| Course | HS106 Health Science Profession and Career Planning |
|---|---|
| Unit | Unit 3 |
| Paper type | Professional standards paper |
| Length | About 1,120 words, 7 pages double-spaced |
| Format | APA 7 student paper |
| School | Purdue University Global |
| Program | BS in Health Science |
| Updated | October 2026 |
Free sample paper for HS106 Unit 3
What the Code Says When Nobody Is Watching: A Unit 3 Professional Standards Paper on Physician Assistant and Respiratory Therapy Ethics
[Student Name]
Purdue University Global
HS106: Health Science Profession and Career Planning
Unit 3 Professional Standards Paper
[Instructor Name]
[Date]
The student, scenarios and workplace are composite; the codes and sources cited are real and should be read in their current versions.
Why Professional Standards Matter
A license says what a professional may do. Professional standards say how it should be done. They come from three places: the professional association's code of ethics, the certifying body's code of conduct and the accreditation standards that shape education. Codes are not laws, but licensing boards and certifying bodies use them when they investigate complaints, so a violation can cost a career. For someone leaving the military, standards also replace a familiar structure. In the Navy, the chain of command and the Uniform Code of Military Justice set expectations. In civilian practice, a code of ethics and a certifying body do much of that work.
The Physician Assistant Standards
The PA profession's association builds its ethics guidelines on four familiar principles, respecting a patient's right to choose, acting for the patient's good, avoiding harm and treating people fairly (American Academy of Physician Associates, n.d.). Those principles were set out by Beauchamp and Childress (2019) and are used widely across health professions. The PA guidelines apply them to issues such as informed consent, confidentiality, conflicts of interest, care of family members and the PA's relationship with the collaborating physician.
The certifying body adds its own code of conduct, which binds anyone who holds or seeks the PA-C credential. It requires honesty in all dealings with the commission, practice within one's competence, respect for patients and reporting of certain legal actions (National Commission on Certification of Physician Assistants, n.d.). Violations can lead to loss of certification, and most states require current certification for licensure.
The Respiratory Therapy Standards
The professional association for respiratory therapists publishes a statement of ethics and professional conduct that asks therapists to practice within their scope, keep their competence current through continuing education, protect patient confidentiality, refuse to take part in illegal or unethical acts, avoid conflicts of interest and report incompetent or unethical conduct by colleagues (American Association for Respiratory Care, n.d.). Its statements are shorter and more practical than the PA guidelines, reflecting a profession centered on the safe delivery of specific therapies.
The two codes share the same principles but ask different people to carry different weight: one decides the plan, the other protects it at the bedside.
Applying the Standards to a Real Situation
On a night shift last year, a patient on our ward asked me to change his oxygen from a mask back to a nasal cannula because the mask felt suffocating. His saturation on the mask was 92 percent; on the cannula an hour earlier it had been 87. The order said mask. I did not change it, explained why and called the nurse, who called the physician. The physician changed the plan to a high-flow cannula, which the patient tolerated.
Under the respiratory therapy statement, the therapist on that ward would face the same choice I did. Practicing within scope means following the order or a protocol, not the patient's preference, but the statement's emphasis on patient welfare means acting on his distress by seeking a better option. Under the PA guidelines, a PA in that situation would hold the authority to change the order and would need to weigh the patient's autonomy, his wish to remove the mask, against beneficence and nonmaleficence, the risk of a low saturation. The guidelines would expect a conversation about the risk and a plan the patient could accept.
The scenario shows how the same principle feels different depending on authority. As a corpsman and as an RT, respecting autonomy means advocating. As a PA, it means deciding.
How Codes Are Enforced
A code matters only if it can be enforced, and the two professions enforce theirs through different routes. For PAs, the certifying commission can suspend or revoke the PA-C credential for violations of its code of conduct, and because Virginia requires current certification for licensure, losing it would end practice in the state. The state board can also discipline a license directly for unprofessional conduct, which its regulations define. For respiratory therapists, the national board that issues credentials has its own disciplinary process, and the Virginia Board of Medicine can act against the license. In both professions, the most common problems that reach boards involve impairment, documentation fraud and boundary violations with patients rather than dramatic clinical errors. That pattern was a useful reminder that ethics is mostly about ordinary conduct, done consistently, on ordinary shifts.
Standards That Would Feel Most Different
Three standards stand out. First, continuing competence. Both professions require ongoing education and recertification, and in civilian practice maintaining competence is my responsibility rather than my command's. Second, reporting colleagues. Both codes expect me to report unsafe or unethical conduct, which in the military I would have taken up the chain of command; in civilian practice the route may be a manager, a compliance office or a board. Third, conflicts of interest. As a PA, gifts from drug or device companies and referrals would be part of daily life in a way they never were in the Navy, and the guidelines address them directly.
