A six-step process of ethical decision making in arriving at a caring response



A six-step process of ethical decision making in arriving at a caring response


Objectives


The reader should be able to:



• Identify six steps in the analysis of ethical problems encountered in everyday professional life and how each plays a part in arriving at a caring response.


• Describe the central role of narrative and virtue theories in gathering relevant information for a caring response.


• List four areas of inquiry that will be useful when gathering relevant information to make sure you have the story straight.


• Describe the role of conduct-related ethical theories and approaches in arriving at a caring response.


• Describe why imagination is an essential aspect of seeking out the practical alternatives in an ethically challenging situation.


• Discuss how courage assists you in a caring response.


• Identify two benefits of taking time to reflect on and evaluate the action afterward.


New terms and ideas you will encounter in this chapter


six-step process of ethical decision making


chemical restraints


rounds



Introduction


You have come a long way in laying the foundation for identifying prototypes of ethical problems and in identifying the ethical tools available to you for analysis in your search for resolution of conflicts consistent with a caring response. In this chapter, you will have an opportunity to apply what you have learned using a problem-solving method to analyze and move toward resolution of such problems. The story of Anthony Carnavello and Alexia Eliopoulos is a good starting point for this discussion.




The Story of Anthony Carnavello and Alexia Eliopoulos


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Alexia Eliopoulos, a physical therapist, has just begun working in a municipal nursing home. The facility has a reputation for maintaining high standards of care. When Alexia interviewed for the position, she made a thorough tour of the home and talked with several employees and residents. Everything seemed “in order,” and she took the job.


It is now near the end of her second week of work. Alexia goes to the nursing home office to read the personal record of a resident who may be transferred to another facility because of his apparently worsening mental status. She learns that Mr. Anthony Carnavello is 76 years old and has diabetes. Recently, his left leg was amputated because of complications from a fracture of his left femur sustained in an accident. According to the record, he fell in the corridor of the nursing home after tripping over a chair. Reportedly he is “confused” most of the time and is kept quite heavily sedated “to keep him from becoming violent.” He is almost blind as a result of diabetic retinopathy. No neurologist’s report is found in the record.


Alexia decides to introduce herself to Mr. Carnavello before she goes to lunch. When she finds Mr. Carnavello’s room, she is surprised to see a shriveled-up, frail little old man lying in bed staring at the ceiling. Alexia introduces herself and tells Mr. Carnavello that she will be coming back to treat him in the afternoon.


Mr. Carnavello squints in an effort to see Alexia. Abruptly he raises up on one elbow and says, “I’m so scared! They keep giving me shots and pills that make me crazy! Can you get them to stop?”


Just at that moment, a nurse comes into the room with a syringe on a tray. “Anthony!” she says in a firm, loud voice. “Turn over on your side, please. It’s time for your shot!”


Mr. Carnavello protests that the pills and shots are making him “crazy as a hoot owl.” But the nurse has exposed one loose-skinned buttock and is deftly injecting the solution before Mr. Carnavello succeeds in resisting. He tries to take a swipe at her, but she backs off quickly. She pats his bony hip, saying, “There now, you’re okay, Tony,” and leaves immediately. Mr. Carnavello lies back on the pillow and sighs. He grabs the rail, pulls himself up toward Alexia, and says, “See what I mean!” Alexia thinks that Mr. Carnavello seems to be in genuine anguish. She reaches out to pat his hand, but he pulls it away and falls back against the sheet.


Alexia is angry and confused. There is a gnawing feeling in her stomach that something is wrong in the way Mr. Carnavello is being treated. At lunch, she shares her concern with Annette Carroll, the nursing supervisor for the entire home. Annette is highly respected by residents and staff alike. Alexia tells Annette it seems that Mr. Carnavello is not being treated with the dignity that the residents deserve. She doubts that Mr. Carnavello is “violent” but cannot put her finger on why she felt so much anger at the nurse who efficiently and without undue harshness gave him the injection. Maybe it is because she believes the medication is being used to “dope” Mr. Carnavello unnecessarily. As she recounts what happened, she can feel a seething rage rising up in her. She decides, on the spot, that she will talk to the nursing home administrator and announces that intention to Annette.


