1
|
Wirth SR. Data Scrutiny: Focus on training and compliance to reduce risk of fraud. JEMS 2017; 42:16-17. [PMID: 29219287] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
|
2
|
Doğan H, Sahinoglu S. Fetuses with Neural Tube Defects: ethical approaches and the role of health care professionals in Turkish health care institutions. Nurs Ethics 2016; 12:59-78. [PMID: 15685968 DOI: 10.1191/0969733005ne758oa] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
Neural tube defects (NTDs) are very serious malformations for the fetus, causing either low life expectancy or a chance of survival only with costly and difficult surgical interventions. In western countries the average prevalence is 1/1000-2000 and in Turkey it is 4/1000. The aim of the study was to characterize ethical approaches at institutional level to the fetus with an NTD and the mother, and the role of health care professionals in four major centers in Turkey. The authors chose perinatology units of four university hospitals and prepared questionnaires for the responsible professionals concerning their own and their institution’s ethical approaches to the fetus with an NTD and the mother. The investigation revealed that there were no institutional ethical frameworks or ethics committees available to professional teams in the units. The roles of the health care professionals and their individual decisions and approaches based on ethical principles are described. The ethical decision-making process concerning fetuses with NTDs, examples of institutional approaches to the topic and institutional frameworks, and the role of nurses and other health care professionals are all discussed, based on a literature review. The authors suggest that institutional ethical frameworks, ethics committees, professionals’ ethics education and multidisciplinary teamwork should be established for critical situations such as fetuses with an NTD.
Collapse
|
3
|
Brazeau-Lamontagne L. [Continuing education in ethics: from clinical ethics to institutional ethics]. J Int Bioethique 2012; 23:111-195. [PMID: 23230630 DOI: 10.3917/jib.233.0111] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
UNLABELLED The mandate of the Ethics Committee of the Conseil de médecins, dentistes et pharmaciens (CMDP) at the Centre hospitalier universitaire de Sherbrooke (CHUS), Sherbrooke, Quebec is three-fold: to guide the clinical decision; to address the institutional ethical function; to create the program for continuing education in ethics (Formation éthique continue or FEC). Might FEC be the means of bridging from individual ethics to institutional ethics at a hospital? AIM To take the FEC perspectives considered appropriate for doctors and consider them for validation or disproving in the context of those of other professionals. PROPOSED METHOD Situate the proposed FEC mandate in a reference framework to evaluate (or triangulate) the clinical decision and the institutional ethic. CONVICTION: Sustainable professional development for doctors (DPD) includes ethics; it cannot be ignored. Without constant attention to upgrading one's abilities in professional ethics, these suffer the same fate as other professional aptitudes and competences (for example, techniques and scientific knowledge): decay.
Collapse
Affiliation(s)
- Lucie Brazeau-Lamontagne
- Université de Sherbrooke, CHUS-FMUS, Département de radiologie diagnostique, 3001, 12e Avenue Nord, Fleurimont, Québec, Canada J1H 5N4.
| |
Collapse
|
4
|
Baerøe K, Norheim OF. Mapping out structural features in clinical care calling for ethical sensitivity: a theoretical approach to promote ethical competence in healthcare personnel and clinical ethical support services (CESS). Bioethics 2011; 25:394-402. [PMID: 21790693 DOI: 10.1111/j.1467-8519.2011.01909.x] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
Clinical ethical support services (CESS) represent a multifaceted field of aims, consultancy models, and methodologies. Nevertheless, the overall aim of CESS can be summed up as contributing to healthcare of high ethical standards by improving ethically competent decision-making in clinical healthcare. In order to support clinical care adequately, CESS must pay systematic attention to all real-life ethical issues, including those which do not fall within the 'favourite' ethical issues of the day. In this paper we attempt to capture a comprehensive overview of categories of ethical tensions in clinical care. We present an analytical exposition of ethical structural features in judgement-based clinical care predicated on the assumption of the moral equality of human beings and the assessment of where healthcare contexts pose a challenge to achieving moral equality. The account and the emerging overview is worked out so that it can be easily contextualized with regards to national healthcare systems and specific branches of healthcare, as well as local healthcare institutions. By considering how the account and the overview can be applied to i) improve the ethical competence of healthcare personnel and consultants by broadening their sensitivity to ethical tensions, ii) identify neglected areas for ethical research, and iii) clarify the ethical responsibility of healthcare institutions' leadership, as well as specifying required institutionalized administration, we conclude that the proposed account should be considered useful for CESS.
