Module 8: Ethics Flashcards
1
Q
define ethics
A
- the study of morality
- from latin ethos meaning character
2
Q
define personal ethics
A
- relate to making decisions about right and wrong
- what a person does and how a person does it
3
Q
define professional ethics
A
- actions that are right and wrong in the workplace, of public concern
- guide individual behavior in the work setting
- professional socialization: understanding what behaviors are appropriate in a professional role
4
Q
define research ethics
A
- subset of professional ethics
- standards that guide appropriate conduct relevant to research decisions
5
Q
what is the foundation of research ethics
A
- voluntary participation
6
Q
why should a health educator act ethically
A
- makes programs more effective
- cements health educators standing in the community
- allows educators to exercise moral leadership in the community
- ensures educators are in good standing legally and professionally
7
Q
define reality
A
- how we actually act
- may not be ethical
8
Q
what is ethical behavior
A
- standards and rules of conduct
- morals
- right and wrong
- values
- honesty
9
Q
describe some procedures a profession can put in place to ensure ethical behavior
A
- selective admission into prep programs
- retention standards for students in prep programs
- graduating from academic program
- completing internships
- credentialing
- continuing education unit
10
Q
examples of research not conducted ethically
A
- stanford prison experiment
- henrietta lack hela cells
- tuskegee syphilis study
- milgram’s experiment
11
Q
describe the tuskegee syphilis study
A
- Dr Clark and Dr Cummings track black men left untreated
- efforts are made to stop men from getting treatment
- CDC reaffirms need for study
- Buxton and Heller (journalist) share reality of experiment and the study ends
12
Q
define ethical theories
A
- provide frameworks to evaluate whether human actions are acceptable
- two major categories: deontological and teleology
13
Q
define deontological ethical theories
A
- looking at the act, the end doesn’t justify the means
- certain actions are right and wrong without regard to the consequences
- black and white thinking
14
Q
define teleology ethical theories
A
- looking at the consequences, the end does justify the means
- evaluate moral status of act by goodness or consequences
- more gray area, based on context
15
Q
define ethical dilemma
A
- ethical issue which presents two clear sides to the argument
- abortion, stem cell research, death penalty, DNR, physician assisted suicide
16
Q
what are the 5 basic principle of morality
A
- value of life
- goodness
- justice
- honesty
- autonomy
17
Q
describe this principle of morality: value of life
A
- first and most basic principle
- life is valuable
18
Q
describe this principle of morality: goodness
A
- rightness
- two areas:
- nonmaleficence: do no harm
- beneficence: doing good
19
Q
describe this principle of morality: justice
A
- fairness
- distributing goodness and badness
- two areas:
- procedural: fair procedures followed
- distributive: allocation of resources
20
Q
describe this principle of morality: honesty
A
- telling the truth
- communication is the heart of any moral relationship
21
Q
describe this principle of morality: autonomy
A
- individual freedom
- having freedom to choose own way of being ethical within the framework of the other principles
22
Q
how are ethical questions answered
A
- through philosophical thought
- using reason, logic, and argument
23
Q
describe the timelines of the code of ethics for health education
A
- first written in 1976
- developed by SOPHE in 1979
- final draft approved in 1999
24
Q
what is included in the core ethical expectations section of the code of ethics for health education
A
- personal behaviors representing ethical principles
- respecting rights of individuals and communities to make their own decisions
- truthful about qualifications and scope of practice
- respect others privacy and culture
- communicate with colleagues about violations in code of ethics
- disclose conflicts of interest
25
what is included in the responsibility to the public section of the code of ethics for health education
- advocate and encourage actions and policies that promote health
- redefining existing practices, developing new practices, and sharing work
- involve individuals, groups, stakeholders, and communities in educational process
26
what is included in the responsibility to the profession section of the code of ethics for health education
- recognize boundaries of professional competence
- maintain and improve professional competence through continued education and research
- redefining practices, developing new practices, and sharing work
- give recognition to others for their professional contributions
27
what is included in the responsibility to employers section of the code of ethics for health education
- apply current evidence informed theories
- report service outcomes
- maintain competence in field
28
what is included in the responsibility in the delivery of health education/promotion section of the code of ethics for health education
- informed of latest scientific information
- support development of professional standards
- adhere to ethical evaluations
- promote healthy behaviors through informed choice
- disclose potential benefits and harms
- collaborate with individuals and organizations
- do not plagiarize
29
what is included in the responsibility in research and evaluation section of the code of ethics for health education
- ensure voluntary participation
- respect privacy of participants
- treat all information as confidential
- take credit for their own work
- report results accurately and timely
- promote and disseminate results appropriately
30
what is included in the responsibility in professional preparation and continuing education section of the code of ethics for health education
- foster inclusive education environment
- careful planning, realistic expectations
- provide learners with objective and comprehensive guidance
- facilitate meaningful opportunities for professional development of learners
