Professional Documents
Culture Documents
E-mail: oaruoma@auhs.edu
Week Week 1 March 30th 2012 8.00 -12.00 Week 2 April 6 Week 3 April 13th 8.00-12.00 Week 4 April 20th 8.00-12.00 Week 5 April 27th 8.00-12.00 Week 6 May 4th 8.00-12.00 Week 7 May 11th 8.00-12.00 Week 8 May 18th 8.00-12.00 Week 9 May 25th 8.00-12.00 Week 10 June 1st 8.00-12.00 Week 11 June 8th 10.00-12.00
Lecture Topics Introductions. What is Ethics? Why do ethics? What is an ethical argument? Healthcare ethical and legal issues Dr Aruoma No Class Good Friday Virtue ethics, economic, Heathcare professionals ethical and legal issues Dr Chong Egoism and Utilitarianism, Employee rights and responsibilities Dr Aruoma Moral theory, End of life dilemmas Dr Aruoma Natural Law and natural rights, Governments, ethics and the law Dr Aruoma Equality and discrimination, global issues and globalization Dr Aruoma Stem cell research, cloning and genetic engineering, Healthcare ethics committees Dr Aruoma Patients consent, abuse, rights and responsibilities Dr Chong Group Presentations on thematic ethical issues through the course Dr Aruoma Final exam
Reading and Assignments MacKinnon, Chapter 1 and Chapter 2 Pozgar Chapter 1 and 10 Student group and paper assignment Self-directed study MacKinnon, Chapter 8 Pozgar Chapter 9 Quiz 1 MacKinnon, Chapter 3 and Chapter 4 Pozgar Chapter 11 Quiz 2 MacKinnon, Chapter 5 and Chapter 10 Pozgar Chapter 3 Mid-term Exam MacKinnon, Chapter 7, 14 and 15 Pozgar Chapter 7, Mackinnon, Chapter 13, Chapter 20 Quiz 3 Mackinnon, Chapter 18 Pozgar Chapter 4 Quiz 4 Pozgar Chapter, 12, 13 and 14, Pozgar Chapter 9 pp 310, 317, 324, 333, 347 Final paper submission and presentations Final Exam
1. Essay/Quizzes receiving 10% of the course grade 2. Mid-term Examination 20% of the course grade 3. Final Examination receiving 25% of the course grade 4. Group Presentation receiving 15% of the course grade 5. Group Paper receiving 20% of the course grade 6. Class participation receiving 10% of the course grade
STUDENT GROUPS
STUDENT GROUP 1 Hesselink, B.A.M., Onwuteaka-Philipsen, B.D., Janssen, A.J.G.M., Buiting, H.M., Kollau, M., Rietjens, J.A.C., Pasman, H.R.M., 2012. Do guidelines on euthanasia and physician-assisted suicide in Dutch hospitals and nursing homes reflect the law? A content analysis. Journal of Medical Ethic: 38: 35-42. GROUP 1: ALAS Ann Michelle BAGAYGAY Roland James CABANILLA Aveelyn HOANG Michelle Phan LIN Chien-Hui HSIAO Tiffany
GROUP 2: ALGADO Marc A BATCHILLY Fatou GANDHI Chintan A KIM Samantha Phanang ONG Elora Liane Y CANAPI Kimberly L LUU Phillip
STUDENT GROUP 2 De Grazia, D., 2012. Genetic enhancement, post-persons and moral status: a reply to Buchanan. Journal of Medical Ethics 38: 135139.
STUDENT GROUPS
STUDENT GROUP 3 Labonte, R., Schrecker, T., 2007. Globalization and social determinants of health, Globalization and Health 3: 110 GROUP 3 ALVAREZ Paulina CASTELLANOS Yesenia GELUA Karen Cate LAM Xuyen T MOHD Yusof SREEKUMAR NAIR Swathy
STUDENT GROUP 4 VandeWoude, S., Rollin B.E., 2010. Practical considerations in regenerative medicine research: IACUCs, Ethics and the use of animals in stem cell research studies. Institute for Laboratory Animal Research Journal 51: 82-84
GROUP 4 BANGAL Audrey Rose R GARDNER Caitlin LU Kelley Nguyen NHu (Jaemee) TANG Eng HOANG Nhan
STUDENT GROUPS
STUDENT GROUP 5 Saunders, B., 2012. Opt-out organ donation without presumptions. Journal of Medical Ethics, 38: 69-72.
