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The Belmont Report, published in 1979, is a seminal document in the field of research ethics. It was developed by the National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research in response to unethical research practices, particularly the infamous Tuskegee Syphilis Study. The report sets forth three fundamental ethical principles, often referred to as the "Three Benchmark Rules," that guide the ethical conduct of research involving human subjects. These principles are: Respect for Persons: The principle of respect for persons emphasizes the autonomy and dignity of individuals. It requires that individuals be treated as autonomous agents capable of making informed decisions about their participation in research. Researchers must obtain informed consent from potential subjects and provide them with all relevant information regarding the purpose, risks, benefits, and alternatives of the study. Special provisions must be made for individuals with diminished autonomy, such as children or those with cognitive impairments, to ensure their rights and welfare are protected. Beneficence: The principle of beneficence emphasizes the obligation to maximize benefits and minimize harm to research subjects. Researchers must ensure that the potential benefits of the study outweigh the potential risks. They should conduct a thorough risk-benefit analysis and design their studies to maximize potential benefits while minimizing any potential harm or discomfort to participants. Additionally, researchers must make ongoing assessments of the risks and benefits throughout the course of the study and take necessary steps to minimize harm and maximize benefits. Justice: The principle of justice requires the fair distribution of the burdens and benefits of research. It emphasizes the need for equal access to participation in research, regardless of factors such as race, gender, socioeconomic status, or other characteristics. Researchers must ensure that the selection of research subjects is fair and avoid exploiting vulnerable populations. Additionally, the benefits derived from research should be distributed equitably, ensuring that the burdens of research are not borne solely by disadvantaged groups while the benefits accrue to others. These Three Benchmark Rules provided in the Belmont Report serve as the foundation for modern ethical guidelines and regulations governing research involving human subjects. They have significantly influenced the development of ethical review boards and informed consent processes, ensuring the protection of individuals' rights and well-being in research studies.
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2. Read the case study entitled You be the Ethicist, presented at the end of Chapter 3 (Guido textbook). What are the compelling rights that this case addresses? Whose rights should take precedence? Does a child (specifically this competent 14-year-old) have the right to determine what will happen to him? Should he ethically have this right? How would you have decided the outcome if his disease state had not intervened? Now, examine the scenario from the perspective of health care policy. How would you begin to evaluate the need for the policy and the possible support or lack of support for the policy from your peers, nursing management, and others who might be affected by the policy? Do the 10 framework questions outlined by Malone in chapter 4 (Guido textbook) assist in this process? Create a process proposal for the organization with possible guidelines, procedures, and policies to address the issues you have identified. YOU BE THE ETHICIST Until recently, Tyrell Dueck was a normal eighth-grader in Canada, hoping that his favorite team would win the Stanley Cup for the third time. Then, early in the school year, he slipped climbing out of the shower and discovered a lump on his leg. He was then diagnosed with bone cancer. After receiving two rounds of chemotherapy and being told that further therapy would mean the amputation of his leg, he announced that he wanted therapy stopped. He and his parents, devout fundamentalist Christians, decided to leave his health in God’s hands and seek alternative therapy. The decision sparked a court battle between his parents, who supported Tyrell’s decision, and the health care team, who sought to compel continued medical treatment and the planned amputation. The battle ultimately ended when doctors said that his cancer had spread to his lungs and that there was little more that could be done for Tyrell. ETHICAL QUESTIONS 1. What are the compelling rights that this case addresses? 2. Whose rights should take precedence? 3. Does a child (specifically this competent 14-year-old) have the right to determine what will happen to him? Should he ethically have this right? 4. How would you have decided the outcome if his disease state have not intervened? Guido, Ginny Wacker, JD, MSN, RN. Legal and Ethical Issues in Nursing (Legal Issues in Nursing ( Guido)) (p. 41). Pearson Education. Kindle Edition. Do the 10 framework questions outlined by Malone in chapter 4 (Guido textbook) assist in this process? Create a process proposal for the organization with possible guidelines, procedures, and policies to address the issues you have identified. • What is the problem? • Where is the process? • How many are affected? • What possible solutions could be proposed? • What are the ethical arguments involved? • At what level is the problem most effectively addressed? • Who is in a position to make policy decisions? • What are the obstacles to policy interventions? • What resources are ava.
