Incompetence in Delivering Health Education

Incompetence in Delivering Health Education

Examine ethical concerns, a trait of professionalism within the health education profession, by analyzing one of the case studies in your course textbook (pages 18-28). Then address the following:

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Describe the situation in detail, noting specifically the ethical and legal issues associated with your selected case.

Describe another example in which the application of the code of ethics is similar. This could be from your existing worksite or a fictitious situation that you created.

Examine specifically how the code of ethics was violated in your example, using the NCHEC�s Code of Ethics as your guide.

Explain how such a situation could have been avoided, and support your viewpoint with evidence from scholarly sources.

Your paper must be two to three pages in length, excluding the title and reference pages. Your paper and all sources must be formatted according to 6th edition APA guidelines as outlined in the Ashford Writing Center. Visit the Ashford University Library to locate a minimum of two scholarly sources that support your main ideas. You must use a minimum of three sources total, one of which may be your course textbook.

Dilemma from the course book is as follows:

Ethical Dilemma 2: Incompetence in Delivering Health Education

Jill was concerned about the lack of professional preparation in health education of one of her colleagues. Mary was the senior member of the health education division, having served 22 years as a public health nurse and 5 years as a health educator. She was considered an excellent nurse and was knowledgeable about medical and public health issues under the jurisdiction of the healthdepartment. She was an excellent public speaker and related well with people. Jill�s concern was that Mary did not have knowledge of health education process skills necessary to be effective. She had no background in the practice and use of strategies and methods and did not know about professional standards or theories in health education. As a result, she always used a lecture approach, supported with written materials, in her health education programs.

Jill and Mike both knew she could be a dynamic health educator if she took time to learn about the process of health education. Both were concerned that Mary�s approach was not effective with many of the people she was educating. On several occasions, they tried to share ideas, programs, and professional journals with Mary, hoping she would be open to different methods. Jill decided to talk to Dawn after Mary conducted a very questionable program on HIV/AIDS that was presented to HIV-positive individuals, using her usual lecture approach. Mary also expressed her personal values, which insulted some of the participants. When Jill shared this with Mike, he said, �Forget it. Mary has more seniority and is set in her ways with no hope of change. Besides, I�m sure Dawn already realizes the problem.�

Jill responded, �Health educators don�t practice that way.�

Mike countered, �Mary is a nurse, not a health educator.�

Jill, somewhat irritated, said, �Her title is health educator, and what and how she practices reflects on the profession.�

It was difficult for Jill to talk to Dawn about her colleague�s incompetence. She was pleased when Dawn listened to her concerns and thanked her for bringing this to her attention. Mike, however, had been right�Dawn was aware of Mary�s shortcomings but was undecided as to how to handle it.

To try to clarify the situation, Dawn asked herself the following questions: Has any harm been done as a result of Mary�s approach? Is Mary aware of her lack of professional preparation? Does Mary realize she could be more effective if she understood health education theory and process?

Dawn concluded that Mary might have unknowingly done harm to individuals by not using different strategies and methods that better met individual learning needs. She was definitely out of line in the case of the HIV/AIDS program by not using more effective methods and for imparting her personal values to the participants. She also concluded that Mary was probably aware of her lack of preparation in health education, but, because of her nursing background and five years� experience as a health educator, considered herself a proficient professional. Dawn concluded that Mary was not aware, or refused to admit, that she could be more effective with a strong understanding of health education theory and methods. Dawn decided to discuss her concerns with Mary after taking into consideration the importance of maintaining the integrity of the division of health education.

Ethical question.

Is it unethical for a person to assume the role of a health educator without professional preparation in health education methods?

The text above comes from: (Please cite)

Bensley, R. J. & Brookins-Fisher, J. (2008). Community health education methods: A practical guide (3rd ed.). Sudbury, MA: Jones and Bartlett Publishers.