GROUP 5 BUI Michael Minh HUA Xuan M LUU Diana PATEL Trishila R TUDOR Stacey C ROSS Judy
STUDENT GROUP 6 Birchley, G., 2012. A clear case for conscience in healthcare practice, Journal of medical Ethics, 38: 13-17
GROUP 6 BAUTISTA Sheree T MENDEZ Maria NGUYEN Minh Yen OLIVEROS Marco PHU Ann H BROOKS Serrono
STUDENT GROUPS
STUDENT GROUP 7 Magelsen, M., 2012. When should conscientious objection be accepted? Journal of Medical Ethics, 38: 18-21.
GROUP 7 PATEL Nital PETROVIC Nicole RIVAS Mildred SITANGGAN Pongkarn Top TRUONG Danny LAPUZ Ephraim
STUDENT GROUP 8 Johnson, J., Rogers, W., 2012. Innovative surgery: the ethical challenges. Journal of Medical Ethics, 38: 9-12.
GROUP 8 TANTIONGCO Rhealyn TRUONG Kim TYRELL Monique YANG Jacqueline Zhao Na THAI Jason KHANH Mai
GROUP PRESENTATIONS OF THE PROJECTS (15 Marks) Each group will have 30 minutes to make a presentation and this will be followed by 5 minutes of questions from the rest of the class. Everyone enrolled for this course must attend. An absent will lose the entire 15 Marks
WEEK 1
INTRODUCTION
What is ethics? Why do ethic? What is an ethical argument Healthcare ethical and legal issues MacKinnon Chapter 1 and Chapter 2 Pozgar Chapter 1 and Chapter 10
Learning Objectives
Explain what ethics is, its importance, & application to ethical dilemmas Describe the concepts of morality, codes of conduct, & moral judgments Understand relevant ethical theories & principles Describe virtue ethics & values & how they describe moral character Explain why courage is often considered to be the ladder upon which all other virtues mount Describe why there is a declining trust in the politics of healthcare
Do what is right, legally and morally. Be willing to do what is right even when no one is looking. It is our "moral compass" an inner voice
2009 Jones & Bartlett Publishers, LLC
Morality (from the Latin moralitas "manner, character, proper behavior") is the differentiation of intentions, decisions, and actions between those that are good (or right) and those that are bad (or wrong). A moral code is a system of morality (for example, according to a particular philosophy, religion, culture, etc.) and a moral is any one practice or teaching within a moral code. The adjective moral is synonymous with "good" or "right." Immorality is the active opposition to morality (i.e. good or right), while amorality is variously defined as an unawareness of, indifference toward, or disbelief in any set of moral standards or principles (wikipedia definition)
Learning Objectives
Describe the principles of medical ethics. Explain the hospitals duty to ensure the competency of physicians. Understand how ethics & the law impact physicians/nurses. Identify the variety of patient care issues that physicians and nurses face daily. Describe how practicing ones professional code of ethics can assist in resolving the day-to-day issues that arise during the care of patients. Explain the importance of understanding the physician-patient relationship. Also nurse patient relationship
The set of values or principles held by individuals or groups A study of the various sets of values that people do have
So we study ethics to aid us in making: Sound judgments Good decisions Right choices (and if not right better ones) See page 3 - 6 of Pozgar and note examples given Health care industry: Recognizing health care dilemmas and making good judgments and decisions based on universal values that work in hand with the laws and the Constitution -when the law remain silent, rely on the ability of the caregiver to make the right judgment as guided by ones wisdom
Ethical Reasoning
By Dr. Richard Paul and Dr. Linda Elder
The world does not present itself to us in morally transparent terms. We live in a world in which propaganda and self-deception are rife. Public discussion and media communication are not neutral centers of open debate. A tremendous amount of money is spent on persuading people to see the events of the world in one way rather than another. Furthermore, depending on the society and culture in which we are raised, we ourselves are strongly pre-disposed to see some persons and nations on the side of good and other persons and nations on the side of evil. Humans typi-cally take themselves to be on the side of good and their enemies on the side of evil. We must rid the world of evil. Now is the time to draw a line in the sand against the evil ones. Across the world and across the years, we will fight the evil ones, and we will win.
