power point from this document, 15 slides
Introduction
Depending on the context of the study, researchers often encounter ethical dilemmas that are associated with respect for privacy, establishment of honest and open interactions, and avoidance of misrepresentation. From an ethical standpoint, such challenging circumstances may surface if researchers are grappling with conflicting issues and have to choose between different methodological approaches in complex circumstances. In such circumstances, disagreements among different components including participants, researchers, researchers’ disciplines, the financing organization, and the society might be inevitable. Therefore, there are numerous ethical concerns that should be taken into account when undertaking studies that deal with human subjects. Understanding ethical principles can guide researchers to conduct studies that safeguard the wellbeing of human subjects.
Overview of the Research
In a research work titled Resilience of People Living with HIV/AIDS in Indonesia: a Phenomenological Study, Kumboyono et al. (2018) observe that HIV/ AIDS is among the most prevalent and expanding communicable diseases on the planet. The number of individuals who are diagnosed with HIV/AIDS continues to skyrocket every year in Indonesia and other parts of the world. According to Kumboyono et al. (2018), individuals who suffer from HIV/AIDS often plunge themselves into a series of crises, which indicate the challenges of living with the chronic pathological condition. As such, resilience is one distinct phenomenon that is common among persons living with the diseases Indonesia, a pattern that indicates the results of current health management and expectations of HIV/AIDS patients for better and improved health outcomes. In light of this concern, Kumboyono et al. (2018) undertook a study that sought to examine the mechanism of resilience in Indonesian people living with HIV/AIDS and the factors that influence their specific mechanisms.
Using qualitative phenomenological design, the researchers sampled a total of 27 people living with HIV/AIDS from a primary health care institution in Malang City, East Java, Indonesia. The participants were selected from different socioeconomic, gender, and sexual orientations. The researchers informed participants about the conduct and processes involved in the study, resulting in their consent to participate in the interview process. The findings of the study indicated that the diagnosis of HIV/AIDS reflects the onset of psychological and social distress. Moreover, Kumbomoyo et al. (2018) found that the spiritual response that follows diagnosis is a state that is characterized by crises. As a consequence, the coping strategies and understanding of life by HIV patients is a definite sign on resilience. Based on these findings, Kumbomoyo et al. (2018) infer that HIV/AIDS is a chronic infection that has the potential to induce the unique mechanism of resilience within the Indonesian social system. Therefore, future health and management of persons living with HIV/ AIDS will be needed to enhance and encourage this strategy to guide persons living with HIV into a more comfortable and healthy way of life.
Ethical Issues in Research
The relationships and interactions established between the researcher and participants in a study can potentially generate a wide range of varying ethical issues. While ethical codes, policies and principles are highly significant and beneficial, like any set of norms, they do not cater for all situations. Thus, they often have a high potentiality of conflicting. Nonetheless, the vast majority of decisions often entail the straightforward application of ethical codes and practices. Ethics is one of the most important issues that are commonly mentioned by educators in the scientific community. Ethical misconducts most commonly stem from environmental and individual causes. For instance, when people who are morally weak or unaware of the rules participate in research, ethical violations are bound to occur. Thus, many significant forms of the ethical deviations that are observed in many scientific studies are attributed to the fact that some researchers are oblivious of the ethical norms of scientific research.
Protection of Human Rights
The most important ethical principles in research focus on protecting human rights when dealing with human subjects. Principles of protection of human rights during research emerged out of a dark history that was littered with accounts of abuses undertaken in the name of medical research. One of the most dreadful of these atrocities were undertaken by the Nazi physicians who utilized convicts for human experimentation (Avasthi et al. 2013). The unearthing of these experiments sent ripples of shock across the world, a situation that resulted in the development of the Nuremberg Code to deter recurrence of similar episodes. The Nuremberg Code was the first international code of ethics in clinical research that laid down the guidelines for research dealing with human subjects. This policy made laid down principles, guidelines and standards to be followed by researchers and make voluntary consent essential, allowed subjects withdraw from the experimentation at any time, banned experiments that could lead to major injuries or fatalities of the subjects, and made it mandatory to have preclinical data prior to the experimentation of humans. However, the Nuremberg Code failed to end unethical practices conducted by certain researchers (Avasthi et al. 2013). As a consequence, a collection of guidelines was developed by the 18th World Medical Association General Assembly, also referred to as the Declaration of Helsinki.
The Helsinki Declaration had a collection of principles, which emphasize on informed consent, confidentiality of data, vulnerable populations, and requirements of a protocol, including the scientific justifications for the study. All researches had to be reviewed based on these standards by the ethics committee for a research to be declared as ethically fit (Avasthi et al. 2013). However, it is during the time of the Helsinki Declaration that other major scandals continued such as the Tuskegee Syphilis Experiment in the United States. This malpractice raised concerns in the ethics community, thereby resulting in the establishment of the Belmont Report in 1979. The Belmont Report established the modern regulations and human rights principles associated with research dealing with human subjects in the United States and other parts of the world (Avasthi et al. 2013). Nonetheless, with the growing interest in pharmaceutical, health, and psychological research in the developing and the underdeveloped nations, the Council for International Organization of Medical Sciences, in collaboration with the World Health Organization (WHO) and other health researchers designed the International Ethical Guidelines for Biomedical Research Involving Human Subjects in 1982 (Avasthi et al. 2013). Thereafter, other professional research organizations such as the American Psychological Organization (APA), have designed similar standards that relate to protection of human rights in studies that deal with human subjects.
The Five Human Rights that Must Be Protected
There are five cardinal ethical principles that reflect the five human rights that must be protected during research. These principles include: nonmaleficence, beneficence, respect for autonomy, justice, as well as right to self-determination. The principle of nonmaleficence states that the researcher has an obligation to avoid infliction of harm on human subjects in a study. This principle is closely interlinked with the maxim primum non nocere (‘first do no harm’). The principle of nonmaleficence prohibits killing, causing pain or suffering, incapacitating, and causing an offense on the human subject during research. Therefore, this principle encourages researchers to act in ways that do not cause physical or mental harm on the research participants. More precisely, the principle states that researchers should not cause avoidable or intentional harm. This should incorporate avoidance of any possible risks associated with harm (Jahn, 2013). Researchers should avoid intentional and unintentional violations of this ethical principle. For instance, a researcher does not necessarily intend to harm in order to violate this principle. As a matter of fact, knowingly or unknowingly subjecting a research participant to unnecessary risk amounts to violation of the principle of nonmaleficense.
The principle of nonmaleficense has been applied to this study in many ways. One of the primary focuses of the study was to investigate the coping skills of people living with HIV/AIDS. Thus, when analyzing these coping skills and strategies, the researcher must engage in a one-on-one interview with the participants (Jahn, 2013). In the process, questions that trigger psychological and emotional pain might be asked unknowingly. Such situations are likely to occur in the study, especially when dealing with participants who suffer from HIV/AIDS. In almost all parts of the world, HIV/AIDS patients often witness numerous cases of social stigma. These negative experiences may interfere with the manner in which they respond to interview questions. Therefore, it is the task of the researcher to develop strategies that can help to minimize any possible mental and emotional paint that the persons living with HIV are likely o experience as a result of the data gathering and interview questions. Many studies on nonmaleficense often narrow down to physical harm (Chagani, 2014). However, the concept of harm is broad and dynamic, incorporating all dimensions of human life, including the mental and physical realms. In this particular study, there is no serious physical interaction with the participants that might cause physical pain, harm or death.
The concept of harm is broad and takes many forms. They range from physical and emotional injuries to deprivation of property or violations of human rights. Within the research context, the primary emphasis of harm is often linked to a narrower definition, such as pain, disability, or death (Chagani, 2014). Within these standards, the research has observed avoidance of harm since all the participants who took part in the study did not die, sustain any physical injury or disability stemming from the research. However, harm can be strongly within the eye of the beholder, and a wider definition of harm is often required during ethical considerations. In light of the above, more than one level of harm may come into play in a situation. For instance, the researchers are more likely to inflict mental pain and suffering in the participants by asking questions related to the way in which they responded to the news that they had been diagnosed with HIV/AIDS. However, in such a situation, the researchers have imposed one harm in order to avoid a greater harm. Nonetheless, in all situations, researchers should be prohibited from acting in ways that are likely to generate undue risks or needless harm to participants.
The principle of beneficence is a moral obligation to act for the benefit of others. In this respect, any research work that observes this principle should be designed in a way that is meant to promote societal good and wellbeing (Jahn, 2013). There are various ways in which this principle comes into play. For instance, the principle suggests that researchers should act in a manner that provides benefits to the society, and balances benefits with risks or harms. The principle of beneficence is broad and multifaceted. It includes protecting and defending the rights of others, preventing harm from occurring to others, removing conditions that will cause harm, and supporting persons with disabilities. Furthermore, this principle advocates for rescuing persons in danger during and after research. In furtherance of these ethical standards advocated by beneficence, there are various ways in which the study can be assessed. For instance, the outcomes of the study seeks to improve health professionals’ understanding of HIV/AIDS patients’ coping skills and strategies and the psychological pain that they undergo in the process of coping. As a result, it provides health professionals and psychological researchers with insights into ways of developing interventions that are meant to address mental health problems that affect HIV patients.
