HCA 415 Module 5 End-of-Life Decisions Example

Reviewed by Douglas Renshaw, MBA Aspen University Updated September 2026

This HCA 415 Module 5 sample paper analyzes a composite end-of-life case: a 71-year-old with metastatic lung cancer who wants to go home while his wife and son want every treatment. It was written for Aspen University's Healthcare Ethics course and its critical thinking approach to ethics readings. A goals-of-care conversation, recorded in a table in his own words, shows he hopes for time at home and fears machines and hospital stays. The paper covers the right to refuse treatment under Cruzan, the equivalence of withholding and withdrawing, a lung cancer trial where adding palliative care early raised quality of life and lengthened median survival to 11.6 months from 8.9, hospice, the family's perspective, advance directives, the principles, the decision and institutional responsibilities.

CourseHCA 415 Healthcare Ethics
ModuleModule 5
Paper typeEnd-of-life case analysis
LengthAbout 1,046 words, 6 pages
FormatAPA 7 student paper
SchoolAspen University
ProgramHealth Care Administration
UpdatedSeptember 2026

Free sample paper for HCA 415 Module 5

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What Matters Most Now: An End-of-Life Decision in Metastatic Lung Cancer

Student Name

Health Care Administration Program, Aspen University

HCA 415: Healthcare Ethics

Instructor Name

Month Day, Year

What this page is doingThe title uses the question at the heart of a goals-of-care conversation. APA 7 student title page.
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What Matters Most Now: An End-of-Life Decision in Metastatic Lung Cancer

End-of-life decisions test every ethical principle: respect for the patient's wishes, the duty to help and not harm, fairness and the roles of families. They also test institutions, which must support conversations that many clinicians avoid. The composite case examined here involves a man with advanced lung cancer whose family disagrees with his wishes.

The Case

Mr. N., 71, has metastatic lung cancer that has progressed after two lines of chemotherapy. He is short of breath, sleeps much of the day and has lost weight. His oncologist offers a third treatment with a small chance of slowing the cancer. Mr. N. has started saying he wants to go home. His wife and son want him to take every treatment. He has capacity. He has no written advance directive.

Goals of Care

The first ethical step is to learn what matters to Mr. N. A structured conversation explores his understanding, hopes, fears and trade-offs. The table summarizes the conversation.

QuestionMr. N.'s answer
What do you understand about your illness?The cancer is winning
What are you hoping for?Time at home with my family and my dog
What are you most worried about?Being hooked to machines; being a burden
What abilities are so important you can't imagine living without them?Talking with my family, being at home
How much would you go through for more time?Not another hospital stay like the last one
What this page is doingRecording the patient's own words keeps the analysis anchored in his values rather than the team's or the family's.
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The Right to Refuse

Any treatment, including one that sustains life, may be declined by a patient who can decide. In the Cruzan case the Supreme Court worked from the assumption that the Constitution shields a capable person's choice to decline treatment, while allowing a state to set a high evidence bar before surrogates may stop treatment for someone unable to speak (Cruzan v. Director, Missouri Department of Health, 1990). Mr. N. may decline further chemotherapy.

Withholding and Withdrawing

Ethics and law generally treat withholding a treatment and withdrawing one already started as morally equivalent. This matters because families sometimes fear that stopping a treatment is worse than never starting it. If Mr. N. later needs breathing support, the team can offer a time-limited trial with clear goals, stopping it if the goals are not met.

Palliative Care Is Not Giving Up

Palliative care focuses on symptoms, communication and support at any stage of serious illness. When newly diagnosed patients with metastatic lung cancer were randomized to add palliative care from the start, they reported higher quality of life, less depression and received less aggressive care near death, and they also lived longer, with median survival of 11.6 versus 8.9 months (Temel et al., 2010). Palliative care can accompany or replace disease treatment.

Hospice

Hospice provides comfort-focused care, usually at home, for people expected to live roughly half a year or less who decide to stop treatments aimed at the disease. For Mr. N., hospice could provide nursing visits, oxygen, medications for breathlessness and support for his family, making his wish to be home possible.

The Family's Perspective

Mr. N.'s wife and son are not ignoring his wishes; they are grieving and hoping. Ethically, their role is to support his choice while he can decide. The team met with the family and Mr. N. together, let him explain his wishes in his own words, and acknowledged the family's love and fear.

Planning for Loss of Capacity

Mr. N. may lose capacity as his illness progresses. The team helped him name his wife as health care agent and complete a portable medical order and advance directive stating his wishes. Advance directives matter: when older adults near death had written living wills asking for limited or comfort care, the care they received usually matched those wishes (Silveira et al., 2010).

The Principles Applied

Respect for autonomy supports honoring Mr. N.'s wish to go home. Beneficence, understood through his values, supports palliative and hospice care. Nonmaleficence warns against burdensome treatment with little expected benefit. Justice is served by giving him access to the full range of care, including palliative services, regardless of his choice.

The Decision

Mr. N. chose not to start the third treatment and to enroll in home hospice. His son asked whether he was giving up; Mr. N. said he was choosing how to spend his time. The team documented the conversation, his decision and his new orders. He spent his remaining weeks at home.

Institutional Responsibilities

Hospitals and practices support good end-of-life care by training clinicians in serious illness conversations, making palliative care consultation easy to request, ensuring advance directives are visible in the record and honoring portable orders across settings. Administrators can track how often goals-of-care conversations are documented.