You are either for us or against us. President George Bush, 2002
In the everyday world, the ethical thing to do is sometimes viewed as obvious and self-evident when it should be a matter of debate, or, conversely, viewed as a matter of debate when it should be obvious and self-evident. One and the same act is often ethically praised by particular social, religious or political groups and ethically con-demned by others. Through example and encouragement, we can cultivate important intellectual traits. We can learn to respect the rights of others and not simply focus on fulfilling our desires. The main problem is not so much distinguishing between helping and harm-ing, but our natural propensity to be focused almost exclusively on ourselves and those closely connected with us. This is clear in the behavior of national, religious, and ethnic groups. Few groups, in fact, value the lives and welfare of others (other nations, other religions, other ethnic groups) as they value those of their own. Few think about the consequences to other groups of their own groups pursuit of money, power, prestige, and property. The result is that few people (in virtually any society) act consistently on ethical principles when dealing with outsiders. A double standard in applying ethical principles to human life is virtually universal and often flagrant. In short, ethical persons, however strongly motivated to do what is ethically right, can do so only if they know what is ethically right. And this they cannot do if they systematically confuse their sense of what is ethically right with self-interest, personal desires, or social taboos. Ethically motivated persons must learn the art of self- and social-critique, of ethical self-examination. They must recognize the pervasive everyday pitfalls of ethical judgment: moral intolerance, self-deception, and uncritical conformity. Few have thought much about the difficulty of getting ethically relevant facts about the world. Few are skilled in tracing the implications of the facts they do have. And few can identify their own moral contradictions, or clearly distinguish their self-interest and egocentric desires from what is genuinely ethical. Few have thought deeply about their own ethical feelings and judgments, have tied these judgments together into a coherent ethical perspective, or have mastered the complexities of moral reasoning. As a result, everyday ethical judgments are often a subtle mixture of pseudo and genuine morality, ethical insight and moral prejudice, ethical truth and moral hypocrisy.
Nevertheless, it is possible to learn to think critically through ethical issues. With practice and sound instruction, we can acquire the disposition and skills required to analyze and evaluate situations from opposing ethical perspectives.
At the root of virtually every unethical act lies some form and degree of self-delu-sion. And at the root of every self-delusion lies some flaw in thinking. For instance, Hitler confidently believed he was doing the right thing in carrying out egregious acts against the Jews. His actions were a product of the erroneous beliefs that Jews were inferior to the Aryan race, and that they were the cause of Germanys prob-lems. In ridding Germany of the Jews, he believed himself to be doing what was in the best interest of his Germany. He therefore considered his actions to be ethically justified. His deeply flawed reasoning resulted in untold human harm and suffering. We cannot develop as ethical persons if we are unwilling to face the fact that every one of us is prone to egotism, prejudice, self-justification, and selfdeception and that these flaws in human thinking are the cause of much human suffering. Only the systematic cultivation of fair-mindedness, honesty, integrity, self-knowledge, and deep concern for the welfare of others can provide foundations for sound ethical reasoning. Ethical reasoning entails doing what is right even in the face of powerful selfish desires. To live an ethical life, then, is to develop command over our native egocen-tric tendencies. It is not enough to advocate living an ethical life. It is not enough to be able to do the right thing when we ourselves have nothing to lose. We must be willing to fulfill our ethical obligations at the expense of our selfish desires and vested interests.
EGOCENTRIC THINKING
RATIONAL THINKING
develops intellectual abilities to serve one's selfish interests without regard to the rights and needs of others
develops intellectual abilities to serve one's interests while respecting the rights and needs of others
manipulated by self-serving critical persons and easily indoctrinated resulting in the person being victimized or blindly led into victimizing others
We Must Learn to Distinguish Among Questions of Ethics, Social Conventions, Religion and the Law
If we are ever to reach a point in human development where skilled ethical reasoning is the norm, each of us must cultivate in ourselves the ability to determine whether any belief system, practice, rule, or law is ethical. To be skilled at ethical reasoning means to develop a con-science not subservient to fluctuating social conventions, theological systems, or unethical laws. Consistently sound reasoning in any domain of thought presupposes practice in reasoning through cases and issues in that domain. As we face problems in our lives, we must dis-tinguish the ethical from the non-ethical and the pseudo-ethical, and apply appropriate ethical principles to those problems that are genuine-ly ethical problems. The more often we do so, the better we become at ethical reasoning.
Religious Questions
(divergent)
Social Questions
(divergent)
Legal Questions
(divergent)
Ethical Questions
(convergent)
deal with the nature of spirituality (and are therefore subject to unlimited theological debate)
deal with the customs, traditions, and taboos of groups (which vary enormously from group to group)
deal with what has been codified into law in particular societies (and which may or may not have an ethical basis)
deal with helpful or harmful behavior toward people or other creatures (ethical principles converge across cultures and groups)
Pseudo-Ethic Groups
The Law
Ethics
The connection of Ethical Theory, Ethical Principles, and Ethical Judgments Can Ethics Be Taught? A matter of knowledge A matter of motivation
Ethical reasoning is important both now as a student and as a future professional in your career
Ethics
Platos Euthyphro The First Definition of Piety The Second Definition of Piety Let us go through the handout and discuss Is the pious holy because it is loved by the gods or is it loved by the gods because it is holy?
