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CHES > AOR 8 Ethics & Professionalism > Flashcards

AOR 8 Ethics & Professionalism Flashcards

1
Q

Adaptation

A

Making changes to health education messages, materials, or programs to make them more suitable for a population of interest

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2
Q

Cultural Competence

A

A person’s ability to understand and respect attitudes and values of various cultures & to address these differences in planning, implementing, & evaluating health education and promotion programs

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3
Q

Cultural Humility

A

Ongoing process of self-exploration for HES in which they honor the beliefs, customs, culture, & values of people with whom they work in communities

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4
Q

Health Disparities

A

Differences in incidence, prevalence, mortality, and//or burden of disease that exist among specific population groups

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5
Q

Online Database

A

Any systematically organized information accessible on the internet

  • used by HES to obtain health knowledge and/or resources for health education process
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6
Q

What does online database include?

A

text documents, citations, abstracts, images, audios, videos, and/or web links

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7
Q

Policies

A

Sets of rules and objectives to guide activities

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8
Q

Professional Development Plan (PDP)

A

Career document in which short-term and long-term goals and objectives for a professional person are outlined

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9
Q

Social Determinants of Health (SDOH)

A

Factors that could lead to health inequities and influence an individual’s or community’s health

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10
Q

SDOH barriers to health

A
  • Race or ethnic status
  • Gender
  • Mental Health
  • Disabilities
  • Location
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11
Q

Technical Assistance

A

Dynamic, capacity building process for designing or improving the quality, effectiveness, & efficiency of specific programs, research, products, or systems

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12
Q

Theory

A

Set of interrelated concepts and definitions that present a systematic view of events

  • used to describe a relationship among variables to explain or predict events
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13
Q

Workforce Development Plan (WDP)

A

Same as PDP, however it is used for teams or organizations in an agency or system

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14
Q

Ethics

A

Principles or rules that provide guidance for behaviors that may be classified as right or wrong

  • Delinated in Code of Ethics
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15
Q

What organization approved Code of Ethics that HES are expected to follow?

A

CNHEO

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16
Q

Ethical Dilemmas

A

Issues with 2 sides and involves a judgement of right or wrong

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17
Q

What does the CNHEO Code of Ethics tell the public?

A

What to expect from the practitioner

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18
Q

What articles are included in HES Code of Ethics?

A
  1. Responsibility to the Public
  2. Responsibility to the Profession
  3. Responsibility to Employers
  4. Responsibility in the Delivery of health education/Promotion
  5. Responsibility in Research & Continuing Education
  6. Responsibility to Professional Preparation & Continuing Education
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19
Q

6 frequently used ethical frameworks applied to planning programs (including needs assessment)

A
  1. AUTONOMY - personal right to self-determination & choice
  2. CRITICALITY - worst off benefit the most
  3. EGALITARIAN - all personal of equal value; minimize disparities
  4. NEEDS BASED - equal opportunity to meet own needs (e.g. healthy life)
  5. RESOURCE SENSITIVE - resources are scarce
  6. UTILITARIAN - greatest good for the greatest number; end justifies the means
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20
Q

Why should IRB be consulted to review research and/or evaluation protocols?

A

To help identify and avoid any possible & unforeseen risks to which participants may be subject

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21
Q

What does IRB support? What are they responsible for?

A

SUPPORT the worth, dignity, potential & uniqueness of all people

RESPONSIBLE FOR upholding integrity & ethics of the profession

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22
Q

What is HES responsible for when it comes to ethical principles?

A
  • Respect for autonomy
  • Promotion of social justice
  • Active promotion of good
  • Avoidance of harm
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23
Q

What does the Belmont Report summarize?

A

Basic ethical principles & guidelines for the protection of human subjects of research

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24
Q

HES should recognize 3 concepts of human subject’s protection (regardless of whether they are doing research). What are they?

