Proposing Ethical Practice Standards for Community-Engaged Research in Health Education

Autor/inn/en	Stellefson, Michael; Paige, Samantha R.; Alber, Julia M.; Barry, Adam E.; James, Delores
Titel	Proposing Ethical Practice Standards for Community-Engaged Research in Health Education
Quelle	In: American Journal of Health Education, 46 (2015) 2, S.61-66 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-5037
DOI	10.1080/19325037.2014.997942
Schlagwörter	Health Education; Educational Research; Ethics; Community Involvement; Justice; Civil Rights; Decision Making; Risk; Researchers; Evaluators; Experiments; Informed Consent; Behavioral Science Research; Biology; Chronic Illness; Prevention + Suchen Sie Ihr Suchwort? Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Bildungsforschung; Pädagogische Forschung; Ethik; Gerechtigkeit; Bürgerrechte; Grundrechte; Zivilrecht; Decision-making; Entscheidungsfindung; Risiko; Researcher; Forscher; Erprobung; Biologie; Chronic disease; Chronische Krankheit; Prävention; Vorbeugung
Abstract	"The Belmont Report" was written in 1979 to address the abuse of human participants in biomedical research. In the report, three ethical principles were described: (1) "beneficence," which describes an act of charity or kindness that maximizes possible benefits while minimizing possible harms; (2) "justice," described as a method of just and fair decision making where individuals are treated equally and fairly; and (3) "respect for persons," which recognizes the power of an individual to make independent decisions through ensuring their rights to receive protection if they are unable to do so. These ethical principles led to federal regulations that are almost universally adopted today by researchers and used by institutional review boards (IRBs) to maximize the benefits and minimize the risks of research participation for potential human participants. These principles are epitomized by concepts such as informed consent, risk-benefit analysis, and fair inclusion of all potential participants. With the rising popularity of community-driven research initiatives, some have questioned the applicability of "Belmont Report" principles in modern-day behavioral science research. Following a discussion on the response by the National Bioethics Advisory Commission (responsible for establishing ethical research practice standards in the United States) to this discord, the IRB process, and the role of community advisory boards (CABs) in community-engaged research (CEnR), the authors conclude that the field of health education needs clear ethical practice standards to effectively foster important attributes of community engagement. Though the field of health education has a designated code of ethics to guide professional conduct, as well as a core set of responsibilities and competencies for Certified Health Education Specialists and master Certified Health Education Specialists, health education researchers often do not adhere to specific, competency-based ethical practice standards for strengthening community action through inclusive stakeholder engagement. Therefore, they propose using the "strengthening community action" element of the expanded chronic care model (ECCM) to begin establishing discrete ethical practice standards for CEnR in health education research. The ECCM provides a comprehensive, multifaceted framework for chronic disease prevention and management that fosters community partnerships between health professionals, individuals, and communities. Additionally, the authors propose 8 competency-based ethical practice standards for health education researchers to follow during CEnR. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01