To support your work, use Nursing research book by Janet Houser, Nursing books, Nursing journals and articles .As in all assignments, cite your sources in your work and provide references for the citations in APA format.
Ethics in Healthcare
In this assignment, you will study the role of ethics in healthcare.
Based on your research, respond to one of the following discussion questions.
Discussion Question 1
Read the following article:
Shelton, A., Freeman, B., Fish, A., Bachman, J., & Richardson, L. (2015). American Journal of Critical Care, 24(2), 148-155. doi: 10.4037/ajcc2015983
Ethics guidelines now require that individuals give informed consent to participate in research. Existing ethical guidelines do not help us decide how to seek consent and have allowed managerial experimentation to remain unchecked.
Based on your understanding of the topic and the article, answer the following question:
Do you think that alternative forms of community consent should be actively pursued? Why or why not? How would you feel if your medical records were examined and included in research without your consent based on an illness in the past?
________________________________________
A COMPUTER-BASED
EDUCATION INTERVENTION
TO ENHANCE SURROGATES’
INFORMED CONSENT FOR
GENOMICS RESEARCH
By Ann K. Shelton, RN, PhD, Bradley D. Freeman, MD, Anne F. Fish, RN, PhD,
Jean A. Bachman, RN, DSN, and Lloyd I. Richardson, PhD
Background Many research studies conducted today in critical care have a genomics component. Patients’ surrogates asked to authorize participation in genomics research for a loved one in the intensive care unit may not be prepared to make informed decisions about a patient’s participation in the research. Objectives To examine the effectiveness of a new, computerbased education module on surrogates’ understanding of the process of informed consent for genomics research. Methods A pilot study was conducted with visitors in the waiting rooms of 2 intensive care units in a Midwestern tertiary care medical center. Visitors were randomly assigned to the experimental (education module plus a sample genomics consent form; n = 65) or the control (sample genomics consent form only; n = 69) group. Participants later completed a test on informed genomics consent.
Results Understanding the process of informed consent was greater (P= .001) in the experimental group than in the control group. Specifically, compared with the control group, the experimental group had a greater understanding of 8 of 13 elements of informed consent: intended benefits of research (P= .02), definition of surrogate consenter (P= .001), withdrawal from the study (P= .001), explanation of risk (P= .002), purpose of the institutional review board (P= .001), definition of substituted judgment (P= .03), compensation for harm (P= .001), and alternative treatments (P= .004).
Conclusions Computer-based education modules may be an important addition to conventional approaches for obtaining informed consent in the intensive care unit. Preparing patients’ family members who may consider serving as surrogate consenters is critical to facilitating genomics research in critical care. (American Journal of Critical Care. 2015;24:148-155)
©2015 American Association of Critical-Care Nurses doi: http://dx.doi.org/10.4037/ajcc2015983
148 AJCC AMERICAN JOURNAL OF CRITICAL CARE, March 2015, Volume 24, No. 2 www.ajcconline.org
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