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Ethics and disability

L Hanford

    British Journal of Nursing (Mark Allen Publishing)
    |October 10, 1993
    PubMed
    Summary
    This summary is machine-generated.

    Principlism in healthcare ethics education may foster professional superiority. Rethinking ethics teaching is crucial to promote genuine caring for all patients, including those with disabilities.

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    Area of Science:

    • Bioethics
    • Medical Education
    • Healthcare Professionalism

    Background:

    • The dominant approach to healthcare ethics education, principlism, is widely adopted.
    • Concerns exist regarding the potential unintended consequences of principlism on professional attitudes.

    Purpose of the Study:

    • To critically evaluate the impact of principlism on healthcare ethics education.
    • To advocate for pedagogical reforms that foster a more caring approach in healthcare professionals.

    Main Methods:

    • Conceptual analysis of principlism in ethics education.
    • Critique of existing ethics teaching frameworks in healthcare settings.

    Main Results:

    • Teaching ethics through principlism may inadvertently cultivate a sense of professional superiority among healthcare providers.
    Keywords:
    Bioethics and Professional EthicsProfessional Patient Relationship

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  • This approach may not adequately prepare professionals to foster genuine caring relationships with diverse patient populations.
  • Conclusions:

    • Healthcare ethics education requires restructuring beyond principlism.
    • A shift towards a pedagogy that prioritizes and enhances caring is essential for serving all patients effectively, particularly those with disabilities.