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2. Read the case study entitled You be the Ethicist, presented at the end of Chapter 3 (Guido textbook). What are the compelling rights that this case addresses? Whose rights should take precedence? Does a child (specifically this competent 14-year-old) have the right to determine what will happen to him? Should he ethically have this right? How would you have decided the outcome if his disease state had not intervened? Now, examine the scenario from the perspective of health care policy. How would you begin to evaluate the need for the policy and the possible support or lack of support for the policy from your peers, nursing management, and others who might be affected by the policy? Do the 10 framework questions outlined by Malone in chapter 4 (Guido textbook) assist in this process? Create a process proposal for the organization with possible guidelines, procedures, and policies to address the issues you have identified. YOU BE THE ETHICIST Until recently, Tyrell Dueck was a normal eighth-grader in Canada, hoping that his favorite team would win the Stanley Cup for the third time. Then, early in the school year, he slipped climbing out of the shower and discovered a lump on his leg. He was then diagnosed with bone cancer. After receiving two rounds of chemotherapy and being told that further therapy would mean the amputation of his leg, he announced that he wanted therapy stopped. He and his parents, devout fundamentalist Christians, decided to leave his health in God’s hands and seek alternative therapy. The decision sparked a court battle between his parents, who supported Tyrell’s decision, and the health care team, who sought to compel continued medical treatment and the planned amputation. The battle ultimately ended when doctors said that his cancer had spread to his lungs and that there was little more that could be done for Tyrell. ETHICAL QUESTIONS 1. What are the compelling rights that this case addresses? 2. Whose rights should take precedence? 3. Does a child (specifically this competent 14-year-old) have the right to determine what will happen to him? Should he ethically have this right? 4. How would you have decided the outcome if his disease state have not intervened? Guido, Ginny Wacker, JD, MSN, RN. Legal and Ethical Issues in Nursing (Legal Issues in Nursing ( Guido)) (p. 41). Pearson Education. Kindle Edition. Do the 10 framework questions outlined by Malone in chapter 4 (Guido textbook) assist in this process? Create a process proposal for the organization with possible guidelines, procedures, and policies to address the issues you have identified. • What is the problem? • Where is the process? • How many are affected? • What possible solutions could be proposed? • What are the ethical arguments involved? • At what level is the problem most effectively addressed? • Who is in a position to make policy decisions? • What are the obstacles to policy interventions? • What resources are ava ...
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Medical ethics is the discipline that deals with what we believe to be good or bad, right or wrong about the ends of Medicine and the means used to achieve those ends. It is not about what we can do in a given set of circumstances. It is about what we should do in those circumstances. Learning Objectives of this Presentation: 1. Appreciate the ethos of contemporary clinical ethics 2. Understand the function and responsibilities of ethics committees 3. Appreciate the clinical context of the core principles of medical ethics 4. Understand the relationship of ethics, science, law, politics, and professionalism 5. Examine different theories of ethics Presentation by: Richard L. Wasserman, M.D., Ph.D. Clinical Professor of Pediatrics University of Texas Southwestern Medical School 2009
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How might you apply ethical philosophies and principles that summarize what you perceive to be the top five ethical issues challenging health care delivery today? F I F T H E D I T I O N HEALTH CARE ETHICS PRINCIPLES AND PROBLEMS Thomas M. Garrett Harold W. Baillie John F. McGeehan Rosellen M. Garrett University of Scranton Prentice Hall Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo IS B N 0- 55 8- 64 00 8- 7 Health Care Ethics: Principles and Problems, Fifth Edition, by Thomas M. Garrett, Harold W. Baillie, John F. McGeehan, and Rosellen M. Garrett. Published by Prentice Hall. Copyright © 2010 by Pearson Education, Inc. Library of Congress Cataloging-in-Publication Data Health care ethics : principles and problems/Thomas M. Garrett . . . [et al.].—5th ed. p. cm. Earlier ed. entered under: Garrett, Thomas M. Includes bibliographical references and index. ISBN-13: 978-0-13-218790-9 ISBN-10: 0-13-218790-6 1. Medical ethics. 2. Medical ethics—Case studies. I. Garrett, Thomas M., 1924- II. Garrett, Thomas M., 1924- Health care ethics 4th ed. R724.G35 2010 174.2—dc22 2009008663 Publisher: Nancy Roberts Editor in Chief: Dickson Musslewhite Editorial Assistant: Nart Varoqua Editorial Assistant: Patrick M. Walsh Director of Marketing: Brandy Dawson Marketing Manager: Laura Lee Manley Senior Marketing Assistant: Ashley Fallon Copy Editor: Nancy Wolfe Kotary Production Manager: Fran Russello Cover Art: Getty Images, Inc. Full-Service Project Management: Ravi Bhatt/ Aptara®, Inc. Printer/Binder: RR Donnelley & Sons Company This book was set in 10/12 Palatio by Aptara®, Inc. Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on the appropriate page within text. Copyright © 2010, 2001, 1998, 1993, and 1989 Pearson Education, Inc., publishing as Prentice Hall, 1 Lake St., Upper Saddle River, NJ 07458. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, 1 Lake St., Upper Saddle River, NJ 07458 10 9 8 7 6 5 4 3 2 1 ISBN 10: 0-13-218790-6 ISBN 13: 978-0-13-218790-9 IS B N 0-558-64008-7 Health Care Ethics: Principles and Problems, Fifth Edition, by Thomas M. Garrett, Harold W. Baillie, John F. McGeehan, and Rosellen M. Garrett. Published by Prentice Hall. Copyright © 2010 by Pearson Education, Inc. CONTENTS Preface to the Fifth Edition vii Preface ix Principl.
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Ethical dilemmas presentation
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The Concept of
Ethical Dilemmas Presented by: Pauline Ansine BSN RN
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