Ethics
Stevenson - The Emotive Meaning of Ethical Terms
How can ethical questions be made clear? - The question of relevance - The question of goodness The Traditional Interest theories - Ethical terms are instruments - Emotive meaning and the dynamic use of words
Ethics
Good can triumph over evil.
Author Unknown
In Disneys The Lion King, Simba represents good while Scar exemplifies evil. Most cartoons will depict a good vs. evil archetype.
In the Christian faith, Adam and Eve were the first two human creations of God. By choosing to eat the forbidden fruit, the two lost their innocence and fell out of favor with God.
The Wicked Step-Mother and Step-Sisters are powerful in the beginning of the story. Cinderellas goodness of character is demonstrated throughout the story. Cinderella becomes the powerful hero in the end. Children identify with the hero of the story.
Fairy Tales present the polarities of character, such as good and evil, and this allows the child to comprehend easily the differences between the two.
Snow White, Cinderella, and Mufaros Beautiful Daughters show how characters overcome isolation and loneliness. Each character succeeds and becomes an example to the reader that goodness can triumph over evil. The next slide puts his into context
Fairy Tales help students understand plot, setting, and character. Fairy Tales help students understand beginning, middle and ending in stories. Fairy Tales can be used to develop critical thinking skills.
Scope of Ethics
Micro-ethics: individuals view of right & wrong. Macro-ethics: global view of right & wrong.
Morality
Aim above Morality. Be not simply good; be good for something. Henry David Thoreau
Morals
Ideas about what is right & wrong. Guides to behavior that rational persons put forward for governing their behavior. describing a class of rules held by society to govern the conduct of its individual members
Note: what rule that are considered right varies from nation to nation, culture to culture, religion to religion and from one person to another Also note that morals should not be confused with cultural habits or customs such as wearing a certain type of clothing
If, as it appears, most of us belong to a number of competing cultures, then the claim that cultures are so isolated that we cannot understand and make judgments about another culture is false. In fact, it is common for us to make judgments among several cultural influences, and to decide which moral principles we prefer.
Questions About Moral Relativism: Why Should Moral Values Hold such Special Place (A Sacred Cow)
When cultures hold differing scientific views, e.g., the world is flat/the world is round, we do not hesitate to say one culture is wrong. If some culture holds, contrary to the values of almost all cultures, that enslaving a particular ethnic group or killing all Jews is morally good, isnt it just as logical to say that culture holds false moral principles?
Ethical Relativism
Ethical Relativism
Are These Reasons Convincing? The Diversity of Moral Views How widespread and deep is the disagreement? What does such disagreement prove? Moral Uncertainty the complexity and difficulty - The view of skepticism - The form of subjectivism
Ethical Relativism
Moral Realism Realism the view of the relation between science and nature Are moral properties supervenient? Moral Pluralism Is there one good moral principle or a variety of equally moral principles?
Ethical Relativism
Reading: Trying Out Ones New Sword Moral isolationism in practice The symbolism of the Samurai sword The liability of the isolating barriers between cultures The effect of moral isolationism on moral reasoning
Ethical Relativism
Reading: Master and Slave Moralities Master moralities - Description of good and bad - The noble type of person feels himself as a determining value Slave moralities - Description of good and evil - The longing for freedom
Moral Judgments
Judgments concerned with what an individual or group believes to be right or proper behavior in a given situation.
Involves assessment of another persons moral character based on how he or she conforms to moral convictions established by the individual &/or group.
Moral Dilemmas
Moral dilemmas arise when values, rights, duties, & loyalties conflict. A caregiver must not only examine what he or she considers the right thing to do, but what are the alternatives, & what are the patients known wishes.
Morality Legislated
Law is distinguished from morality in that
the law has explicit rules, penalties, & officials who interpret the laws & apply the penalties.
Laws are created to set boundaries for societal behaviour.
Ethics
Ethics, too, are nothing but reverence for life. This is what gives me the fundamental principle of morality, namely, that good consists in maintaining, promoting, and enhancing life, and that destroying, injuring, and limiting life are evil. -Albert Schweitzer
Theories of Ethics
Ethical theories attempt to introduce order into the way people think about life & action.
Normative Ethics
Attempt to determine what moral standards should be followed so that human behavior & conduct may be morally right. General normative ethics is
Consequential Ethics
The morally right action involves maximum balance of good over evil The rightness or wrongness of an action is based on the consequences or effects of the action.
Utilitarianism
A form of consequentialism philosophy that advocates the greatest good for the greatest number everyone is obligated to do whatever will achieve the greatest good for the greatest number.
Deontological Ethics
Focuses on duty to others rights of others Forms Religious Ethics
Non-Consequential Ethics
Rightness or wrongness of an action is based on properties intrinsic to the action. not on its consequences
Moral Value
Is the relative worth placed on some virtuous behavior. What has value to one person may not have value to another.