The study encourages researchers to design interventions that are meant to enable HIV patients to bounce back to their normal psychological and social norms after receiving adversities as a consequence of HIV/AIDS diagnosis. Indeed, the nature of resilience among individuals who are diagnosed with chronic infections can be grouped into the crisis and survival stages. The former is characterized by the onset of a psychological and physical struggle that follows after diagnosis with several struggles. This study can inform future evidence-based practices that seek to design cognitive and counseling strategies for improving the quality of life of persons living with HIV/ AIDS. As such, the study fulfills the ethical principle of benefiting the participants and the society at large by promoting greater good and wellbeing for persons living with HIV/AIDS.
The ethical principles of beneficence and nonmaleficense are multidimensional and intertwined. These dimensions include positivity and utility. Positivity can be described as the benefits that are gained after undertaking the research, which outweighs its costs. For instance, timely understanding of the mental and pain that HIV patients undergo after diagnosis can help to reduce major depression and help to cope will with the disease. On the other hand, utility refers to the benefits of undertaking an action that balances its costs. For instance, in a clinical research that explores psychological pain that patients undergo, the patient control group may only receive psychological treatment-as-usual instead of the experimental treatment that could generate extra gains. Beneficence and nonmaleficence are fundamental ethical principles that are essential in guiding the clinical practice and research in both psychology and healthcare. Beneficence encourages the researcher to exercise responsibility of promoting the wellbeing of the patients, especially participants in clinical trials, often by researching and administering therapeutic interventions with the highest possibility of positive patient responsivity. One of the biggest ethical dilemmas that psychologists confront is the need to strike a balance between beneficence and nonmaleficence. This balance may sometimes entail weighing the possible benefits and limitations or net risks associated with a specific research. In all jurisdictions, researchers are required by law to inform their participants or patients of the possible risks and gains of a research, procedure, or testy. This move allows the study participants to make an informed decision, with theirs being the burden to assess the potential costs and benefits of the available alternatives.
Autonomy and self-determination are other fundamental human right that the participants should be granted during a research. Thus, respect for autonomy is a practice that obligates the researcher to respect the decisions of adults who have the capacity to make their own decisions. There are three conditions that must be existent for an action by the research subject to be regarded as autonomous. They include: intentionality, understanding, as well as complete absence of controlling influences that determine the subject’s decisions. In order to meet the ethical obligation of autonomy, there are several moral standards or guidelines that can be used. They include: telling the truth, respecting the privacy of others, protecting the confidentiality of information, as well s seeking consent from the participant before commencing the data gathering process. Respect for autonomy represents an obligation to the researcher to respect the decision making capabilities of the participants. It also denotes the provision of choices and alternatives to the subject so that they can practice self-determination. In this study, the participants’ rights to autonomy were observed by providing them with all the relevant information about the study and giving them the opportunity to decide whether or not to participate in the research. This process was primarily exercised through issuance of informed consent forms to the subjects.
Within the context of this study, the subjects’ autonomy were respected by first giving them all sufficient information that are necessary for the research and then giving them the opportunity to consent or reject proposals to participate in it. Based on this practice, it is the responsibility of the researcher to ensure that the subject is sufficiently competent to practice autonomy. By competency, a research subject should be not only conscious, but also possess the sufficient knowledge and understanding to gain and maintain the information offered to take relevant decisions. Along with this view, the principle also requires the researcher to offer complete information to the participant and not hide anything so that the patient may seek to meet an obligation or can desire to spend some valuable time with family members and friends. The subject, after knowing the truth, may desire to do a hobby with which he or she desired to do. The participant may also seek to select other options of the research that may not be available or provided by the researchers. However, it is the right of human beings to be treated in a way that does not cause pain and anguish. Therefore, the researcher should go by the data gathering method in which the participants are comfortable with in order to avoid restraining the subject from exercising autonomy. In addition, in many jurisdictions, going ahead with a research against patients’ rights and decisions even if it is meant for their goodwill, is considered as an illegal decision. Therefore, a comprehensive justification on legal is often needed to undertake a research involving subjects who are patients against their knowledge and will. The principle of beneficence supports the autonomy of the patients as in the case of telling the truth to the research subject and respecting the subject’s autonomy can go a long way in generating the desired benefits to the participants, who will feel more confident in determining their course of life.
Further, self-determination is a human right that is also relevant and interrelated to the right to autonomy. Self-determination is a right and principle that plays a critical role in the contemporary research ethics associated with human subject. Put simply, this principle suggests that ultimately, it is the participant who should make the final decision as to whether or not to accept a proposed research process (Lindberg, Johansson & Broström, 2019). While this principle is widely discussed in many academic works, one of its most significant elements has often been overlooked- the fact that real-world decision making is temporarily extended. In this respect, decision-making is a process that broadly takes a significant period of time from the time at which the researcher determines that there is a need for the subject to participate in the clinical research and that there is a decision that should be made. Moreover, the participant should be able to make it to the point at which they are actually asked for their views. The principle of self-determination is broadly viewed as the center of research ethics and trials in the health sector (Lindberg, Johansson & Broström, 2019). It is a principle that is commonly codified in legal frameworks and standards across different parts of the world, and has had a major effect on researchers’ understanding of ways of dealing with several legal and ethical issues associated with handling human subjects in research.
There are several accounts of the content and implications of the principle that have been put into use within the context of this study. For instance, in all stages of the study, the patients were given the liberty to opt out of the research. Through the issuance of informed consent documents and explaining to them the conduct and content of the study, they were sufficiently empowered to determine whether or not they would like to chat their own path by either remaining or opting out of the research. In view of this phenomenon, it would be deduced that it is the research subject who ultimately, following evaluation of all relevant information offered by the researchers, has the authority to decide whether or not to consent to the research. The principle of self-determination raises many fundamental questions. One such question revolves around who should self-determination be applicable to. In this study, the main subjects of self determination are the participants of the research. They are the HIV/AIDS patients who were interviewed on their psychological coping skills. Since a right to self-determination is often traditionally ascribed only to people with sufficient decision-making capabilities, one major issue that confronts many researchers is what it takes for a patient to be above the recommended threshold. Based on this standard, it is not clear in this study whether or not the HIV patient populations that were sampled were above the recommended normal mental threshold that is required of them to make informed decision on whether or not they should take part in the research. However, it can still be implied that they were mentally upright at the time of decision-making based on the nature of the data that have been gathered.
When it comes to self-determination, real-world decision-making capabilities can be temporarily extended in that it broadly takes some significant period of time from the point at which the researcher determines that there is a consent decision that should be made, and that the patient is mentally fit or able to make it (Lindberg, Johansson & Broström, 2019). Moreover, such a situation should extent to the point at which the subject is asked about their views. Such a temporal element of decision-making raises normative questions. For instance, it may not be clear under what situations and length of time the researcher should wait in order to get the feedback from the subject on the decisions that they have made regarding participation in the research.
Finally, the principle of justice in research can also be used to analyze the ethical standards that were used in the study. The right to justice requires the researcher to exercise equity in the distribution of the benefits of the research. These include the benefits, costs, and resources. The key justice principles in a study include: promotion of equal share, giving each person in accordance with heir efforts, rewarding each individual according to their contributions, and issuing gains made out of the research according to merits (Silver, Ventura & Castro, 2016). In almost all forms, clinical trials require the active participation of human subjects and entail clinical interventions that are comprised of various procedures. However, this study only engaged human subjects in the interviewing process alone. Still, the performance of a study involving human subject can be beneficial to the economy and the whole society, especially the participating country, thereby generating employment opportunities and promoting local scientific and technological progress through the scientific data found and studied in collaboration with many research centers (Silver, Ventura & Castro, 2016). The financial and economic gains of this particular study have not yet been determined. However, its insights can be used to develop interventions that help to promote psychological wellbeing of persons living with HIV/AIDS. In so doing, the study can immensely improve their quality of life.
Ethical Scientific Integrity
The credibility of a researcher or author is very critical in assessing the authenticity and quality of a specific research work. The personal details of the authors who developed this research work have not been provided in the journal article. However, there are other standards that can still be used to determine the credibility and level of suitability of the researchers to undertake the above study. For instance, the authors have revealed at the end of the article that their study was funded by the Directorate General of Higher Education, Ministry of Culture and Education in the Republic of Indonesia. Based on this standard alone, it can be deduced that the authors have the necessary academic credentials and intellectual acumen or capacity to undertake such a study. In addition, the mere fact that the study was approved by these higher educational bodies raises the credibility of the authors. Another factor that raises the credibility of this particular study is that its findings were assessed and later published by the Research HIV Nursing, which is a widely known reputable international journal that publishes studies on HIV research.
