Assignment: Healthcare Ethics and Morals

Assignment: Healthcare Ethics and Morals

Assignment: Healthcare Ethics and Morals
Consider the scenarios given below and answer the questions listed after each scenario. Justify your answers with appropriate research and reasoning.
Scenario 1
The rising number of uninsured patients has led to an increased reliance on the hospital emergency room for routine nonemergency care. EMTALA ensures patients’ access to the emergency room of any hospital, regardless of patients’ insurance status or their ability to pay. Using the Internet, read about EMTALA. You can search for this act by using the keyword, “EMTALA” and respond to the following question:

• How do the law and the medical profession’s code of ethics impact those individuals who seek care from emergency departments for reasons other than those that are truly emergencies?

Scenario 2
Autonomy is one of the most important ethical principles discussed in long-term care. Often, autonomy is in danger of being sacrificed when a patient is in need of a higher level of care. Imagine you are part of the staff at the local nursing home. The administrator has asked you and a group of other employees to discuss the principle of autonomy and how it can be applied to the nursing home setting. As a staff member, answer the following questions:

• How would you decide the best way to honor a patient’s autonomy in a nursing home and what will you decide?
• How would you handle differences of opinion in the group as you try to come to a consensus on the best way to preserve autonomy?
•  cite your sources in your work and provide references for the citations in APA format.

Our purpose in this paper is to explain and discuss a framework for a university-based short course in public health ethics. The framework has been developed and employed now in several European universities and schools of public health, including the Ecole

des hautes études en santé publique (France), Maastricht University (the Netherlands), and Bielefeld University (Germany). We begin by discussing some aspects of the context for teaching public health ethics that were important in our deliberations on why and how to engage in such teaching: and which formed fundamental starting points in the development of our framework. We then move on to explain and elucidate the mid-level ethical principles that form the content cornerstone of the framework; and the educational approach that it attempts to model. Crucially, we are not setting out simply to offer a description of what we have done but instead to analyse, discuss and ultimately attempt to justify both content and educational approach.

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Public health professionals are frequently called upon in their daily practice to make both explicit and implicit choices that extend beyond the objective and practical and into the contested and ethical [1]. Balancing and coming to conclusions about the rights and duties of individuals, communities, populations and governments with regard to protecting and maintaining health is in many ways the central, deeply complex task of public health work [2]. Yet at the same time, evidence strongly suggests that public health professionals often receive little training and guidance on how to reach decisions informed by careful ethical thinking and become confident in a moral sense about the ‘trade-offs’ they are frequently required to make in practice [1, 3].

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Often facing difficult decisions without adequate training and preparation in an ethical sense is, therefore, a feature of the public health context that motivated us to think carefully about addressing this subject through teaching and learning. We were well aware of the pressures contributing to this state of affairs. These included the already crowded nature of the public health university curriculum and the difficulty of simply employing dominant conceptions of ‘medical ethics’ to a field with (at least in many respects) quite different concerns and priorities [4]. Moreover, knowledge about, and evaluation of, ethics education in teaching and learning about public health (in contrast to ethics in medical education) remains comparatively scarce [3, 5].
Given these contextual issues, we were faced with an important set of questions: on what sorts of foundations should teaching and learning about public health ethics be based? How should teaching and learning in this field be enacted? What are the justifications for particular educational approaches? How can hard-pressed practitioners be sensitised to the idea that ethics permeates everything they do and that ultimately their enterprise is a moral one?