Values
Values represent a standard of conduct. they are used for judging the goodness or badness of an action.
Respect respect for oneslves guides our morals, respect for others guides our manners Laurence Sterne Hopefulness Hope is the last thing that dies in a man; and thought it
be exceedingly deceitful, yet it is of this good use to us, that while we are traveling through life, it conducts us in an easier and more pleasant way to our journeys end F de la Rochefoucauld
Courage
Courage is the greatest of all virtues, because if you havent courage, you may not have an opportunity to use any of the others. SAMUEL JOHNSON
What is Courage?
Courage is the mental or moral strength to persevere & withstand danger. Courage is the ladder on which all the other virtues mount. Courage involves balancing fear, self-confidence, & values. Without courage, we are unable to take the risks necessary to achieve the things most valued.
Differing Values
If moms estate is being squandered at the end of life a family member financially well-off may want to hold on to mom despite the financial drain on her estate. Another family member financially struggling to survive may more readily see the futility of expensive medical care & find it easier to let go.
Religious Ethics
Religion provides a moral code for appropriate behavior. The prospect of divine justice helps us tolerate the injustices in life. There is a need to better understand cultural diversity & the importance of religion in the healing process.
Spirituality
Spirituality in the religious sense implies that there is purpose & meaning to life; spirituality generally refers to faith in a higher being.
Secular Ethics
Secular ethics is based on codes developed by societies that have relied on customs to formulate their codes. Code of Hammurabi
Atheism
Rejection of belief in God Claims the existence of God cannot be scientifically proven. Belief that ethics is the product of culture & politics
distributive Justice
change is coming
Emergency Care
Two patients in critical condition, who gets treated first: 1st patient who walks through door Younger patient Patient most likely to survive Patient who can pay for services Patient with most serious condition
Scarce Resources
What happens when resources are scarce & only one of two patients can be treated? What should be the determining factors age position in life patient wishes . . .
Situational Ethics
Situational ethics refers to a particular view of ethics, in which absolute standards are considered less important than the requirements of a particular situation. The importance of a particular value may vary as ones situation changes.
Ethical Decision-Making
Ethical decision-making is the process of deciding, what the right thing to do is in the event of a moral dilemma.
72 - Days of ordeal, Nando Parrado and other survivors of a plane crash in the Andes had to endure before being rescued. Flying over the mountains on a Friday the 13th, the young men and their families who boarded the charter plane joked about the unlucky day when the plane's wing hit the slope of the mountain and crashed. On impact, 13 passengers were instantly dead while 32 others were badly wounded. Hoping to be rescued, the survivors waited in the freezing -37C temperature, melting snow for drinks and sleeping side by side to keep themselves warm. Food was so scarce, everyone had to pool whatever food they can find for a rationed pool. 9 days after the crash, due to dire desperation and hunger, the survivors called for an important meeting. One member proposed that they eat the dead. The 2 hours meeting ended with a conclusion. If any of them died in the Andes, the rest had the permission to use the corpse as food. After 2 weeks, their hope of being found dashed when they found out via their radio transistor that the rescue effort was called off.
Ethical Relativism
Theory that holds that morality is relative to the norms of one's culture. An action can be considered right or wrong depending on the accepted norms of the society in which it is practiced. For example, slavery may be considered an acceptable practice in one society & unacceptable in another.
Morals
Ethics
MORALS
Refers to Rightness or Wrongness
Of Something
Based on... What people BELIEVE
ETHICS
Discipline of dealing with what is good & bad... Your Moral Duty & Obligation
Set of... Moral Principles & Values Conforming to... Professional Standards of Conduct Principles of Conduct... Governing an Individual or Group
SYNONYMS
Two or More Words with Basically the Same Meaning
That Which Is . . .
MORAL... Is Conformity to a Standard of what is Good & Right. ETHICAL... Asks the difficult question... What is Right & Fair?
Promote...
Character Development With Subordinates & Peers
Share with Your Subordinates Let them know what you are Thinking!
Teach Them... The Process To Make the Right Decisions
Create...
A Work Climate Promoting Trust and Professional Commitment
HOW?