Plagiarism is one of the ethical issues in research that are hardly ever mentioned. However, its violations can have far-reaching consequences on the credibility and authenticity of a specific body of knowledge. Plagiarism can be defined as the unethical practice of stealing and passing off ideas or group of words as one’s own (Ben-Yehuda & Oliver-Lumerman, 2017). Plagiarism is also the act of utilizing someone’s ideas and works and pretending to be one’s own. In light of the above, there are various ways in which plagiarism manifests itself in research. For instance, many researchers often fail to recognize the originators of their collection of words. However, this specific study can be said to have passed plagiarism test. First, the body section of the study has various in-text citations, indicating that the authors acknowledged the sources or originators of the ideas that were sued in the study (Ben-Yehuda & Oliver-Lumerman, 2017). In addition, all the in-text citations have their corresponding bibliographic citations. As such, the authors do not have a case of plagiarism or copyright violation.
Fabrication and falsification are some of the cardinal malpractices ion research conduct. They are commonly regarded as the key concerns in averting research misconduct. Any deviation or departure from such standards often undermines the integrity of a specific body of research for an individual or organization as a whole (Ben-Yehuda & Oliver-Lumerman, 2017). Falsification can be described as the practice of altering or omitting research findings to support certain claims, hypotheses, as well as other data. This can include the act of manipulating study instrumentation, materials, or procedures. Usually, manipulations of images or representations in a way that distorts the figures or data or reads too much between the lines can also be regarded as an act of falsification (Ben-Yehuda & Oliver-Lumerman, 2017). The process of identifying a case of falsification or fabrication is often a complex one. As such, it was not possible for this specific study to detect any case of falsification. This is because the main data that were being explored were primarily qualitative and they were derived from the interview responses. In the same way, it was not easy to detect any case of outright fabrication. Fabrication is the development of or inclusion of data, observations, or characterizations that never took place during the collection of data. Fabrications are likely to take place during the process of filling out the entire of an experiment runs (Ben-Yehuda & Oliver-Lumerman, 2017). Moreover, the researchers might come up with claims on the basis of incomplete or presumed findings, which are regarded as outright forms of fabrication.
Institutional Review Board
Details on the Institutional Review Board (IRB) pertaining to this study have not been written in the article. However, the researchers indicate that they passed through the due process of informed consent and other ethical standards before they were approved to participate in the study. In addition, the study was approved by the Ministry of Higher Education, although such a ministry may or may not develop an IRB to assess the ethical suitability of the researchers. Therefore, it is not easy to determine whether or not the above study was approved by IRB. However, the researchers’ use of human subjects was not experimental in nature. Rather, use of human subjects in this study was minimized to data collection process through interviews.
The absence of details regarding the IRB in this study calls for the need for future researchers to report as to whether or not their studies were approved by an ethics body. All individual organizations or sponsors may demand that all studies, irrespective of their sources of funding, be assessed and approved by an IRB (Whitney, 2015). An IRB has the specific power and authority over the nature of the research within its jurisdiction. For instance, no clinical research may be approved to stat enrolling participants until it has been given the green light by the IRB. The IRB primarily has the authority to approve, dismiss, or halt all research activities that fall within its jurisdictions in accordance with the relevant government regulations and institutional standards and procedures. The IRB also ensures that a given research meets the needed ethical standards by demanding for modifications in processes, protocols as well as previously approved studies (Whitney, 2015). Furthermore, the IRB has the power and authority to demand that participants in a specific research be granted any extra information that will enable them to make informed decisions to participate in the study.
One of the most important documentations that the IRB may require is the informed consent form. While researchers who indicate that they provided participants with informed consent might have gone through the IRB, it might not be the case in all situations. All institutions that take part in the research process that engage human subjects are often tasked with the responsibility of identifying an IRB to assess and approve such studies (Whitney, 2015). The IRB is charged with the responsibility of adhering to the requirements and standards recommended by the Office for Human Research Protections. Many study sites may be under the jurisdiction of more than one IRB. Then IRB plays a significant role in safeguarding the rights, safety, and wellbeing of all human study participants. The IRB meets this responsibility by assessing the full research plan for a specific research study in order to ensure that it meets the standards that have been recommended by local and international codes of research ethics (Whitney, 2015). Moreover, the IRB undertakes a confirmation and approval that the study plan does not expose human subjects to unreasonable risks. In this particular study, human subjects are not exposed to unreasonable risks because their role in the research is to simply explain how they psychologically cope with the news of their diagnosis with HIV/ AIDS.
Informed Consent
Informed consent is the main ethical practice that has been extensively observed by the researchers in this study. For instance, after selecting the populations to participate in the study, the participants were informed regarding the conduct of the research. Thereafter, the researchers report that the participants consented to the proposals to participate in the interview. The researchers also indicate that the study participants were given the opportunity to opt out of the research at any stage if they so wished. Therefore, it can be deduced that the study adhered to the recommended informed consent procedures and standards.
Informed consent can be described as the voluntary acceptance by a study subject to participate in a research (Minor, 2015). Thus, informed consent should not be treated simplistically as a form that is signed but a process. As a process, informed consent is regarded as an essentiality before registering a participant for study. As such, informed consent should be sought in all forms of human subjects studies, ranging from diagnostics and therapeutic investigations, to intervention and behavioral assessments.
The process of seeking informed consent entails informing the participants on their rights, objective and role in the study. The processes should of informing the participant should also entail enlightening the human subject about all the possible risks and the advantages involved in participating in the study (Minor, 2015). Usually, the target participants of the research should take part willingly and not through compulsion. Therefore, vulnerable and disadvantaged groups of participants such as prisoners, expectant women, and children should be accorded extra protections in order for them to make more informed decisions during the research process.
HIPAA
The study was conducted outside the jurisdictions of the United States. As such, it is not bound by the standards, laws and regulations of the Health Insurance Portability and Accountability Act (HIPAA). However, if the study and its findings were to be used to inform evidence-based practices in the United States, it would be bound by HIPAA laws. One of the most sensitive and important area of research is dealing with the privacy of HIV/AIDS patients during research. Indeed, the privacy of patients is safeguarded by the US Department of Health and Human Services in line with HIPAA regulations.
The Authority of HIPAA goes beyond protection of patient privacy and confidentiality within the health setting to incorporate protection of welfare of human study subjects. While this does not indicate that the privacy and confidentiality of participants’ data were protected, HIPAA calls for the safeguarding of the human rights of research subjects under the Basic HHS Policy for Protection of Human Research Subjects, also widely referred to as Common Rule (Majumder & Guerrini, 2016). While the word ‘privacy does not feature in HIPAA’s title, almost all sections of this law calls to attention the need for researchers to safeguard the privacy and confidentiality of participants (Majumder & Guerrini, 2016). As such, privacy is critical to the realization of HIPAA’s goals.
Risk to Benefit Ratio
In this article, the researchers do not show if they calculated a risk to benefits ratio. However, the research can comfortably be categorized as a minimal risk study. A minimal risk is a situation in which the likelihood and degree of harm or discomfort expected in a proposed study are not higher or greater in them than those that are commonly encountered in daily situations during the furtherance of normal physical or psychological assessments or tests (Melnyk & Morrison-Beedy, 2012). The potential risks posed by this study are low because there is no physical engagement of the bodies of human subjects in the study. Instead, the human subjects were only required to answer interview questions regarding their HIV psychological coping skills.
Benefits are associated with the potentiality of the research treatment to eliminate a condition or address certain problems. These problems can especially relate to an individual or population that is being surveyed (Melnyk & Morrison-Beedy, 2012). For instance, some of the problems that the research focused on are the psychological and emotional pain that HIV patients undergo. The potential benefits that can be gained from the study include providing insights into the development of interventions to improve HIV/AIDS patients’ resilience after facing adversities due to HIV diagnosis. In addition, the study provides benefits to the study population by providing strategies of fighting stigma.
Conclusion
Ethical problems are bound to occur in all studies. However, researchers who deal with human subjects must take extra caution not to affect the participants. Study participants might be exposed to various malpractices that can adversely affect their wellbeing. For instance, researchers may fail to protect them from physical and mental harm. Moreover, their privacy and confidentiality rights might be at risk during the study process. However, understanding ethical practices that guide dealing with human subjects can ensure that the study passes the tests recommended by the IRB.
References
Avasthi, A., Ghosh, A., Sarkar, S., & Grover, S. (2013). Ethics in medical research: General
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psychiatry, 55(1), 86.
Ben-Yehuda, N., & Oliver-Lumerman, A. (2017). Fraud and Misconduct in Research:
Detection, Investigation, and Organizational Response. Michigan: University of
Michigan Press.
Chagani, S. M. I. (2014). Telling the truth-A tussle between four principles of ethics. Journal of
Clinical Research & Bioethics, 5(2), 172.
Jahn, W. T. (2011). The 4 basic ethical principles that apply to forensic activities are respect for
autonomy, beneficence, nonmaleficence, and justice. Journal of chiropractic
medicine, 10(3), 225.
