Bioethics Education In A Global Perspective: Ch...
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The number of ethics-teaching programs rapidly grew in the early 1970s, primarily in medical schools in the United States. In a relatively short period of time almost all medical schools introduced ethics education. Currently, such schools are required to include bioethics in their curricula to be accredited. Other countries followed this pattern of dissemination. Since then the scope of bioethics education has significantly widened. Ethics-teaching came to be offered not only in undergraduate programs but also in graduate, specialization, and postgraduate education, especially in clinical settings. Bioethics-teaching was furthermore introduced in the professional training programs of other health professions such as nursing and scientific disciplines such as biology, genetics, and life sciences.
Of great concern in GHIs is the maldistribution of the healthcare work force in terms of geography, disease, infrastructure and resources. GHIs occur in numerous ways and are influenced by a multitude of factors that can best be impacted by the nursing community with awareness building, focused education, nurse activation, and infrastructure support, with the nurse acting as a sentinel. Of great concern in GHIs is the maldistribution of the healthcare work force in terms of geography, disease, infrastructure and resources. The ability to impact GHIs depends, in part, on the presence of appropriate resources of all types, including human. In the next section, we will define and briefly describe the three emerging global health issues to provide context for the reader
... it is important to see HT as a global public health problem in need of focused identification and responsive interventions. Human trafficking (HT) is perceived as a form of modern day slavery. HT is also increasingly recognized as a global public health problem (McCain, 2016b). Guidance for healthcare providers has emerged in the literature, as well as calls for development of new education and training programs for nurses. Given the scope of this problem, it is important to see HT as a global public health problem in need of focused identification and responsive interventions (Isaac, Solak, & Giardino, 2011). In this section, we provide background about human trafficking and discuss efforts related to nurses and advocacy.
A profession such as nursing... has the opportunity to positively impact GHIs, perhaps like no other. Nurses are positioned in settings such as government roles, public health, academia, clinical care, leadership, and private industries with the ability to develop a creative and effective network to respond to multifaceted problems. There is a clear need to increase nurse awareness and education about GHIs, including, but not limited to emerging infectious diseases, human trafficking, and maternal-newborn health. Professional nurses can contribute as global leaders of change by becoming active in communities; professional nursing organizations; policy making and advocacy organizations; and their workplaces. A profession such as nursing, with millions of providers both in the United States and worldwide, has the opportunity to positively impact GHIs, perhaps like no other.
Globalization is the communication and assimilation among individuals, ethnicities, races,institutions, governmentsof various nations supported by technology and compelled by international trade. Due to globalization, the moreyou become exposed to diversity- the valuing of the uniqueness or differences in gender preference, color, age,religious affiliation, ethnicity, education, social and economic status and political beliefs.
The Challenges and Opportunities for Education About Dual Use Issues in the Life Sciences workshop was held to engage the life sciences community on the particular security issues related to research with dual use potential. More than 60 participants from almost 30 countries took part and included practicing life scientists, bioethics and biosecurity practitioners, and experts in the design of educational programs.
Extension services, and policies supporting agricultural extension systems, are also critical. Smallholder farmer-dominated agriculture is currently the backbone of global food security in the developing world. Without education and incentives to manage land and forest resources in a manner that allows regeneration of both the soils and wood stocks, smallholder farmers tend to generate income through inappropriate land management practices, engage in agricultural production on unsuitable land and use fertile soils, timber and firewood for brick production and construction. Also, they engage in charcoal production (deforestation) as a coping mechanism (increasing income) against food deficiency (Munthali and Murayama 2013398). Through extension services, governments can play a proactive role in providing information on climate and market risks, animal and plant health. Farmers with greater access to extension training retain more crop residues for mulch on their fields (Jaleta et al. 20151679, 20131680; Baudron et al. 2014399).
The scientific community can partner across sectors and industries for better data sharing, integration, and improved modelling and analytical capacities (Janetos et al. 2017408; Lunt et al. 2016409). To better predict, respond to, and prepare for concurrent agricultural failures, and gain a more systematic assessment of exposure to agricultural climate risk, large data gaps need to be filled, as well as gaps in empirical foundation and analytical capabilities (Janetos et al. 2017410; Lunt et al. 2016411). Data required include global historical datasets, many of which are unreliable, inaccessible, or not available (Maynard 2015412; Lunt et al. 2016413). Participation in co-design for scenario planning can build social and human capital while improving understanding of food system risks and creating innovative ways for collectively planning for a more equitable and resilient food system (Himanen et al. 2016414; Meijer et al. 2015415; Van Rijn et al. 2012417). Bangladesh has managed to sustain a rapid reduction in the rate of child undernutrition for at least two decades. Rapid wealth accumulation and large gains in parental education are the two largest drivers of change (Headey et al. 2017418). Educating consumers, and providing affordable alternatives, will be critical to changing unsustainable food-use habits relevant to climate change.
This seminar explores legal, ethical, and social issues raised by developments in health, medicine, and the biological sciences at the U.S. and global levels. It first provides an overview of the normative theories that inform the development of the field of bioethics, as well as connects these theories to legal and social dynamics that continue to shape discussions of equity and justice. It then considers a spectrum of priority topics and themes, through both a theoretical and practical lens, such as end-of-life issues, reproductive rights, human subjects research, access to medicines, and vaccines. Students will develop an in-depth perspective on how law and ethics overlap and shape the discourse on these priority topics. This seminar will be especially informative for students looking to obtain a practical view into how the law interacts with ethical dilemmas in health, medicine, and science.
The term Bioethics (Greek bios, \"life\"; ethos, \"moral nature, behavior\"[1]) was coined in 1927 by Fritz Jahr in an article about a \"bioethical imperative\" regarding the use of animals and plants in scientific research.[2] In 1970, the American biochemist, and oncologist Van Rensselaer Potter used the term to describe the relationship between the biosphere and a growing human population. Potter's work laid the foundation for global ethics, a discipline centered around the link between biology, ecology, medicine, and human values.[3][4] Sargent Shriver, the spouse of Eunice Kennedy Shriver, claimed that he had invented the term \"bioethics\" in the living room of his home in Bethesda, Maryland, in 1970. He stated that he thought of the word after returning from a discussion earlier that evening at Georgetown University, where he discussed with others a possible Kennedy family sponsorship of an institute focused around the \"application of moral philosophy to concrete medical dilemmas\".[5]
Bioethics as a subject of expert exercise (although now not a formal profession) developed at the beginning in North America in the Nineteen Eighties and Nineteen Nineties, in the areas of clinical / medical ethics and research ethics. Slowly internationalizing as a field, since the 2000s professional bioethics has expanded to include other specialties, such as organizational ethics in health systems, public health ethics, and more recently Ethics of artificial intelligence. Professional ethicists may be called consultants, ethicists, coordinators, or even analysts; and they may work in healthcare organizations, government agencies, and in both the public and private sectors. They may also be full-time employees, unbiased consultants, or have cross-appointments with educational institutions, such as lookup centres or universities.[61] 781b155fdc