Be Honest... LACK OF Ethical Clarity, Incompetence, Conflicting Policies & Decisions SENDS the wrong message Reward... CORRECT Ethical BEHAVIOR Establish... A SENSE OF PURPOSE in the organization Stick Up... FOR YOUR PEOPLE Set Expectations... MAKE them CLEAR Speak through Actions... AS WELL AS Words
WHY Does the Ethical Climate Fall Apart? Peer Pressure Lack of Understanding... Of what is EXPECTED of them Ignorance of Rules WITHIN Organization, Wing, AF
1st - Recognize... You have a Problem 2nd - Analyze... The Moral Values, Principles or Rules that Relate to the Problem 3rd - Seek... Counsel or Spiritual Guidance
4th - Choose... A Course of Action that Results in the Highest Moral Good
ETHICAL PROBLEMS
ETHICAL REASONING
DECISION RESPONSE
PEER TRADITIONAL PRESSURE & AF CORE UNIT ORDERS VALUES REGULATIONS OPERATING VALUES TECH ORDERS
In knowledge base, the student is required to recognize both legal and ethics terminology and their application For comprehension, the student is required not only to demonstrate knowledge about the law and ethics but also to demonstrate a degree of understanding of the material involved in the question. This is accomplished by questions that have more than one right answer, thus requiring the student to select the best answer. Throughout the course we will practice the types of questions that embrace knowledge and comprehension.
Question 1 The branch of philosophy that deals with values relating to human conduct A. B. C. D. E. morality ethics values virtues paternalism
Question 1 The branch of philosophy that deals with values relating to human conduct A. B. C. D. E. morality ethics values virtues paternalism
Question 2 An individuals view of what is right and wrong A. B. C. D. E. Macro-ethics Ethical theory Micro-ethics Consequential ethics Moral values
Question 2 An individuals view of what is right and wrong A. B. C. D. E. Macro-ethics Ethical theory Micro-ethics Consequential ethics Moral values
Question 3 Ethics primarily concerned with establishing standards or norms for conduct A. B. C. D. E. Normative ethics Distributive Fidelity Beneficence Nonmaleficence
Question 3 Ethics primarily concerned with establishing standards or norms for conduct A. B. C. D. E. Normative ethics Distributive Fidelity Beneficence Nonmaleficence
Question 4 The critical study of major moral precepts, such as, what things are right and what things are good is referred to as A. B. C. D. E. Morality General normative ethics Distributive justice Morality Virtues
Question 4 The critical study of major moral precepts, such as, what things are right and what things are good is referred to as A. B. C. D. E. Morality General normative ethics Distributive justice Morality Virtues
Question 5 The application of normative theories to practical moral problems is referred to as? A. B. C. D. E. Normative ethics Distributive justice Secular ethics Applied ethics Nonmaleficience
Question 5 The application of normative theories to practical moral problems is referred to as? A. B. C. D. E. Normative ethics Distributive justice Secular ethics Applied ethics Nonmaleficience
Question 6 The ______ theory of ethics emphasizes that the morally right action is whatever action leads to the maximum balance of good over evil. A. B. C. D. E. Non-consequential Religious Secular Consequential Normative
Question 6 The ______ theory of ethics emphasizes that the morally right action is whatever action leads to the maximum balance of good over evil. A. B. C. D. E. Non-consequential Religious Secular Consequential Normative
Question 7 The ethical theory that denies that the consequences of an action or rule are the only criteria for determining the morality of an action or rule. A. B. C. D. E. non-consequential consequential normative distributive paternalism
Question 7 The ethical theory that denies that the consequences of an action or rule are the only criteria for determining the morality of an action or rule. A. B. C. D. E. non-consequential consequential normative distributive paternalism
Question 8 The theory of ethics that focuses on ones duties to others A. B. C. D. E. Discernment Normative Teleological Consequential Deontological
Question 8 The theory of ethics that focuses on ones duties to others A. B. C. D. E. Discernment Normative Teleological Consequential Deontological
Question 9 Ones need to survive can change his or her ______character in order to survive. A. B. C. D. E. Paternalistic Moral Normative Virtuous Deontological
Question 9 Ones need to survive can change his or her ______character in order to survive. A. B. C. D. E. Paternalistic Moral Normative Virtuous Deontological
Question 10 The ___ ___were a turning point where essential commands such as "thou shalt not kill" or "commit adultery" were accepted as law. A. B. C. D. E. Normative ethics Ten Commandments Virtuous morals Code of Hammurabi) None of the above
Question 10 The ___ ___were a turning point where essential commands such as "thou shalt not kill" or "commit adultery" were accepted as law. A. B. C. D. E. Normative ethics Ten Commandments Virtuous morals Code of Hammurabi) None of the above
Question 11 Ethics that are based on codes (e.g., Code of Hammurabi) developed by societies which have relied on customs to formulate their codes. A. B. C. D. E. compassion religious secular deontological morality
Question 11 Ethics that are based on codes (e.g., Code of Hammurabi) developed by societies which have relied on customs to formulate their codes. A. B. C. D. E. compassion religious secular deontological morality
Question 13 _____________ said, "Every human being of adult years and sound mind has a right to determine what shall be done with his own body..."