A
  1. RESPECT FOR PERSONS - people have right to choose whether to participant in research; some groups are unable to determine this on their own and need to be protected (such as prisoners & children)
  2. BENEFICENCE - do no harm & maximize benefits of research
  3. JUSTICE - address fairness in distribution of benefits of research and selection into research projects
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25
Q

What information does informed consent include?

A
  • Nature and purpose of the program
  • Any risks or dangers associated with participation in the program
  • Any possible discomfort that may be experienced
  • Expected benefits of participation
  • Alternative programs or procedures in which the same results would be accomplished
  • Option of discontinuing participation at any time
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26
Q

Health Insurance Portability and Accountability Act (HIPPA)

A

Legislation in which rules around data privacy, integrity, & availability

27
Q

What does HIPPA statement include?

A

what types of personal identifiers or personal health information (PHI) is collected, how it is protected, & who has access to the data

28
Q

What is included in PHI?

A
  • Demographics
  • Medical history or diagnoses
  • Test results
  • Medical records
  • Insurance status
29
Q

Types of Research Misconduct

A
  1. PLAGIARISM - using other people’s words, thoughts, or results without offering them credit through appropriate citations
  2. FABRICATION - making up results & reporting them
  3. FALSIFICATION - changing or omitting data or manipulating results or processes so that research is not truthfully presented
30
Q

When should level of significance be determined? what value is generally used in health education/promotion research?

A

During planning stage of data analysis (before implementation begins)
0.05

31
Q

What should be planned during initial planning stages of research planning? Why?

A
  • value of significance
  • Authorship - how it will be granted; order on subsequent publications
  • Least publishable units
  • How to present findings - whether in least publishable units OR minimal amt of information that can generate peer-reviewed publication (AKA salami publishing)
32
Q

Salami Publishing

A

Occurs when data are published incrementally as opposed to simultaneously

  • can fragment literature & compromise legitimacy of significance testing
33
Q

Ethical Guidelines to consider when working with organizations

A
  1. Do no harm to client
  2. Keep client information private or confidential unless the client or law requests otherwise
  3. Avoid conflicts of interest
  4. Do not act in official capacity as an advocate for the client
  5. Do not go beyond expertise/qualifications
  6. Respect others
  7. Ensure all participation in research and data collection is voluntary
  8. Represent accurately potential services & outcomes to their employers
  9. Maintain competence in their field of practice
34
Q

Lobbying

A

Any attempt to influence specific legislation according to federal law

  • Federal, State, & organizational laws/policies affect HES ability to participate in certain types of advocacy while on “organizational time”
  • Private citizens can participate in any level of advocacy or lobbying
  • No resources that belong to employer can be used when acting as private citizen
35
Q

What responsibilities do HES have according to Code of Ethics?

A

Promote, maintain, & improve individual, family, & community health

** MUST always consider actions & social policies that support and facilitate the best balance of benefits over harm for all affected parties

36
Q

When is IRB required?

A
  1. when research requires human subjects
  2. evaluations prior to data collection
37
Q

What is an IRB sometimes referred to as?

A

Independent ethics committee or committee that has been formally designated to approve, monitor, & review biomedical and behavioral research involving humans

38
Q

IRB performs critical ________________________

A

oversight functions for research conducted on human subjects that are scientific, ethical, & regulatory

39
Q

What type of legal issues should HES pay special attention to?

A

Those that affect data sharing with regard to HIPPA laws, informed consent, and confidentiality

40
Q

HIPPA Privacy Rule

A

Conditions established regarding when protected health information may be used for research or program evaluation

** HES or researchers are permitted information with individual authorization or for limited circumstances without authorization

41
Q

Steps to reduce risk of legal liability

A
  • Ensure all informed consent procedures are implemented
  • Maintain privacy of participants’ PHI
  • Choose currently certified instructors to teach classes
  • Ask program participants to be cleared by medical professionals before modifying their diet or engaging in strenuous activity
  • Provide written guidelines for emergency medial procedures for participants
  • Make sure classrooms/facilities comply with building codes and are regularly maintained
42
Q