Kumboyono, K., Sukotjo, C.T., Lesatri, Y.C., & Wijayanti, P.D. (2018). Resilience of people
living with HIV/AIDS in Indonesia: a phenomenological study. HIV Nursing, 18(1),
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Lindberg, J., Johansson, M., & Broström, L. (2019). Temporising and respect for patient self-
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Majumder, & M.A., Guerrini, C.J. (2016). Ethical foundations, sources of confusion in clinical
medicine, and controversies in biomedical research. AMA Journal of Medical Ethics.
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analyzing, and funding. New York: Springer Publishing Company.
Minor, J. (2015). Informed consent in predictive genetic testing: A revised model. New York:
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Infections disease: a global perspective
Recent Health Care Legislature (within 3 years)
· Literature review regarding issue (4 peer reviewed articles)
· Statistical data related to issue, population impacted, and health outcome of issue and legislature.
· Nursing role in passing the legislature
· References within 5 years
· 10 Pages including Title page and Reference page
· APA Format
Education homework help
UncategorizedI would like to discuss:
According to the BBC reporter, Christina Scharff, many young women do not call themselves feminists. They also do not want to be associated with feminism. What could be the reasons for most women not associating with feminism, yet they support the concepts of gender equality?
Just remember these criteria for evaluation:
Each journal should include three sections:
1. Description. Describe the content you learned. This demonstrates knowledge content retention.
2. Reflection. Reflect upon what you learned. This is the section in which you could state what surprised you, what resonated with one of your experiences, and/or how you might use the knowledge you gained.
3. Analysis. In this section, you analyze what you are learning in terms of students learning outcomes for our class and/or synergy with other course material (from our class or another you are taking). This is the section in which you bring multiple pieces of your thinking together to show you are achieving our course learning outcomes.
2 pages double spaces
7edtin APA style
leadership theories
Nursing HomeworksOf the leadership theories discussed this week, which one did this nurse leader subscribe to? Why?
Of the leadership theories discussed this week the Participative (Democratic) style most describes the nurse leader at my workplace. She includes the staff when making decisions and welcomes open group discussions before making final decisions.” A participative management style is pervasive, and staff feedback is not just welcomed but expected by leaders in making decisions about the work of patient care” (Porter-O’Grady, T. 2016 P.17)
How has your experience been with the nurse leader? Provide a description of your interactions with him or her?
My nurse leader was recently promoted from charge nurse to manager; she’s the perfect person for the job. We’re all enthused that she has this position, she was a floor nurse just months prior and still remembers the challenges we face caring for six patients. Recently I had a confused, anxious, combative, unsteady, high fall risk patient, who lived at home alone. Due to his combative, uncooperative nature the hospital Doctor issued a discharge home to self -care order. I knew that he was in no condition to go home alone, he would return to the hospital within hours in worst shape. Due to my role and responsibility as my patient’s advocate, I went in to speak to my nurse leader in private and addressed all my concerns. She quickly got the case management supervisor involved in the case and requested a physical therapy evaluation. As a team we were able to prevent an unsafe discharge from hospital.
English homework help
UncategorizedWrite a research essay in which you analyze a problem of wide interest to one or more social groups and offer a specific insight, perspective, strategy, or policy that addresses the problem in ways that will move the conversation forward.
In your research essay, define the problem and address its social context. What existing perspectives give relevance and urgency to the problem? Offer a novel strategy, solution, policy, perspective, or insight into the problem that you believe addresses the problem in ways that audiences will value and support. As you write, make sure that the purpose of your argument is clear and that your proposed strategy or insight addresses the possible implications of the problem that you have identified. Additionally, make sure that your writing shows careful attention to organization, academic conventions, and to the support you offer from outside sources.
The task of writing a research essay requires students to demonstrate that they can make several moves at once.
Ethical Conduct of Research
Uncategorizedpower point from this document, 15 slides
Introduction
Depending on the context of the study, researchers often encounter ethical dilemmas that are associated with respect for privacy, establishment of honest and open interactions, and avoidance of misrepresentation. From an ethical standpoint, such challenging circumstances may surface if researchers are grappling with conflicting issues and have to choose between different methodological approaches in complex circumstances. In such circumstances, disagreements among different components including participants, researchers, researchers’ disciplines, the financing organization, and the society might be inevitable. Therefore, there are numerous ethical concerns that should be taken into account when undertaking studies that deal with human subjects. Understanding ethical principles can guide researchers to conduct studies that safeguard the wellbeing of human subjects.
Overview of the Research
In a research work titled Resilience of People Living with HIV/AIDS in Indonesia: a Phenomenological Study, Kumboyono et al. (2018) observe that HIV/ AIDS is among the most prevalent and expanding communicable diseases on the planet. The number of individuals who are diagnosed with HIV/AIDS continues to skyrocket every year in Indonesia and other parts of the world. According to Kumboyono et al. (2018), individuals who suffer from HIV/AIDS often plunge themselves into a series of crises, which indicate the challenges of living with the chronic pathological condition. As such, resilience is one distinct phenomenon that is common among persons living with the diseases Indonesia, a pattern that indicates the results of current health management and expectations of HIV/AIDS patients for better and improved health outcomes. In light of this concern, Kumboyono et al. (2018) undertook a study that sought to examine the mechanism of resilience in Indonesian people living with HIV/AIDS and the factors that influence their specific mechanisms.
Using qualitative phenomenological design, the researchers sampled a total of 27 people living with HIV/AIDS from a primary health care institution in Malang City, East Java, Indonesia. The participants were selected from different socioeconomic, gender, and sexual orientations. The researchers informed participants about the conduct and processes involved in the study, resulting in their consent to participate in the interview process. The findings of the study indicated that the diagnosis of HIV/AIDS reflects the onset of psychological and social distress. Moreover, Kumbomoyo et al. (2018) found that the spiritual response that follows diagnosis is a state that is characterized by crises. As a consequence, the coping strategies and understanding of life by HIV patients is a definite sign on resilience. Based on these findings, Kumbomoyo et al. (2018) infer that HIV/AIDS is a chronic infection that has the potential to induce the unique mechanism of resilience within the Indonesian social system. Therefore, future health and management of persons living with HIV/ AIDS will be needed to enhance and encourage this strategy to guide persons living with HIV into a more comfortable and healthy way of life.
Ethical Issues in Research
The relationships and interactions established between the researcher and participants in a study can potentially generate a wide range of varying ethical issues. While ethical codes, policies and principles are highly significant and beneficial, like any set of norms, they do not cater for all situations. Thus, they often have a high potentiality of conflicting. Nonetheless, the vast majority of decisions often entail the straightforward application of ethical codes and practices. Ethics is one of the most important issues that are commonly mentioned by educators in the scientific community. Ethical misconducts most commonly stem from environmental and individual causes. For instance, when people who are morally weak or unaware of the rules participate in research, ethical violations are bound to occur. Thus, many significant forms of the ethical deviations that are observed in many scientific studies are attributed to the fact that some researchers are oblivious of the ethical norms of scientific research.
Protection of Human Rights
The most important ethical principles in research focus on protecting human rights when dealing with human subjects. Principles of protection of human rights during research emerged out of a dark history that was littered with accounts of abuses undertaken in the name of medical research. One of the most dreadful of these atrocities were undertaken by the Nazi physicians who utilized convicts for human experimentation (Avasthi et al. 2013). The unearthing of these experiments sent ripples of shock across the world, a situation that resulted in the development of the Nuremberg Code to deter recurrence of similar episodes. The Nuremberg Code was the first international code of ethics in clinical research that laid down the guidelines for research dealing with human subjects. This policy made laid down principles, guidelines and standards to be followed by researchers and make voluntary consent essential, allowed subjects withdraw from the experimentation at any time, banned experiments that could lead to major injuries or fatalities of the subjects, and made it mandatory to have preclinical data prior to the experimentation of humans. However, the Nuremberg Code failed to end unethical practices conducted by certain researchers (Avasthi et al. 2013). As a consequence, a collection of guidelines was developed by the 18th World Medical Association General Assembly, also referred to as the Declaration of Helsinki.
The Helsinki Declaration had a collection of principles, which emphasize on informed consent, confidentiality of data, vulnerable populations, and requirements of a protocol, including the scientific justifications for the study. All researches had to be reviewed based on these standards by the ethics committee for a research to be declared as ethically fit (Avasthi et al. 2013). However, it is during the time of the Helsinki Declaration that other major scandals continued such as the Tuskegee Syphilis Experiment in the United States. This malpractice raised concerns in the ethics community, thereby resulting in the establishment of the Belmont Report in 1979. The Belmont Report established the modern regulations and human rights principles associated with research dealing with human subjects in the United States and other parts of the world (Avasthi et al. 2013). Nonetheless, with the growing interest in pharmaceutical, health, and psychological research in the developing and the underdeveloped nations, the Council for International Organization of Medical Sciences, in collaboration with the World Health Organization (WHO) and other health researchers designed the International Ethical Guidelines for Biomedical Research Involving Human Subjects in 1982 (Avasthi et al. 2013). Thereafter, other professional research organizations such as the American Psychological Organization (APA), have designed similar standards that relate to protection of human rights in studies that deal with human subjects.