Collapse
Affiliation(s)
- Kristine Baerøe
- University of Oslo Department of Public Health, University of Bergen.
| | | |
Collapse
|
5
|
Dauwerse L, Abma T, Molewijk B, Widdershoven G. Need for ethics support in healthcare institutions: views of Dutch board members and ethics support staff. J Med Ethics 2011; 37:456-460. [PMID: 21511970 DOI: 10.1136/jme.2010.040626] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
OBJECTIVE The purpose of this article is to investigate the need for ethics support in Dutch healthcare institutions in order to understand why ethics support is often not used in practice and which factors are relevant in this context. METHODS This study had a mixed methods design integrating quantitative and qualitative research methods. Two survey questionnaires, two focus groups and 17 interviews were conducted among board members and ethics support staff in Dutch healthcare institutions. FINDINGS Most respondents see a need for ethics support. This need is related to the complexity of contemporary healthcare, the contribution of ethics support to the core business of the organisation and to the surplus value of paying structural attention to ethical issues. The need for ethics support is, however, not unconditional. Reasons for a lacking need include: aversion of innovations, negative associations with the notion of ethics support service, and organisational factors like resources and setting. CONCLUSION There is a conditioned need for ethics support in Dutch healthcare institutions. The promotion of ethics support in healthcare can be fostered by focusing on formats which fit the needs of (practitioners in) healthcare institutions. The emphasis should be on creating a (culture of) dialogue about the complex situations which emerge daily in contemporary healthcare practice.
Collapse
Affiliation(s)
- Linda Dauwerse
- Department of Medical Humanities, EMGO Institute for Health and Care Research, VU University Medical Center, Amsterdam, The Netherlands.
| | | | | | | |
Collapse
|
6
|
Affiliation(s)
- Fiona McDonald
- School of Law, Queensland University of Technology, Brisbane, Australia.
| | | | | |
Collapse
|
7
|
Larson L. Ripple effect: ethics begin with the board. Trustee 2007; 60:8-1. [PMID: 18092500] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
Understanding and upholding the highest ethical standards has never had higher stakes for boards, but it often means choosing between several "rights."
Collapse
|
8
|
Abstract
A dispute exists about whether bioethics should become a new discipline with its own methods, competency standards, duties, honored texts, and core curriculum. Unique expertise is a necessary condition for disciplines. Using the current literature, different views about the sort of expertise that might be unique to bioethicists are critically examined to determine if there is an expertise that might meet this requirement. Candidates include analyses of expertise based in "philosophical ethics," "casuistry," "atheoretical or situation ethics," "conventionalist relativism," "institutional guidance," "regulatory guidance and compliance," "political advocacy," "functionalism," and "principlism." None succeed in identifying a unique area of expertise for successful bioethicists that could serve as a basis for making it a new discipline. Rather expertise in bioethics is rooted in many professions, disciplines and fields and best understood as a second-order discipline.
Collapse
Affiliation(s)
- Loretta M Kopelman
- Department of Medical Humanities, Brody School of Medicine, Greenville, North Carolina 27834, USA.
| |
Collapse
|
9
|
Affiliation(s)
- Patrick McCruden
- Mission and Ethics, St. Joseph's Mercy Health Center, PO Box 29001, Hot Springs, AR 71903, USA.
| | | |
Collapse
|
10
|
Affiliation(s)
- Christina M Puchalski
- The George Washington Institute for Spirituality and Health, George Washington University School of Public Health, George Washington University School of Medicine and Health Sciences, Washington, DC 20037, USA.
| |
Collapse
|
11
|
Abstract
Engineering ethics entails three frames of reference: individual, professional, and social. "Microethics" considers individuals and internal relations of the engineering profession; "macroethics" applies to the collective social responsibility of the profession and to societal decisions about technology. Most research and teaching in engineering ethics, including online resources, has had a "micro" focus. Mechanisms for incorporating macroethical perspectives include: integrating engineering ethics and science, technology and society (STS); closer integration of engineering ethics and computer ethics; and consideration of the influence of professional engineering societies and corporate social responsibility programs on ethical engineering practice. Integrating macroethical issues and concerns in engineering ethics involves broadening the context of ethical problem solving. This in turn implies: developing courses emphasizing both micro and macro perspectives, providing faculty development that includes training in both STS and practical ethics; and revision of curriculum materials, including online resources. Multidisciplinary collaboration is recommended 1) to create online case studies emphasizing ethical decision making in individual, professional, and societal contexts; 2) to leverage existing online computer ethics resources with relevance to engineering education and practice; and 3) to create transparent linkages between public policy positions advocated by professional societies and codes of ethics.
Collapse
|
12
|
Bennett-Woods D. Healthcare ethics: a pedagogical goldmine. J Health Adm Educ 2005; 22:159-69. [PMID: 15960023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
The author explores how a well designed and delivered course in healthcare ethics can meet multiple curricular goals in a health administration program. The basic philosophy, content, and methods of instruction are presented along with discussion of the effectiveness of using ethics as a platform for development of critical analysis and decision-making skills. The author illustrates how the course meets specific curricular criteria for program accreditation by the Commission on Accreditation of Healthcare Management Education (CAHME). Finally, a number of specific challenges related to the design and delivery of an effective course in healthcare ethics are addressed including course design, materials of instruction, and faculty.
