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ERIC Number: EJ1053390
Record Type: Journal
Publication Date: 2015
Pages: 6
Abstractor: As Provided
ISSN: ISSN-1932-5037
Proposing Ethical Practice Standards for Community-Engaged Research in Health Education
Stellefson, Michael; Paige, Samantha R.; Alber, Julia M.; Barry, Adam E.; James, Delores
American Journal of Health Education, v46 n2 p61-66 2015
"The Belmont Report" was written in 1979 to address the abuse of human participants in biomedical research. In the report, three ethical principles were described: (1) "beneficence," which describes an act of charity or kindness that maximizes possible benefits while minimizing possible harms; (2) "justice," described as a method of just and fair decision making where individuals are treated equally and fairly; and (3) "respect for persons," which recognizes the power of an individual to make independent decisions through ensuring their rights to receive protection if they are unable to do so. These ethical principles led to federal regulations that are almost universally adopted today by researchers and used by institutional review boards (IRBs) to maximize the benefits and minimize the risks of research participation for potential human participants. These principles are epitomized by concepts such as informed consent, risk-benefit analysis, and fair inclusion of all potential participants. With the rising popularity of community-driven research initiatives, some have questioned the applicability of "Belmont Report" principles in modern-day behavioral science research. Following a discussion on the response by the National Bioethics Advisory Commission (responsible for establishing ethical research practice standards in the United States) to this discord, the IRB process, and the role of community advisory boards (CABs) in community-engaged research (CEnR), the authors conclude that the field of health education needs clear ethical practice standards to effectively foster important attributes of community engagement. Though the field of health education has a designated code of ethics to guide professional conduct, as well as a core set of responsibilities and competencies for Certified Health Education Specialists and master Certified Health Education Specialists, health education researchers often do not adhere to specific, competency-based ethical practice standards for strengthening community action through inclusive stakeholder engagement. Therefore, they propose using the "strengthening community action" element of the expanded chronic care model (ECCM) to begin establishing discrete ethical practice standards for CEnR in health education research. The ECCM provides a comprehensive, multifaceted framework for chronic disease prevention and management that fosters community partnerships between health professionals, individuals, and communities. Additionally, the authors propose 8 competency-based ethical practice standards for health education researchers to follow during CEnR.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A