Counterargument

Some argue that clinicians should always offer every treatment that might extend life. But offering a treatment is different from recommending it, and patients deserve an honest account of expected benefit and burden. Presenting palliative care as an equal option respects patients more than presenting it only when nothing else remains.

Cultural and Religious Views

Views about death, prognosis and family roles vary across cultures and faiths. The team asked Mr. N. and his family whether any beliefs should guide care at the end of life, and a chaplain met with them. Respecting these views is part of respecting the patient as a whole person.

Supporting the Team

Clinicians also feel moral distress when families press for treatments the team believes will not help. The oncology unit held a short debrief after Mr. N.'s discharge, and the palliative care team offered support. Caring for caregivers is an organizational responsibility.

Prognosis and Honesty

Families often ask how much time is left. Clinicians can offer honest ranges while acknowledging uncertainty, which helps families plan. Avoiding prognosis to protect hope often backfires, leaving families unprepared. Mr. N.'s oncologist gave a range of weeks to a few months and invited questions.

Conclusion

Mr. N.'s case shows that end-of-life ethics begins with learning what matters to the patient. His right to refuse treatment, the moral equivalence of withholding and withdrawing, and evidence that early palliative care improves quality of life support honoring his wish to be home. Supporting his family, planning for loss of capacity and documenting his wishes completed the ethical work.

References

Cruzan v. Director, Missouri Department of Health, 497 U.S. 261 (1990).

Silveira, M. J., Kim, S. Y. H., & Langa, K. M. (2010). Advance directives and outcomes of surrogate decision making before death. New England Journal of Medicine, 362(13), 1211-1218. https://doi.org/10.1056/NEJMsa0907901

Temel, J. S., Greer, J. A., Muzikansky, A., Gallagher, E. R., Admane, S., Jackson, V. A., Dahlin, C. M., Blinderman, C. D., Jacobsen, J., Pirl, W. F., Billings, J. A., & Lynch, T. J. (2010). Early palliative care for patients with metastatic non-small-cell lung cancer. New England Journal of Medicine, 363(8), 733-742. https://doi.org/10.1056/NEJMoa1000678

HCA 415 Module 5 instructions, in plain terms

End-of-life decisions are a core topic for an ethics course like HCA 415, and since Aspen keeps each module's wording inside the classroom, an end-of-life case was chosen for this sample. End-of-life assignments usually ask you to analyze a case using principles, law and evidence, and to recommend a course of action. Check whether your prompt supplies the case. Start with the patient's values, not the treatment options. Cite law on refusal and evidence on palliative care. Address the family's role respectfully, since graders look for compassion as well as reasoning. A table recording the patient's answers to goals-of-care questions keeps the paper centered on his wishes.

How the HCA 415 Module 5 example is put together

A five-row goals-of-care table sits within about 1,035 words and eighteen headings. It presents the case and the conversation, then the right to refuse, withholding and withdrawing, palliative care with trial evidence, hospice, the family's perspective, planning for loss of capacity, the principles, the decision, institutional responsibilities and a counterargument. Cultural and religious views, supporting the team and prognosis come at the end; next to the table, a side comment explains why the patient's own words anchor the analysis. The decision section reports the patient's own words about choosing how to spend his time, which ties the analysis back to his values. The counterargument section answers the view that every treatment should always be offered.

Reading the HCA 415 Module 5 grading rubric

End-of-life analyses are usually assessed on centering the patient's values, accurate law and evidence, balanced treatment of the family and a clear recommendation. Values are recorded directly. The Cruzan case and a palliative care trial are cited in APA form, with a study of advance directives. The family is treated with respect. The recommendation follows from values and evidence. Graders also reward attention to institutional supports and clinician distress. Institutional responsibilities show that good end-of-life care depends on systems, not only individual clinicians. Attention to cultural and religious views and to clinician distress rounds out a compassionate analysis. Clear structure keeps the analysis focused. The decision section shows values guiding the outcome.

Common HCA 415 Module 5 mistakes, and how to avoid them

A common weakness is starting with treatments rather than the patient's goals. Begin with what matters to the patient. Students also present palliative care as giving up; evidence shows otherwise. Another gap is ignoring the family or treating them as obstacles. Plan for loss of capacity. A tutor can go through your analysis and suggest where the patient's voice could come through more clearly. Include how the patient's wishes will be documented and honored if he loses capacity. Explain withholding and withdrawing clearly, since families often misunderstand them. Address prognosis honestly. Keep the tone compassionate. Cite law on refusal accurately. Use plain language about prognosis. Acknowledge the family's grief.

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 Aspen 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 HCA 415 and Health Care Administration sample papers

HCA 415 Module 5 questions, answered

What does HCA 415 Module 5 usually ask for?

Aspen's HCA 415 course applies critical thinking to medical ethics readings, and end-of-life decisions are a core topic, so a case analysis is typical. Check your Aspen classroom for the prompt.

Is withdrawing treatment different from withholding it?

Ethics and law generally treat them as morally equivalent, so starting a time-limited trial does not commit a patient to continuing.

Does palliative care shorten life?

No. In one trial of patients with metastatic lung cancer, early palliative care improved quality of life and was associated with longer survival.

Where can I find a free HCA 415 Module 5 sample paper?

The end-of-life case analysis and goals-of-care table appear in full above. It is the fifth HCA 415 sample.

What is hospice in HCA 415 Module 5?

Comfort-focused care, usually at home, for patients with a limited prognosis who choose to stop disease-directed treatment.