Collapse
Affiliation(s)
- Deb Bennett-Woods
- Department of Healthcare Ethics Ruekert-Hartman School of Health Professions, Regis University Denver, Colorado, 970-330-7064, USA
| |
Collapse
|
13
|
Schwartz B. A call for ethics committees in dental organizations and in dental education. J Am Coll Dent 2004; 71:35-9. [PMID: 15347103] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 04/30/2023]
Abstract
It is argued that dental organizations need ethics committees to address growing concerns among the public regarding ethical conduct. Such committees could provide education, help formulate policy and guidelines, and develop case review and consultation, as well as create useful networks. The results of a survey of Canadian faculties of dentistry regarding ethics resources are presented.
Collapse
|
14
|
Abstract
Increasing scrutiny of ethical misconduct by federal and state agencies has prompted health services organizations to adopt codes of ethics and institute legal compliance programs. However, there is little understanding of the impact of ethics programs or the manner in which program elements act to enhance organizational integrity. This study examined the effect of five ethics program elements on organizational integrity and the mediating role played by ethics orientation in this relationship. It found that program elements influence organizational integrity by engendering among employees a values orientation, a compliance orientation, or both. Furthermore, program elements that induced both orientations have a larger impact on integrity. These findings have important implications for health services managers involved in designing and implementing an ethics program.
Collapse
Affiliation(s)
- E Jose Proenca
- Department of Health and Medical Services Administration, School of Business Administration, Widener University, Chester, PA, USA.
| |
Collapse
|
15
|
Jackson WC, Wilde JO, Williams J. Using clinical empowerment to teach ethics and conflict management in antemortem care: a case study. Am J Hosp Palliat Care 2003; 20:274-8. [PMID: 12911072 DOI: 10.1177/104990910302000409] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Affiliation(s)
- W Clay Jackson
- Department of Family Medicine, Department of Human Values and Ethics, University of Tennessee Health Science Center, Memphis, Tennessee, USA
| | | | | |
Collapse
|
16
|
Friedman JH. "The evil among us" or "the buck stops there". Med Health R I 2003; 86:2. [PMID: 12633010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 03/01/2023]
|
17
|
Abstract
A comprehensive healthcare ethics program in a medical treatment facility develops ethical competence in staff members and creates a climate for ethical practice. This article describes a successful ethics program, provides examples of clinical and organizational ethics issues, outlines activities of an ethics committee, offers a sample outline of a program needs assessment, discusses educational foundations for committee members, and suggests resources to support program development.
Collapse
Affiliation(s)
- Martha H Turner
- Graduate School of Nursing, Uniformed Servics University, Bethesda, MD, USA.
| |
Collapse
|
18
|
Porter RD, Schick IC. Revisiting Bloom's taxonomy for ethics and other educational domains. J Health Adm Educ 2003; 20:167-88. [PMID: 14527101] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 04/27/2023]
Abstract
In the process of developing competency-based health services administration education, the Ethics Faculty Forum Co-Chairs from the Association of University Programs in Health Administration (AUPHA) were asked not only to identify their domains and competencies, but also to review six other faculty fora research outcomes. This article was written by the Ethics Faculty Forum Co-Chairs in response to the AUPHA request. Reviewing the work of the original six faculty fora using Bloom's taxonomy, we found that the fora focused mainly on the cognitive objectives and generally did not consider the affective objectives. The intent of this paper is to help those who teach healthcare ethics refine their current courses to include both cognitive and affective objectives. The paper pursues five objectives: 1. review of Bloom's taxonomy as a framework for creating course objectives in both the cognitive and affective domains; 2. present fora research and their domain outcomes; 3. present an overview of healthcare ethics literature; 4. provide a demonstration of healthcare ethics competencies in both the cognitive and affective domains; and 5. present possible directions for healthcare ethics and other educational domain research.
Collapse
Affiliation(s)
- Russell D Porter
- Health and Public Administration Department, Midwestern State University, 3410 Taft Blvd., Wichita Falls, TX 76308, USA.
| | | |
Collapse
|
19
|
Wallis P. Charity, politics, and the establishment of York County Hospital: a "party job"? North Hist 2001; 38:241-260. [PMID: 18767254 DOI: 10.1179/007817201790180612] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/26/2023]
|
20
|
Affiliation(s)
- N P Kenny
- Department of Bioethics, Dalhousie University, Halifax, NS, Canada
| | | | | | | |
Collapse
|
21
|
Boerstler H, Carlson S, Gac E, Swanson T. The delicate balance of law and ethics: a model for health administration educators. J Health Adm Educ 1997; 15:21-41. [PMID: 10167885] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 02/11/2023]
Abstract
The purpose of this paper is to provide a model for educators involved in teaching interrelated ethical, moral and legal dilemmas confronting health care delivery. For purposes of discussion, the AIDS epidemic is used as an example. Similarly complex issues, such as invitro fertilization, transplantation policy, etc. could also be analyzed using this model. A review of federal law, including a number of relevant cases, and their relationship of fundamental ethics issues is provided.