The Five Human Rights that Must Be Protected
There are five cardinal ethical principles that reflect the five human rights that must be protected during research. These principles include: nonmaleficence, beneficence, respect for autonomy, justice, as well as right to self-determination. The principle of nonmaleficence states that the researcher has an obligation to avoid infliction of harm on human subjects in a study. This principle is closely interlinked with the maxim primum non nocere (‘first do no harm’). The principle of nonmaleficence prohibits killing, causing pain or suffering, incapacitating, and causing an offense on the human subject during research. Therefore, this principle encourages researchers to act in ways that do not cause physical or mental harm on the research participants. More precisely, the principle states that researchers should not cause avoidable or intentional harm. This should incorporate avoidance of any possible risks associated with harm (Jahn, 2013). Researchers should avoid intentional and unintentional violations of this ethical principle. For instance, a researcher does not necessarily intend to harm in order to violate this principle. As a matter of fact, knowingly or unknowingly subjecting a research participant to unnecessary risk amounts to violation of the principle of nonmaleficense.
The principle of nonmaleficense has been applied to this study in many ways. One of the primary focuses of the study was to investigate the coping skills of people living with HIV/AIDS. Thus, when analyzing these coping skills and strategies, the researcher must engage in a one-on-one interview with the participants (Jahn, 2013). In the process, questions that trigger psychological and emotional pain might be asked unknowingly. Such situations are likely to occur in the study, especially when dealing with participants who suffer from HIV/AIDS. In almost all parts of the world, HIV/AIDS patients often witness numerous cases of social stigma. These negative experiences may interfere with the manner in which they respond to interview questions. Therefore, it is the task of the researcher to develop strategies that can help to minimize any possible mental and emotional paint that the persons living with HIV are likely o experience as a result of the data gathering and interview questions. Many studies on nonmaleficense often narrow down to physical harm (Chagani, 2014). However, the concept of harm is broad and dynamic, incorporating all dimensions of human life, including the mental and physical realms. In this particular study, there is no serious physical interaction with the participants that might cause physical pain, harm or death.
The concept of harm is broad and takes many forms. They range from physical and emotional injuries to deprivation of property or violations of human rights. Within the research context, the primary emphasis of harm is often linked to a narrower definition, such as pain, disability, or death (Chagani, 2014). Within these standards, the research has observed avoidance of harm since all the participants who took part in the study did not die, sustain any physical injury or disability stemming from the research. However, harm can be strongly within the eye of the beholder, and a wider definition of harm is often required during ethical considerations. In light of the above, more than one level of harm may come into play in a situation. For instance, the researchers are more likely to inflict mental pain and suffering in the participants by asking questions related to the way in which they responded to the news that they had been diagnosed with HIV/AIDS. However, in such a situation, the researchers have imposed one harm in order to avoid a greater harm. Nonetheless, in all situations, researchers should be prohibited from acting in ways that are likely to generate undue risks or needless harm to participants.
The principle of beneficence is a moral obligation to act for the benefit of others. In this respect, any research work that observes this principle should be designed in a way that is meant to promote societal good and wellbeing (Jahn, 2013). There are various ways in which this principle comes into play. For instance, the principle suggests that researchers should act in a manner that provides benefits to the society, and balances benefits with risks or harms. The principle of beneficence is broad and multifaceted. It includes protecting and defending the rights of others, preventing harm from occurring to others, removing conditions that will cause harm, and supporting persons with disabilities. Furthermore, this principle advocates for rescuing persons in danger during and after research. In furtherance of these ethical standards advocated by beneficence, there are various ways in which the study can be assessed. For instance, the outcomes of the study seeks to improve health professionals’ understanding of HIV/AIDS patients’ coping skills and strategies and the psychological pain that they undergo in the process of coping. As a result, it provides health professionals and psychological researchers with insights into ways of developing interventions that are meant to address mental health problems that affect HIV patients.
The study encourages researchers to design interventions that are meant to enable HIV patients to bounce back to their normal psychological and social norms after receiving adversities as a consequence of HIV/AIDS diagnosis. Indeed, the nature of resilience among individuals who are diagnosed with chronic infections can be grouped into the crisis and survival stages. The former is characterized by the onset of a psychological and physical struggle that follows after diagnosis with several struggles. This study can inform future evidence-based practices that seek to design cognitive and counseling strategies for improving the quality of life of persons living with HIV/ AIDS. As such, the study fulfills the ethical principle of benefiting the participants and the society at large by promoting greater good and wellbeing for persons living with HIV/AIDS.
The ethical principles of beneficence and nonmaleficense are multidimensional and intertwined. These dimensions include positivity and utility. Positivity can be described as the benefits that are gained after undertaking the research, which outweighs its costs. For instance, timely understanding of the mental and pain that HIV patients undergo after diagnosis can help to reduce major depression and help to cope will with the disease. On the other hand, utility refers to the benefits of undertaking an action that balances its costs. For instance, in a clinical research that explores psychological pain that patients undergo, the patient control group may only receive psychological treatment-as-usual instead of the experimental treatment that could generate extra gains. Beneficence and nonmaleficence are fundamental ethical principles that are essential in guiding the clinical practice and research in both psychology and healthcare. Beneficence encourages the researcher to exercise responsibility of promoting the wellbeing of the patients, especially participants in clinical trials, often by researching and administering therapeutic interventions with the highest possibility of positive patient responsivity. One of the biggest ethical dilemmas that psychologists confront is the need to strike a balance between beneficence and nonmaleficence. This balance may sometimes entail weighing the possible benefits and limitations or net risks associated with a specific research. In all jurisdictions, researchers are required by law to inform their participants or patients of the possible risks and gains of a research, procedure, or testy. This move allows the study participants to make an informed decision, with theirs being the burden to assess the potential costs and benefits of the available alternatives.
Autonomy and self-determination are other fundamental human right that the participants should be granted during a research. Thus, respect for autonomy is a practice that obligates the researcher to respect the decisions of adults who have the capacity to make their own decisions. There are three conditions that must be existent for an action by the research subject to be regarded as autonomous. They include: intentionality, understanding, as well as complete absence of controlling influences that determine the subject’s decisions. In order to meet the ethical obligation of autonomy, there are several moral standards or guidelines that can be used. They include: telling the truth, respecting the privacy of others, protecting the confidentiality of information, as well s seeking consent from the participant before commencing the data gathering process. Respect for autonomy represents an obligation to the researcher to respect the decision making capabilities of the participants. It also denotes the provision of choices and alternatives to the subject so that they can practice self-determination. In this study, the participants’ rights to autonomy were observed by providing them with all the relevant information about the study and giving them the opportunity to decide whether or not to participate in the research. This process was primarily exercised through issuance of informed consent forms to the subjects.
Within the context of this study, the subjects’ autonomy were respected by first giving them all sufficient information that are necessary for the research and then giving them the opportunity to consent or reject proposals to participate in it. Based on this practice, it is the responsibility of the researcher to ensure that the subject is sufficiently competent to practice autonomy. By competency, a research subject should be not only conscious, but also possess the sufficient knowledge and understanding to gain and maintain the information offered to take relevant decisions. Along with this view, the principle also requires the researcher to offer complete information to the participant and not hide anything so that the patient may seek to meet an obligation or can desire to spend some valuable time with family members and friends. The subject, after knowing the truth, may desire to do a hobby with which he or she desired to do. The participant may also seek to select other options of the research that may not be available or provided by the researchers. However, it is the right of human beings to be treated in a way that does not cause pain and anguish. Therefore, the researcher should go by the data gathering method in which the participants are comfortable with in order to avoid restraining the subject from exercising autonomy. In addition, in many jurisdictions, going ahead with a research against patients’ rights and decisions even if it is meant for their goodwill, is considered as an illegal decision. Therefore, a comprehensive justification on legal is often needed to undertake a research involving subjects who are patients against their knowledge and will. The principle of beneficence supports the autonomy of the patients as in the case of telling the truth to the research subject and respecting the subject’s autonomy can go a long way in generating the desired benefits to the participants, who will feel more confident in determining their course of life.
Further, self-determination is a human right that is also relevant and interrelated to the right to autonomy. Self-determination is a right and principle that plays a critical role in the contemporary research ethics associated with human subject. Put simply, this principle suggests that ultimately, it is the participant who should make the final decision as to whether or not to accept a proposed research process (Lindberg, Johansson & Broström, 2019). While this principle is widely discussed in many academic works, one of its most significant elements has often been overlooked- the fact that real-world decision making is temporarily extended. In this respect, decision-making is a process that broadly takes a significant period of time from the time at which the researcher determines that there is a need for the subject to participate in the clinical research and that there is a decision that should be made. Moreover, the participant should be able to make it to the point at which they are actually asked for their views. The principle of self-determination is broadly viewed as the center of research ethics and trials in the health sector (Lindberg, Johansson & Broström, 2019). It is a principle that is commonly codified in legal frameworks and standards across different parts of the world, and has had a major effect on researchers’ understanding of ways of dealing with several legal and ethical issues associated with handling human subjects in research.