Paperwork Reduction Act

A

information collection review helps reduce paperwork burden & maximize information collection

43
Q

Rehabilitation Act

A

Federal agencies are required to make websites, electronic materials, & other information technology accessible to people with disabilities

44
Q

Plain Writing Act

A

Stipulations that federal agencies use plain language that general population/public can understand

  • includes websites, printed and electronic materials, social media, etc.
45
Q

Negligence

A

Failure to act in a careful or reasonable manner

46
Q

Negligence can be the result of ____________ or ___________

A

OMISSION - not doing something that should have been done

COMMISSION - doing something that should NOT have been done

47
Q

How to reduce likelihood of legal improprieties

A
  • Be aware of legal liabilities
  • Use only professionals or experts in areas being presented
  • Require medical clearance for participation (when appropriate)
  • Instruct staff not to practice outside their area of expertise
  • Follow building codes and regulations
48
Q

Why can’t gov’t employees advocate?

A

It may appear that federal or state government agency has biases

49
Q

What can HES provide even if they cant advocate themselves?

A
  1. Education
  2. Data
  3. Information to local community organizing or formal advocacy efforts
50
Q

Federal laws, regulations, and policies for Statutes Prohibiting Discrimination in Employment

A
  • Civil Rights Act
  • Age Discrimination in Employment Act
  • American with Disabilities Act
  • Rehabilitation Act
  • Pregnancy Discrimination Act
  • Fair Credit Reporting and Disclosure Act
  • Immigration Reform and Control Act
51
Q

Federal laws, regulations, and policies for Employment Rights

A

Family Medical Leave Act

52
Q

Federal laws, regulations, and policies for Employee Benefits & Compensation

A
  • Fair Labor Act
  • Employee Retirement Standards Act
  • Consolidated Omnibus Budget Reconciliation Act (COBRA)
  • Federal Unemployment Compensation Act
  • Equal Pay Act
  • Lily Ledbetter Fair Pay Act
53
Q

Health Equity

A

Achievement of highest level of health for everyone

54
Q

Health Inequities

A

Differences in health due to social, economic, and/or environmental disadvantages or injustices

55
Q

Social Determinants of Health (SDOH)

A

Factors that could lead to health inequities & influence an individual’s or community’s health

56
Q

SDOH can lead to differences in ______________

A

incidence, prevalence, mortality, and burden of disease among specific groups or HEALTH DISPARITIES

57
Q

Healthy People 2030 has organized SDOH into how many # of categories

A

5

58
Q

Those who are minority and have lower incomes are more likely to be _____________________-

A

uninsured, face barriers to accessing care, & have higher incidence rates of diseases compared to whites and those who have higher incomes

59
Q

Those with higher education have ________________ compared to lower education

A

lower incidence of some diseases & better health outcomes

60
Q

Types of SDOH (according to Healthy People 2030)

A
  1. ECONOMIC STABILITY
  2. EDUCATION
  3. SOCIAL & COMMUNITY CONTEXT
  4. NEIGHBORHOOD & BUILT ENVIRONMENT
  5. HEALTH & HEALTH CARE
61
Q

Strategies that can be used to address inequities

A

COLLECTION OF DATA - helps HES to understand, investigate, & spread awareness about causes of inequities

ADVOCACY can ensure creation of policies, regulations, or rules that can impact behaviors & environmental conditions

HEALTH IN ALL POLICIES - identify multi sectorial opportunities for advancing equity in all areas of social, economic, & health policies within community

COMPREHENSIVE APPROACHES - intervening at multiple levels can increase reach of program or intervention

ADDRESSING ROOT CAUSES OF HEALTH DISPARITIES - useful to address upstream issues leading to health disparities

SPECIFIC INITIATIVES - specific programming to reach group or place that is underserved (compared to community-wide or population approaches

62
Q

Steps in CDC health equity checklist aimed to reduce health inequities

A
  1. Identify
  2. Engage
  3. Analyze
  4. Review
63
Q
A

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