Johnson, Erin
(2020)
A Theoretical Foundation for Interprofessional Healthcare Ethics Education.
Master's Thesis, University of Pittsburgh.
(Unpublished)
This is the latest version of this item.
Abstract
The modern medical care team in the hospital setting is a complex marriage of various medical professions, who work together in the confines of a traditional hierarchy of power. At the same time, these professionals are largely educated and trained in a siloed manner, including their ethics education This thesis argues that employing a mandatory, interprofessional and interdisciplinary ethics education of both pre-professional and post-professional medical care providers may lead to a more nuanced and comprehensive approach to healthcare. Using the lens of feminist social epistemology’s concepts of situated “knowers” and Standpoint Theory, I argue that each student or learner may aid in the furthering of another’s ethics education. With regard to particular patients, such an approach may elicit and more fully incorporate a patient’s narrative and perspective, and may also consider multiple aspects of a patient’s care. In this way a healthcare team would be able to deliver more ethical care and higher quality healthcare. This approach may also further facilitate transparency within the medical team by bringing together all care team providers so that they are equally privy to the same ethical grounding and vocabulary, and share in learning the ethical implications of medical advances. A related, important benefit would also be enhancement of team communication, as such an educational structure counters a long-held culture of hierarchical practice and rigid divisions of labor within medicine. Such hierarchy and division of labor often create barriers to communication, which can then undermine ethical care and exacerbate emotional and moral distress amongst care team members. This thesis asserts that between a more nuanced ethical education and improved communication within the medical team, care team members may reduce their frequencies of experiencing emotional and/or moral distress. There are many complexities and challenges that face implementing an interprofessional approach of ethics education, due to limitations of geography, funding and scheduling. However, the use of communication technologies such as skype may aid in circumventing such barriers to implementation.
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Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
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| Date: |
17 January 2020 |
| Date Type: |
Publication |
| Defense Date: |
27 October 2019 |
| Approval Date: |
17 January 2020 |
| Submission Date: |
2 December 2019 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
47 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
Dietrich School of Arts and Sciences > Bioethics |
| Degree: |
MA - Master of Arts |
| Thesis Type: |
Master's Thesis |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
Interprofessional Education, Ethics, Standpoint Theory, Stakeholder Engagement |
| Date Deposited: |
17 Jan 2020 14:25 |
| Last Modified: |
17 Jan 2020 14:25 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/37995 |
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