There are several accounts of the content and implications of the principle that have been put into use within the context of this study. For instance, in all stages of the study, the patients were given the liberty to opt out of the research. Through the issuance of informed consent documents and explaining to them the conduct and content of the study, they were sufficiently empowered to determine whether or not they would like to chat their own path by either remaining or opting out of the research. In view of this phenomenon, it would be deduced that it is the research subject who ultimately, following evaluation of all relevant information offered by the researchers, has the authority to decide whether or not to consent to the research. The principle of self-determination raises many fundamental questions. One such question revolves around who should self-determination be applicable to. In this study, the main subjects of self determination are the participants of the research. They are the HIV/AIDS patients who were interviewed on their psychological coping skills. Since a right to self-determination is often traditionally ascribed only to people with sufficient decision-making capabilities, one major issue that confronts many researchers is what it takes for a patient to be above the recommended threshold. Based on this standard, it is not clear in this study whether or not the HIV patient populations that were sampled were above the recommended normal mental threshold that is required of them to make informed decision on whether or not they should take part in the research. However, it can still be implied that they were mentally upright at the time of decision-making based on the nature of the data that have been gathered.
When it comes to self-determination, real-world decision-making capabilities can be temporarily extended in that it broadly takes some significant period of time from the point at which the researcher determines that there is a consent decision that should be made, and that the patient is mentally fit or able to make it (Lindberg, Johansson & Broström, 2019). Moreover, such a situation should extent to the point at which the subject is asked about their views. Such a temporal element of decision-making raises normative questions. For instance, it may not be clear under what situations and length of time the researcher should wait in order to get the feedback from the subject on the decisions that they have made regarding participation in the research.
Finally, the principle of justice in research can also be used to analyze the ethical standards that were used in the study. The right to justice requires the researcher to exercise equity in the distribution of the benefits of the research. These include the benefits, costs, and resources. The key justice principles in a study include: promotion of equal share, giving each person in accordance with heir efforts, rewarding each individual according to their contributions, and issuing gains made out of the research according to merits (Silver, Ventura & Castro, 2016). In almost all forms, clinical trials require the active participation of human subjects and entail clinical interventions that are comprised of various procedures. However, this study only engaged human subjects in the interviewing process alone. Still, the performance of a study involving human subject can be beneficial to the economy and the whole society, especially the participating country, thereby generating employment opportunities and promoting local scientific and technological progress through the scientific data found and studied in collaboration with many research centers (Silver, Ventura & Castro, 2016). The financial and economic gains of this particular study have not yet been determined. However, its insights can be used to develop interventions that help to promote psychological wellbeing of persons living with HIV/AIDS. In so doing, the study can immensely improve their quality of life.
Ethical Scientific Integrity
The credibility of a researcher or author is very critical in assessing the authenticity and quality of a specific research work. The personal details of the authors who developed this research work have not been provided in the journal article. However, there are other standards that can still be used to determine the credibility and level of suitability of the researchers to undertake the above study. For instance, the authors have revealed at the end of the article that their study was funded by the Directorate General of Higher Education, Ministry of Culture and Education in the Republic of Indonesia. Based on this standard alone, it can be deduced that the authors have the necessary academic credentials and intellectual acumen or capacity to undertake such a study. In addition, the mere fact that the study was approved by these higher educational bodies raises the credibility of the authors. Another factor that raises the credibility of this particular study is that its findings were assessed and later published by the Research HIV Nursing, which is a widely known reputable international journal that publishes studies on HIV research.
Plagiarism is one of the ethical issues in research that are hardly ever mentioned. However, its violations can have far-reaching consequences on the credibility and authenticity of a specific body of knowledge. Plagiarism can be defined as the unethical practice of stealing and passing off ideas or group of words as one’s own (Ben-Yehuda & Oliver-Lumerman, 2017). Plagiarism is also the act of utilizing someone’s ideas and works and pretending to be one’s own. In light of the above, there are various ways in which plagiarism manifests itself in research. For instance, many researchers often fail to recognize the originators of their collection of words. However, this specific study can be said to have passed plagiarism test. First, the body section of the study has various in-text citations, indicating that the authors acknowledged the sources or originators of the ideas that were sued in the study (Ben-Yehuda & Oliver-Lumerman, 2017). In addition, all the in-text citations have their corresponding bibliographic citations. As such, the authors do not have a case of plagiarism or copyright violation.
Fabrication and falsification are some of the cardinal malpractices ion research conduct. They are commonly regarded as the key concerns in averting research misconduct. Any deviation or departure from such standards often undermines the integrity of a specific body of research for an individual or organization as a whole (Ben-Yehuda & Oliver-Lumerman, 2017). Falsification can be described as the practice of altering or omitting research findings to support certain claims, hypotheses, as well as other data. This can include the act of manipulating study instrumentation, materials, or procedures. Usually, manipulations of images or representations in a way that distorts the figures or data or reads too much between the lines can also be regarded as an act of falsification (Ben-Yehuda & Oliver-Lumerman, 2017). The process of identifying a case of falsification or fabrication is often a complex one. As such, it was not possible for this specific study to detect any case of falsification. This is because the main data that were being explored were primarily qualitative and they were derived from the interview responses. In the same way, it was not easy to detect any case of outright fabrication. Fabrication is the development of or inclusion of data, observations, or characterizations that never took place during the collection of data. Fabrications are likely to take place during the process of filling out the entire of an experiment runs (Ben-Yehuda & Oliver-Lumerman, 2017). Moreover, the researchers might come up with claims on the basis of incomplete or presumed findings, which are regarded as outright forms of fabrication.
Institutional Review Board
Details on the Institutional Review Board (IRB) pertaining to this study have not been written in the article. However, the researchers indicate that they passed through the due process of informed consent and other ethical standards before they were approved to participate in the study. In addition, the study was approved by the Ministry of Higher Education, although such a ministry may or may not develop an IRB to assess the ethical suitability of the researchers. Therefore, it is not easy to determine whether or not the above study was approved by IRB. However, the researchers’ use of human subjects was not experimental in nature. Rather, use of human subjects in this study was minimized to data collection process through interviews.
The absence of details regarding the IRB in this study calls for the need for future researchers to report as to whether or not their studies were approved by an ethics body. All individual organizations or sponsors may demand that all studies, irrespective of their sources of funding, be assessed and approved by an IRB (Whitney, 2015). An IRB has the specific power and authority over the nature of the research within its jurisdiction. For instance, no clinical research may be approved to stat enrolling participants until it has been given the green light by the IRB. The IRB primarily has the authority to approve, dismiss, or halt all research activities that fall within its jurisdictions in accordance with the relevant government regulations and institutional standards and procedures. The IRB also ensures that a given research meets the needed ethical standards by demanding for modifications in processes, protocols as well as previously approved studies (Whitney, 2015). Furthermore, the IRB has the power and authority to demand that participants in a specific research be granted any extra information that will enable them to make informed decisions to participate in the study.
One of the most important documentations that the IRB may require is the informed consent form. While researchers who indicate that they provided participants with informed consent might have gone through the IRB, it might not be the case in all situations. All institutions that take part in the research process that engage human subjects are often tasked with the responsibility of identifying an IRB to assess and approve such studies (Whitney, 2015). The IRB is charged with the responsibility of adhering to the requirements and standards recommended by the Office for Human Research Protections. Many study sites may be under the jurisdiction of more than one IRB. Then IRB plays a significant role in safeguarding the rights, safety, and wellbeing of all human study participants. The IRB meets this responsibility by assessing the full research plan for a specific research study in order to ensure that it meets the standards that have been recommended by local and international codes of research ethics (Whitney, 2015). Moreover, the IRB undertakes a confirmation and approval that the study plan does not expose human subjects to unreasonable risks. In this particular study, human subjects are not exposed to unreasonable risks because their role in the research is to simply explain how they psychologically cope with the news of their diagnosis with HIV/ AIDS.
Informed Consent
Informed consent is the main ethical practice that has been extensively observed by the researchers in this study. For instance, after selecting the populations to participate in the study, the participants were informed regarding the conduct of the research. Thereafter, the researchers report that the participants consented to the proposals to participate in the interview. The researchers also indicate that the study participants were given the opportunity to opt out of the research at any stage if they so wished. Therefore, it can be deduced that the study adhered to the recommended informed consent procedures and standards.
Informed consent can be described as the voluntary acceptance by a study subject to participate in a research (Minor, 2015). Thus, informed consent should not be treated simplistically as a form that is signed but a process. As a process, informed consent is regarded as an essentiality before registering a participant for study. As such, informed consent should be sought in all forms of human subjects studies, ranging from diagnostics and therapeutic investigations, to intervention and behavioral assessments.
