review your own work. Follow your institution's rules and read our academic-integrity policy.

Written by

Aaron Bishop

MA, Education

assignment interpretation and research-methods coaching across disciplines

Aaron leads the EssayCrackers editorial desk. He works on how assignment briefs are read — what a rubric is actually asking for, and where students most often answer a different question than the one set.

Reviewed by

Dr. Nathan Cole

PhD, Rhetoric & Composition

Argumentation and thesis development

Nathan teaches first-year composition and directs a university writing center. He reviews EssayCrackers guides for argumentative soundness and citation accuracy.

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