1 / 10

Our Code of Ethics as a guide for negotiating the realities of evidence-informed practice

Our Code of Ethics as a guide for negotiating the realities of evidence-informed practice. Eileen Gambrill School of Social Welfare 120 Haviland Hall University of California, Berkeley Berkeley, CA 94720 Evidence-based practice: A University/Agency Partnership for California

mayes
Download Presentation

Our Code of Ethics as a guide for negotiating the realities of evidence-informed practice

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Our Code of Ethics as a guide for negotiating the realities of evidence-informed practice Eileen Gambrill School of Social Welfare 120 Haviland Hall University of California, Berkeley Berkeley, CA 94720 Evidence-based practice: A University/Agency Partnership for California Los Angeles, CA February 23, 2006 gambrill@berkeley.edu

  2. Ethical Obligations • Beneficence • Nonmalfeasance • Self-determination (informed consent) • Justice (equitable distribution of scarce resources)

  3. Questions • Are we helping? Who are we helping in what ways? How can we find out? • Are we harming? Who and in what ways? How can we find out? • Are decisions well reasoned and informed? Are decisions based on practice related research? • Are clients fully informed? • Have we identified content and procedural knowledge that contributes to success/harm avoidance?

  4. Evidence-informed practice • A way to handle the uncertainty associated with making decisions in an ethical manner (Chalmers, 2003). • Involved consumers • Those who make clinical decisions (clients, families, and clinicians) • Purchasers and providers making managerial decisions • Those making policy decisions at all levels of government

  5. Ethical obligations of researchers • To use research methods that critically test questions addressed • To accurately and clearly describe what was done and to what effect • To accurately describe well-argued alternative views and related evidence • To avoid inflated claims

  6. Ethical obligations of administrators • To use resources wisely; equitable distribution • To confront clashes between individual preferences and population needs and make just decisions • To create an organizational culture that encourages ethical decisions

  7. Ethical obligations of administrators, cont. • Each agency should accurately describe each service provided, including those purchased, using the following (Gray, 2001): • Services critically tested and found to do more good than harm • Services of unknown effects • Services critically tested and found to do more harm than good • Services of unknown effect but in high quality research program

  8. Some key decisions • Whether and how to involve clients or consumer group representatives: • In conducting and reviewing research (Consumer participation may enhance the quality, relevance and influence of reviews) • In deciding what services to provide • In planning how to overcome application barriers

  9. Some key decisions, cont. 2. Whether to attend to the ethics of excuses • We were too busy • They told us to do it • Other people do it • Whether to address application barriers • These include organizational barriers, • common cognitive biases (Gambrill, 2005), • and the burden of knowledge.

  10. Some key decisions, cont. 4. Whether to arrange open communities of inquiry including: • There is a focus on critically testing claims; for example critical appraisal of agency services is encouraged • Errors and mistakes are identified (as well as related causes) and are viewed as learning opportunities to improve services • Propaganda strategies as minimized • Knowledge is viewed as hypothetical/tentative • There is an awareness that we are all equal in out vast ignorance (Popper)

More Related