The process of seeking informed consent entails informing the participants on their rights, objective and role in the study. The processes should of informing the participant should also entail enlightening the human subject about all the possible risks and the advantages involved in participating in the study (Minor, 2015). Usually, the target participants of the research should take part willingly and not through compulsion. Therefore, vulnerable and disadvantaged groups of participants such as prisoners, expectant women, and children should be accorded extra protections in order for them to make more informed decisions during the research process.
HIPAA
The study was conducted outside the jurisdictions of the United States. As such, it is not bound by the standards, laws and regulations of the Health Insurance Portability and Accountability Act (HIPAA). However, if the study and its findings were to be used to inform evidence-based practices in the United States, it would be bound by HIPAA laws. One of the most sensitive and important area of research is dealing with the privacy of HIV/AIDS patients during research. Indeed, the privacy of patients is safeguarded by the US Department of Health and Human Services in line with HIPAA regulations.
The Authority of HIPAA goes beyond protection of patient privacy and confidentiality within the health setting to incorporate protection of welfare of human study subjects. While this does not indicate that the privacy and confidentiality of participants’ data were protected, HIPAA calls for the safeguarding of the human rights of research subjects under the Basic HHS Policy for Protection of Human Research Subjects, also widely referred to as Common Rule (Majumder & Guerrini, 2016). While the word ‘privacy does not feature in HIPAA’s title, almost all sections of this law calls to attention the need for researchers to safeguard the privacy and confidentiality of participants (Majumder & Guerrini, 2016). As such, privacy is critical to the realization of HIPAA’s goals.
Risk to Benefit Ratio
In this article, the researchers do not show if they calculated a risk to benefits ratio. However, the research can comfortably be categorized as a minimal risk study. A minimal risk is a situation in which the likelihood and degree of harm or discomfort expected in a proposed study are not higher or greater in them than those that are commonly encountered in daily situations during the furtherance of normal physical or psychological assessments or tests (Melnyk & Morrison-Beedy, 2012). The potential risks posed by this study are low because there is no physical engagement of the bodies of human subjects in the study. Instead, the human subjects were only required to answer interview questions regarding their HIV psychological coping skills.
Benefits are associated with the potentiality of the research treatment to eliminate a condition or address certain problems. These problems can especially relate to an individual or population that is being surveyed (Melnyk & Morrison-Beedy, 2012). For instance, some of the problems that the research focused on are the psychological and emotional pain that HIV patients undergo. The potential benefits that can be gained from the study include providing insights into the development of interventions to improve HIV/AIDS patients’ resilience after facing adversities due to HIV diagnosis. In addition, the study provides benefits to the study population by providing strategies of fighting stigma.
Conclusion
Ethical problems are bound to occur in all studies. However, researchers who deal with human subjects must take extra caution not to affect the participants. Study participants might be exposed to various malpractices that can adversely affect their wellbeing. For instance, researchers may fail to protect them from physical and mental harm. Moreover, their privacy and confidentiality rights might be at risk during the study process. However, understanding ethical practices that guide dealing with human subjects can ensure that the study passes the tests recommended by the IRB.
References
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Ben-Yehuda, N., & Oliver-Lumerman, A. (2017). Fraud and Misconduct in Research:
Detection, Investigation, and Organizational Response. Michigan: University of
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Chagani, S. M. I. (2014). Telling the truth-A tussle between four principles of ethics. Journal of
Clinical Research & Bioethics, 5(2), 172.
Jahn, W. T. (2011). The 4 basic ethical principles that apply to forensic activities are respect for
autonomy, beneficence, nonmaleficence, and justice. Journal of chiropractic
medicine, 10(3), 225.
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Infections disease: a global perspective
Recent Health Care Legislature (within 3 years)
· Literature review regarding issue (4 peer reviewed articles)
· Statistical data related to issue, population impacted, and health outcome of issue and legislature.
· Nursing role in passing the legislature
· References within 5 years
· 10 Pages including Title page and Reference page
· APA Format
MICROBIAL APPLICATIONS AND VIROLOGY
Nursing HomeworksModule 4 – SLP
MICROBIAL APPLICATIONS AND VIROLOGY
Bioremediation is the use of organisms like bacteria, archea or fungi to metabolize pollutants. Instead of simply collecting the pollutant, bioremediation relies on living organisms to consume and break down the compound, turning it into a natural, harmless product. This technique is often used to help clean up major oil spills. Watch the following video and article link to learn more:
Oil-Eating Bacteria Could Be a Solution to Spill Cleanups. National Geographic. Accessed at https://www.youtube.com/watch?v=sPgLJrk0sGQ on September 14, 2016.
Prokaryotes and Environmental Bioremediation. https://courses.lumenlearning.com/trident-boundless-microbiology
Address the following questions in essay format:
Research a microbe that can be used in bioremediation and provide the following information:
1) Provide the scientific name and identification of the bacteria that is used in bioremediation. How is it classified? Give a brief description of your bacteria. What is it’s normal environment?
2) Which biogeochemical cycle does the bacterium participate in (Carbon, nitrogen, or phosphorus cycling)? How is this important to its role in bioremediation?
3) How are bacteria as a whole being genetically modified to improve bioremediation?
3) What are some limitations to using bacteria for bioremediation?
SLP Assignment Expectations
Page Length: 2 to 3 pages
Format
TUI encourages all students to comply with APA style and format guidelines for proper citation of references. Use the formatting in your Background page as a model for citing sources from the SLP assignment.
Scholarly Content
Your case assignments are considered scholarly works. Your final work should include peer reviewed (scholarly) sources.
Please keep in mind that you should not use sources such as “Answers.com” or “Wikipedia” or “Wikianswers.” None of these are scholarly sources and they can be “modified” by any registered user which makes them unreliable. Upload your final word document to the SLP dropbox.
Law homework help
UncategorizedLAW5A4 Introduction to Business Law
WRITTEN ASSIGNMENT
Due Date: 10th November 2020
Assignment Brief
WORD COUNT: 2000 – 2250 Words
QUESTION:
Critically assess the hierarchical structure of the court and tribunal system in England and Wales. To what extent are appeals accommodated within this system?
OBJECTIVE:
The objective of this written assignment is for you to provide a comprehensive description of the hierarchy of the English court and tribunal system. You will need to show that you have an understanding of what courts and tribunals have jurisdiction over the different types of civil and criminal disputes. You will also need to show an understanding of the appeals process within the court and tribunal system.
TASKS:
The question is in two parts and it is important for you to remember that both parts must be addressed in your answer.
The first part is more important and you should give more weight to this in your answer. You should provide a comprehensive analysis of the court system and a description of the principal civil and criminal courts. You need to describe the function of each court, the type of cases that it deals with and the place of each court in the overall hierarchy. It would be helpful to deal with the civil courts separately from the criminal courts. It would also be helpful to provide a detailed analysis of the civil courts of first instance such as the county court and the High court, as these are the courts which principally engage with disputes arising in a business environment.
The recommendation is to initially discuss the lower courts, (such as the county court and the magistrates court), before providing an analysis of the superior courts. Some of the superior courts (such as the Supreme Court), have a jurisdiction over both civil and criminal cases.
There are numerous types of specialist tribunals which mostly have a civil jurisdiction. It would be advisable to provide a detailed description of one or two of the more important types of tribunals, such as the Employment tribunal and/or the Lands tribunal.
The second part of the question asks you to provide an analysis of how appeals are accommodated. Less weight should be given to this part of the question. In answering this part, you should show an understanding of the main routes of appeal and what courts engage with appeals. It is expected that you show an understanding of the jurisdiction of the principal appellate courts, such as the Court of Appeal and the Supreme Court. When discussing appeals within the tribunal system you should show how appeals from the tribunal system are ultimately routed to the principal appellate courts.
The assignment question asks you to focus on the court and tribunal structure in England and Wales. You can make a comparison with the court systems in other jurisdictions such as Scotland, the USA or any other country. You are also permitted (and indeed encouraged) to make reference to any other court outside of England and Wales which hears appeals from the English jurisdiction. An example would be the European Court of Human Rights.
You are being asked to provide a critical assessment of the court and tribunal system. This means that you should avoid providing an answer which is purely descriptive. An example of criticality is an assessment of whether the appeals process works in a satisfactory manner. Another example of criticality would be a discussion of whether the civil court structure provides a satisfactory mechanism for the resolution of business disputes. You should avoid providing diagrams in support of your work as diagrams are purely descriptive.
INSTRUCTIONS FOR COMPLETION OF THE ASSIGNMENT:
You should present the assignment in the form of an essay of not more than 2250 words. You will be expected to refer to the recommended textbook, Law for Business Students, Adams, A. (11th Edition) and/or Business Law, MacIntyre, E. (9th Edition). Credit will be given where you have clearly shown independent research by reference to other relevant textbooks, internet resources and legal journals/articles – In such event you should provide a detailed bibliography identifying your sources. The bibliography does not form part of the overall word count.
Your assignment must be electronically submitted to Blackboard by 11.59pm on Tuesday 10th November 2020. No other method of submission will be accepted. You are strongly recommended to complete your assignment in good time for the deadline.