A. B. C. D. E.
Question 13 _____________ said, "Every human being of adult years and sound mind has a right to determine what shall be done with his own body..."
A. B. C. D. E.
Question 14 _____________ describes the principle of doing good, demonstrating kindness, and showing compassion, and helping others. A. B. C. D. E. Beneficence Nonmaleficence Justice Compassion Virtue
Question 14 _____________ describes the principle of doing good, demonstrating kindness, and showing compassion, and helping others. A. B. C. D. E. Beneficence Nonmaleficence Justice Compassion Virtue
Question 15 A form of beneficence that may involve, for example, withholding information from a person because of the belief that it is in the best interest of that person. A. B. C. D. E. Paternalism Justice Autonomy Deontology Normative
Question 15 A form of beneficence that may involve, for example, withholding information from a person because of the belief that it is in the best interest of that person. A. B. C. D. E. Paternalism Justice Autonomy Deontology Normative
Question 16 .An ethical principle that requires caregivers to avoid causing patients harm.
A. B. C. D. E.
Question 16 .An ethical principle that requires caregivers to avoid causing patients harm.
A. B. C. D. E.
Question 17 The obligation to be fair in the distribution of benefits A. B. C. D. E. Beneficence Autonomy Justice Nonmaleficence Responsibility
Question 17 The obligation to be fair in the distribution of benefits A. B. C. D. E. Beneficence Autonomy Justice Nonmaleficence Responsibility
Question 18 Justice that implies that all are treated fairly. A. B. C. D. E. Moral Disproportional Conditional Distributive Common
Question 18 Justice that implies that all are treated fairly. A. B. C. D. E. Moral Disproportional Conditional Distributive Common
Question 19 Ones moral character can sometimes change as circumstances change, thus the term __________ ethics.
A. B. C. D. E.
Question 19 Ones moral character can sometimes change as circumstances change, thus the term __________ ethics.
A. B. C. D. E.
Question 20 If the ethical responsibilities of caregivers involves respecting a patients right to make his or her own decision, the ethical principle of _______ is being practiced is? A. B. C. D. E. Integrity Normative ethics Justice Beneficence Autonomy
Question 20 If the ethical responsibilities of caregivers involves respecting a patients right to make his or her own decision, the ethical principle of _______ is being practiced is? A. B. C. D. E. Integrity Normative ethics Justice Beneficence Autonomy
Question 21 Gen. Nguyen Ngoc Loan, chief of South Viet Nams national police, walked up and shot a prisoner in the head. His reason: The prisoner, a Viet Cong lieutenant, had just murdered a South Vietnamese colonel, his wife and their six children. Assuming this is out of ones moral character, what ethical theory might apply. A. B. C. D. E. Beneficence Normative ethics Religious ethics Situational ethics Autonomy
Question 21 Gen. Nguyen Ngoc Loan, chief of South Viet Nams national police, walked up and shot a prisoner in the head. His reason: The prisoner, a Viet Cong lieutenant, had just murdered a South Vietnamese colonel, his wife and their six children. Assuming this is out of ones moral character, what ethical theory might apply. A. B. C. D. E. Beneficence Normative ethics Religious ethics Situational ethics Autonomy
Question 22 What Christian religious group believes it is a sin to accept a blood transfusion. A. B. C. D. E. Taoist Jew Jehovahs Witness Methodist Islam
Question 22 What Christian religious group believes it is a sin to accept a blood transfusion. A. B. C. D. E. Taoist Jew Jehovahs Witness Methodist Islam
Question 23 A person is one who has moral integrity and has a strict regard for doing what is considered the right thing to do. A. B. C. D. E. Virtuous Conscientious Committed Compassionate Ethical
Question 23 A person is one who has moral integrity and has a strict regard for doing what is considered the right thing to do. A. B. C. D. E. Virtuous Conscientious Committed Compassionate Ethical
Question 24 A physician who falsifies entries on a patients medical record A. Does it intentionally B. Does it to avoid liability for ones medical negligence C. Risks losing credibility with a jury should a case go to trial D. Does it to protect a patient from harm E. A and C above
Question 24 A physician who falsifies entries on a patients medical record A. Does it intentionally B. Does it to avoid liability for ones medical negligence C. Risks losing credibility with a jury should a case go to trial D. Does it to protect a patient from harm E. A and C above Please note that the answer can also be all of the above since B and D may also be applicable under certain circumstances
A. A disease different from that which patient actually suffers B. A disease that the patient does not have C. Symptoms of a disease but not the underlying disease D. A & c above E. All of the above
A. A disease different from that which patient actually suffers B. A disease that the patient does not have C. Symptoms of a disease but not the underlying disease D. A & c above E. All of the above See page 372 of Pozgar