Collapse
Affiliation(s)
- H Boerstler
- Graduate School of Business Administration, University of Colorado, Denver 80217, USA
| | | | | | | |
Collapse
|
22
|
|
23
|
Aroskar MA, Yoak SD. Ethics teaching in health administration programs: a report. J Health Adm Educ 1996; 14:355-63. [PMID: 10163246] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 04/12/2023]
Affiliation(s)
- M A Aroskar
- Center for Biomedical Ethics, School of Public Health, University of Minnesota, Minneapolis 55455, USA
| | | |
Collapse
|
24
|
Mayer CM. Preventing fraud and abuse fallout. Healthc Financ Manage 1995; 49:40, 42, 44 passim. [PMID: 10146166] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 02/11/2023]
Abstract
With government and public scrutiny of healthcare costs becoming more intense, the healthcare industry can learn from the defense industry's response to charges of fraud, waste, and abuse. Ethics-awareness programs, compliance programs, and related training can reduce the risks of such violations and their financial and public relations consequences.
Collapse
Affiliation(s)
- C M Mayer
- Coopers & Lybrand, Arlington, VA, USA
| |
Collapse
|
25
|
Zuckerman C, Spicker SF. A proposal to establish an Office of Healthcare Education in Ethics and Law (HEEAL). HEC Forum 1994; 6:127-38. [PMID: 10135100 DOI: 10.1007/bf01463646] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Affiliation(s)
- C Zuckerman
- State University of New York, Health Science Center-Brooklyn, 11203
| | | |
Collapse
|
26
|
Aroskar MA. Teaching ethics in health care administration: a course profile. J Health Adm Educ 1994; 11:601-8. [PMID: 10130246] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 02/11/2023]
Affiliation(s)
- M A Aroskar
- School of Public Health, University of Minnesota, Minneapolis 55455
| |
Collapse
|
27
|
Burda D. NME touts new worker ethics program. Mod Healthc 1993; 23:8. [PMID: 10130142] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 04/12/2023]
|
28
|
American College of Healthcare Executives. Ethical policy statement. Educational training in ethics for healthcare executives. Healthc Exec 1993; 8:7. [PMID: 10129764] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 02/11/2023]
|
29
|
Petrick JA, Pullins EB. Organizational ethics development and the expanding role of the human resource professional. Health Care Superv 1992; 11:52-61. [PMID: 10122680] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 02/11/2023]
Abstract
In summary, organizational ethics development trends have expanded the responsibility of human resource professionals. Human resource professionals who have been adequately trained and have competently responded to these role-expansion challenges are more likely to contribute to strong ethical cultures in productive organizations.
Collapse
Affiliation(s)
- J A Petrick
- College of Business and Administration, Wright State University, Dayton, OH
| | | |
Collapse
|
30
|
Storch JL. Teaching ethics: preparing health services managers for ethical decision making. J Health Adm Educ 1989; 6:287-318. [PMID: 10287647] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 02/12/2023]
Abstract
This article offers general comments on the necessity for ethics education and proposes a model for ethics education for health services managers. The model incorporates the premises on which ethics education should be based and the suggested content, methods, and approaches at various levels for such a program.
Collapse
|
31
|
Hiller MD, Coburn AF. By design or default: U.S. health policy in the twenty-first century. J Health Adm Educ 1988; 6:249-61. [PMID: 10287644] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 04/13/2023]
|
32
|
Solomon MZ, Guilfoy VH, Deutsch C, Jackson R, Koch-Weser D, Nelson D, O'Donnell L. Decisions near the end of life. J Contin Educ Health Prof 1988; 8:213-219. [PMID: 10290146 DOI: 10.1002/chp.4750080309] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
Designing behavior change programs and evaluating their effects on patient care has been a persistent challenge in research on continuing medical education. The challenge becomes even more complex when we aim to change behaviors that are interactive and highly influenced by the formal and informal institutional context. The authors describe an interdisciplinary continuing education program in bioethics that is designed to effect just such behaviors. The program aims to help hospital and long-term care facilities improve their ability to resolve the ethical dilemmas inherent in terminal care decisions. Targeted to interdisciplinary groups of physicians, nurses, social workers, pastoral counselors, and administrators, Decisions Near the End of Life will provide strategies and tools for examining institutional policies and team practices as well as more traditional information, education, and skill building. The authors describe the program's rationale and design, and raise questions about the potential for developing interdisciplinary, action-oriented CME on other topics.
Collapse
|