ASSESSMENT:
The written assignment will be marked out of 100. Your assignment counts towards 60% of the overall mark for the LAW5A4 Module.
In order to achieve a pass grade, you will be expected to provide a sound analysis of the hierarchical structure of the court system in England and Wales coupled with a description of the principal courts. You will also be expected to assess the civil tribunal system and how it fits into the overall structure. Finally you will need to display an understanding of how appeals are accommodated within both the court and tribunal systems.
Marks will be given for:
· Quality of response to the presented question.
· Demonstrating a broad knowledge and general understanding of the main areas covered by the presented question.
· Demonstrating awareness and understanding of the specific issues raised by the presented question.
· Collection, comparison and synthesising relevant information from different sources.
· Presentation of an analytical conclusion in response to the presented question.
ASSESSMENT CITERIA
Your assignment will be marked according to the threshold expectations above and the marking criteria below. You can use them to evaluate your own work and estimate your grade before you submit.
Marking Criteria Table
The outcome of the assessment task is presentable in a professional context and extends practical and/or theoretical knowledge of the applicable legal area. It displays an exceptionally high level of understanding of the English court system as well as evaluation, insight and analysis of both civil and criminal litigation. There was an exceptionally high level of criticality and research. Connections are developed both within and beyond the task set.
The work’s organisation, structure and presentation are developed to an exceptionally high standard.
The outcome of the assessment demonstrates an outstanding display of understanding of the English court system as well as evaluation and analysis of both civil and criminal litigation. There was an outstanding level of criticality and research. Connections are developed both within and beyond the task set.
The work’s organisation, structure and presentation are developed to an outstanding standard.
The outcome of the assessment demonstrates an excellent display of understanding of the English court system as well as evaluation and analysis of litigation in general. There was a high standard of criticality and research. Connections are developed both within and beyond the task set.
The work’s organisation, structure and presentation may be developed to an excellent standard.
The outcome of the assessment demonstrates a very good level of understanding of the English court system as well as evaluation and analysis of the important aspects of litigation. There was evidence of criticality and research. The majority of relevant connections are established within the task set, and in some cases reaching beyond.
The work’s organisation, structure and presentation may be developed to a very good standard.
The outcome of the assessment demonstrates a good understanding of both the English court system and evaluation and analysis of the process of litigation in general. There was evidence of some criticality and research although this could have been enhanced. The majority of relevant connections are established.
The work’s organisation, structure and presentation may be appropriately developed.
The outcome of the assessment shows an appropriate understanding of the English court system coupled with an appropriate understanding of litigation. There was evidence of only basic criticality and research.
The outcome of the task shows ability to paraphrase concepts and theories, with limited ability to make connections.
The work may be disorganised, and the structure and presentation may be barely adequate.
The outcome of the assessment shows a limited understanding of the English court system and litigation in general. There was an absence of analysis of the process of litigation. There was an absence of criticality and/or research. There was also a very limited ability to make connections.
The work may be disorganised, and the structure and presentation may be barely adequate.
The outcome of the assessment shows very limited understanding of the English court system. There was a complete lack of criticality with no supporting research. There was also a very limited ability to make connections within basic ideas in the field, very fragmented.
The work is disorganised, and unstructured. Presentation is barely adequate.
The outcome of the assessment shows a lack of insight and also displays no ability to make connections within basic ideas in the field. There is no research and no understanding or analysis of the relevant legal topic.
The work completely lacks organisation and structure. Presentation is completely inadequate.
2
Educational entry level for the NP
Nursing Homeworks1. Educational entry level for the NP
Should a DNP be the entry-level education for NP practice? Briefly explain your answer.
2. APRN issues
Rank the top-three trends or issues you believe to be currently most important for APNs. Provide a brief summary of why you think these are important. For the issue you ranked as most important, identify two strategies that you as an individual APN and the nursing profession as a whole should take to address these issues and strengthen advanced nursing practice.
3. Write a 175-word message in which you identify guidelines that patients may use to evaluate the accuracy of health information obtained from the Internet?
>Education homework help
UncategorizedUse the attachment “Week 2″ as an example to follow. Use the attached ” Functional Behavior Assessment” as the assignment that you are referring to throughout this assignment. Please review the attached rubric. While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and 3 references should be presented using APA documentation guidelines, which can be found in the APA Style Guide,
Advanced Preparation Standard 6: Professional and Ethical Practice
6.0Special education specialists use foundational knowledge of the field and professional ethical principles and practice standards to inform special education practice, engage in lifelong learning, advance the profession, and perform leadership responsibilities to promote the success of professional colleagues and individuals with exceptionalities.
Key Elements
6.1A comprehensive understanding of the history of special education, legal policies, ethical standards, and emerging issues informs special education specialist leadership.
6.2Special education specialists model high professional expectations and ethical practice, and create supportive environments that safeguard the legal rights and improve outcomes for individuals with exceptionalities and their families.
6.3Special education specialists model and promote respect for all individuals and facilitate ethical professional practice.
6.4Special education specialists actively participate in professional development and professional learning communities to increase professional knowledge and expertise.
6.5Special education specialists plan, present, and evaluate professional development focusing on effective and ethical practice at all organizational levels.
6.6Special education specialists actively facilitate and participate in the preparation and induction of prospective special educators
.6.7Special education specialists actively promote the advancement of the profession.
**** if there is any questions please message me***
Heredity And The Environment
Nursing HomeworksHeredity And The Environment
Think about your own genetic inheritance – what traits do you share with your parents? Genetics can include such things as eye and hair color, but many personality traits are also thought to have a genetic basis. Genes can influence such things as whether we tend to be more anxious or relaxed and easygoing. What part do you think your genetics play in who you are today?
Next, think about the environment in which you were brought up. What was your family environment like? How did your parents interact with you? What about siblings and other family members? What do you think you learned from peers and teachers? What part do you think your environment played in forming your personality?
Please write 1-2 paragraphs describing how genetics and environment contributed to who you are today. word count 300 words or more
HS2235 Statistics and Evidence-based practice
Nursing HomeworksHS2235 Statistics and Evidence-based practice
2. Recognise the importance of evidence based practice in
nursing.
3. Choose a topic from the given list. Identify the MOST
important issue from the topic and develop a guiding/
clinical (answerable) question using the nursing PICO(T)
clinical questioning model.
4. Locate the evidence and document your process
HS2235 Statistics and Evidence-based practice
Falls prevention
HS2235 Statistics and Evidence-based practice
• Introduction
• Problem and answerable question
• Locating the evidence
• Conclusion
• References
HS2235 Statistics and Evidence-based practice
• Introduce topic – EBP
• Context/significance to nursing (definition/context will likely
be referenced)
• Purpose ‐ the purpose of this assignment
• Structure – briefly outline the steps of the process
HS2235 Statistics and Evidence-based practice
• Justify the problem/topic that you had chosen and explained why is it important
to address.
• Give some background on why you choose this topic and include your
answerable question in a question format.
Example:
Pressure ulcers pose significant pain, discomfort to the patients. They can increase healthcare costs for patients as well as the health care system. Nurses spend additional time to treat PU in addition to their load of care (Cite reference, Year the research was done).
The above is only an example. There are many phrases/transition words you can use.
HS2235 Statistics and Evidence-based practice
• Explain/document your search strategy/your process to find the evidence/best
practice for your question
• Thread the process through your essay and reference where needed
• What is the strategy/plan for your search?
• Key concepts/word combinations etc.
• You can use Google Scholar to get an overview and help key words but you
must use the nursing databases – at least 2 or 3 databases (e.g. CINAHL, Medline,
Joanna Briggs, Cochrane library)
HS2235 Statistics and Evidence-based practice
• Indicate how you have refined your search limits (peer reviewed, guidelines, date
range, language, etc)
• Skim/scan search results for key word. At this stage you will not read in depth
every article.
• Explain how you have chosen what to keep/discard.
• Refine search results to eventually get a small pool of articles or guidelines
(no set number but around 2-5 will give you enough to appraise without going
too big.)
HS2235 Statistics and Evidence-based practice
• Restate the topic
• Summarise the key points/process covered.
• Introductions are general, conclusions are more specific
• Finish with a broader statement – where to from here?
HS2235 Statistics and Evidence-based practice
• Only use scholarly, credible sources from library databases
• Majority should be peer reviewed journal articles, systematic reviews or clinical
guidelines.
• Cite contemporary sources not older than 7 years
• Reference any ideas that are not your own
HS2235 Statistics and Evidence-based practice
Write in third person – no “we”, “you”, “I”, “our”.
Example of third persons: “The writer”, “The author”, “The researcher”
This essay will discuss……………..
Academic writing is formal, objective, accurate
Your idea should be linking narrative, “academic voice” and the evidence.
Write in paragraphs with clear ideas sentences.
Reference any ideas that are not your own.
Paraphrase not direct quotes.
HS2235 Statistics and Evidence-based practice