Question 26 The surgeon in a Long Beach case failed to read nursing notes in a patients record A. The surgeon breached his duty of care owed to the patient by failing to read nursing notes B. Testimony convinced a Long Beach Court of Appeal that the surgeon chose not to take advantage of nurses observations C. The surgeons medical malpractice exacerbated an already critical condition D. The surgeons failure to read the nursing notes deprived the patients chance of survival E. all of the above
Question 26 The surgeon in a Long Beach case failed to read nursing notes in a patients record A. The surgeon breached his duty of care owed to the patient by failing to read nursing notes B. Testimony convinced a Long Beach Court of Appeal that the surgeon chose not to take advantage of nurses observations C. The surgeons medical malpractice exacerbated an already critical condition D. The surgeons failure to read the nursing notes deprived the patients chance of survival E. all of the above (See page 367369 of Pozgar)
Question 27 Evidence of a disruptive physician or duty nurse A. Can have negative impact on staff B. Can affect quality of care C. Is disruptive to ensuring patient welfare D. Can support denial of privileges E. All of the above
Question 27 Evidence of a disruptive physician or duty nurse A. Can have negative impact on staff B. Can affect quality of care C. Is disruptive to ensuring patient welfare D. Can support denial of privileges E. All of the above
Question 28 The Hippocratic Oath provides that a physician A. Follow regimen I consider for the benefit of my patient B. Give no deadly medicine to any one if asked C. Not give to a woman a pessary to produce abortion D. Will abstain from seduction of females or males E. All of the above
Question 28 The Hippocratic Oath provides that a physician A. Follow regimen I consider for the benefit of my patient B. Give no deadly medicine to any one if asked C. Not give to a woman a pessary to produce abortion D. Will abstain from seduction of females or males E. All of the above see page 532 of Pozgar
Question 29 In Tarasoff v. Regents of the University of California A. A former patient allegedly did not kill a third party after revealing his homicidal plans to his therapist B. The therapist made effort to inform the victim of the patients intentions. C. A former patient allegedly killed a third party after revealing his homicidal plans to his therapist D. There is no duty to exercise reasonable care to protect the foreseeable victims & to warn them of any impending danger E. All of the above
Question 29 In Tarasoff v. Regents of the University of California A. A former patient allegedly did not kill a third party after revealing his homicidal plans to his therapist B. The therapist made effort to inform the victim of the patients intentions. C. A former patient allegedly killed a third party after revealing his homicidal plans to his therapist D. There is no duty to exercise reasonable care to protect the foreseeable victims & to warn them of any impending danger E. All of the above
Privacy
is a legal concept that recognizes individuals rights to choose the time, circumstances, and extent to which they wish to share or withhold personal information.
Privileged communication
regulates privacy protection and confidentiality by protecting clients from having their confidential communications disclosed in court without permission.
Exceptions to Confidentiality
When a client is a danger to self or others In cases of child abuse or neglect When vulnerable adults are being abused When a client is considering committing a crime When a client has been a victim of a crime During court-ordered psychological evaluations For the purposes of involuntary hospitalization When a client raises the issue of mental condition in legal proceedings
Prosenjit Poddar
Tatiana Tarasoff
Question 30 At the beginning of a physicianpatient relationship, the physician must understand A. Patients complaints B. Underlying feelings C. Goals D. Expectations E. All of the above
Question 30 At the beginning of a physicianpatient relationship, the physician must understand A. Patients complaints B. Underlying feelings C. Goals D. Expectations E. All of the above
Ethical or Unethical
1.) You are a successful counselor. One of your clients tells you that you have been very, very helpful to him, and in order to show his appreciation to you, he gives you a $10,000 diamond ring as a gift. You accept the ring. 2.) A client cannot afford to pay for one of her counseling sessions with you. In lieu of payment, you ask her to babysit your 2-year-old son at your home a few times.
3.) One of your clients feels sexually attracted to you, and tells
you this. Immediately following the termination of counseling, you and the client mutually agree to start a dating relationship.
Ethical or Unethical
4.) You and your friends have a dinner at your home. One of your friends tells you that he is emotionally disturbed by some conflict in his marriage. You take your friend into the next room and provide him with a brief counseling session there. 5.) You go to lunch with another counselor. In the restaurant, you each talk about some of your cases to learn from each other. Neither of you mentions the names of any of your clients.
Definitions
Ethics
Making decisions of a moral nature about people and their interactions with society A philosophical discipline that is concerned with human conduct and moral decision making Professional behavior
Morality
Judgment or evaluation of action Right and wrong behavior
Law
The precise codification of governing standards that are established to ensure legal and moral justice Government behavior