What the Standards Mean for My Choice
The standards do not favor one career. They do show that a PA carries more ethical decisions alone, since prescribing and diagnosing bring conflicts of interest, consent and autonomy questions that an RT meets less often or shares with the ordering physician. That suits the part of me that liked making decisions in the field. It also means more responsibility when the decision is wrong.
A Standard I Already Practice
One standard needs no adjustment. Both codes ask professionals to put the patient's welfare ahead of convenience, and the Hospital Corps taught that in a very direct form: the patient in front of you comes first, whatever your rank or fatigue. That principle will carry into either career unchanged, even if the rules around it differ.
Conclusion
Physician assistant and respiratory therapy standards rest on the same ethical principles but apply them to different authority. The PA guidelines address decisions about diagnosis and treatment; the respiratory therapy statement addresses safe delivery and honest practice within orders. Both require lifelong competence and reporting of unsafe practice. Applying them to a night on my ward showed me that the choice between careers is also a choice about how much ethical weight I want to carry myself.
References
American Academy of Physician Associates. (n.d.). Guidelines for ethical conduct for the PA profession. https://www.aapa.org/
American Association for Respiratory Care. (n.d.). AARC statement of ethics and professional conduct. https://www.aarc.org/
Beauchamp, T. L., & Childress, J. F. (2019). Principles of biomedical ethics (8th ed.). Oxford University Press.
National Commission on Certification of Physician Assistants. (n.d.). Code of conduct for certified and certifying physician assistants. https://www.nccpa.net/
HS106 Unit 3 instructions, in plain terms
In Unit 3, students are usually asked to examine the professional standards and ethics code of a health career they are considering. Expect to explain where standards come from, summarize the main requirements of the relevant code and apply them to a realistic situation. Comparing two careers' codes is common when students are still deciding. Instructors look for application: a scenario worked through the code earns more than a summary of its sections. Many prompts also ask how codes are enforced and which standards would be hardest or most unfamiliar. Primary sources, the association's own code and the certifying body's rules, are preferred over secondary summaries. Students should check that they are citing the current version of each code.
How the HS 106 Unit 3 example is put together
The paper begins with why standards matter and how a civilian code replaces the military chain of command. The PA section summarizes the association's guidelines through the four principles and the certifying commission's code of conduct. The respiratory therapy section summarizes the association's statement, under a highlighted line that the two codes share principles but ask different people to carry different weight. The center of the paper is the oxygen-mask scenario, worked through each code to show that respecting autonomy means advocating for an RT and deciding for a PA. A section on enforcement explains certification, licensure and common causes of discipline. Three standards that would feel different, a standard already practiced and a conclusion tied to the career choice follow.
HS106 Unit 3 rubric: what earns full points
Professional standards papers earn their points through accuracy and application. The code or codes should be summarized correctly from primary sources, with the professional body named. Applying standards to a specific scenario is usually the heaviest-weighted element, and the reasoning should show how each standard shapes the action. Explaining enforcement, through certification, licensure or both, shows the student understands that standards have consequences. Reflection on which standards would be challenging adds depth. Connecting the analysis to the student's career decision fits the course's purpose. Clear organization, professional tone and correct APA 7 citations of the codes, with dates or n.d. as appropriate, complete the rubric for this unit.
HS106 Unit 3 help: mistakes that cost points
Many of these papers walk through a code section by section and never put one to work. Another is citing an old or secondhand version of a code instead of the profession's current document. Some students confuse an association's ethics code with a certifying body's code of conduct or a state's regulations. Scenarios invented to fit a standard too neatly read as thin; a real or realistic situation with some tension works better. Leaving out enforcement makes the codes sound optional. Papers that end without saying what the standards mean for the writer miss the course's aim. Before writing, find the current code on the association's site and pick one situation you have faced. A custom paper can apply the codes of your own chosen career.
Get an HS106 Unit 3 example written to your instructions
Send the career, its professional body and the paper instructions with the rubric. A custom paper explains the standards and how they shape daily work. The first is free, back within 24-48h. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.
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HS106 Unit 3 questions, answered
Where do professional standards come from?
Usually from a professional association's code of ethics and standards of practice, and sometimes from accreditation bodies.
Are ethics codes legally binding?
Not by themselves, but licensing boards often use them in discipline.
Should the paper give an example?
Yes. A short scenario showing a standard applied is usually expected.
Where can I find a free HS106 Unit 3 sample paper?
The complete HS106 Unit 3 professional standards paper is available on this page, comparing physician assistant and respiratory therapy ethics codes and applying both to a night-shift oxygen decision.
What scenario does the HS106 Unit 3 sample analyze?
A patient asking a corpsman to switch from an oxygen mask to a nasal cannula against the order; the paper shows how the decision would look for a respiratory therapist and for a PA.