Annette listens attentively. When Alexia pauses for a few disinterested bites of her sandwich, she says, “Alexia, you have been here only 2 weeks. I can understand your uneasiness at what you thought you saw happening. And maybe you are right—maybe Mr. Carnavello is not being treated with the respect he deserves. But remember, being new here, there is much that you don’t know. We are doing for him what we think is best, as well as trying to protect our staff from his dangerously aggressive behavior. He was worse before we started him on Haldol.”


Alexia does not feel any better after lunch. She would like to talk to someone and decides to call a social worker who works in another nursing home.


As in most actual situations, Alexia’s first encounter with what appears to be an ethical problem has left many questions unanswered. The path from Alexia’s first perception to possible action consistent with a caring response traverses a six-step process of ethical decision making.


The six-step process


Ethical decision making requires your thoughtful reflection and logical judgment (i.e., “ethical reasoning” discussed in Chapter 4) even though the situation usually presents itself in a mumbo jumbo of partial facts and strong reactions. The following steps allow you to take the situation apart and look at it in a more organized, coolheaded way while still acknowledging the intense emotions everyone may be experiencing about the situation and how these feelings factor into addressing the problem.


In Chapter 1, you learned that ethics is reflection on and analysis of morality. This step-by-step process is, overall, a formalized approach to both. In the context of health care, your professional ethics dictates that your reflection is directed toward arriving at a caring response in a particular situation. As a moral agent, your reflection and ensuing judgment are geared toward action.


Step 1: get the story straight—gather relevant information


The first step in informed decision making is to gather as much information as possible. Anyone viewing this situation might ask the following types of questions:



• Does Mr. Carnavello have organic brain disease or other central nervous system dysfunction that might explain his behavior?


• What tests have been conducted to confirm the type and degree of neurologic involvement?


• What does his “violent” behavior consist of?


• Is he at risk of injuring himself or others?


• What might have happened in Mr. Carnavello’s history to make him afraid of the nursing staff or the whole setting and, therefore, to react in a hostile manner?


• Has the medical director been made aware of Mr. Carnavello’s complaints about the effects of the medication?


• What is the recent history of the exchanges between Mr. Carnavello and the staff?


• What other approaches (besides medication) to Mr. Carnavello’s ostensibly violent behavior have been—or could be—attempted?


• What evidence is there that approaching the nursing home administration will create problems for Alexia, Ms. Carroll, or others?


What other information about physical and chemical restraints (i.e., medicines that sedate the patient) in nursing homes should Alexia seek out?



Reflection


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Are there other questions you thought of as you read the story?



The necessity for close attention to details takes you back to Chapter 4, which introduced you to the importance of the story or narrative. Without knowing as much as possible about the story line, it is impossible to ascertain the attitudes, values, and duties embedded in it. As you probably recall, the theories and approaches to ethics have important clues about how each of these is an important consideration if you are going to be able to arrive at a caring response. The fact-finding mission is absolutely essential as a safeguard against setting off on a false course from the beginning.


Some of the benefits of seeking out the facts in the situation described earlier are that you may be able to determine whether Alexia’s perception of Mr. Carnavello’s treatment is accurate and to understand why the various players in this drama are acting as they are. Although Annette Carroll’s comments are difficult to interpret, she may be implying that Alexia’s response would be tempered by more knowledge of the situation. Often, what initially appears to be a “wrong” act is, after all, a right or acceptable one once more of the story is known.


Fact finding also could help Alexia identify the focus of her anger more specifically. What triggered the response? Was it Mr. Carnavello’s apparent helplessness in the situation? The nurse’s actions? What Alexia has read about misuse of chemical restraints?13 Why has Mr. Carnavello been labeled as “confused” and “violent” when Alexia believes he showed no signs of being either? Fact finding is an essential step in Alexia’s ethical reasoning process. She must clarify the known facts of the case versus the beliefs. All of the facts are needed to make a judicious and well-reasoned decision.


The following general checklist for data gathering and adding specific questions will help you organize your thoughts around your specific situation. They are adapted from a handbook designed for clinicians.4



1. Clinical Indications


a. What is the diagnosis or prognosis?


b. Is the illness or condition reversible?


c. Is life-saving treatment medically futile?


d. What is the present treatment regimen?



e. What is the usual and customary treatment for this type of condition?


f. What is needed to relieve suffering or to provide comfort?


g. Who are the primary caregivers?


h. What can you learn about this patient’s medical and social history?


2. Preference of the Patient


a. What does he or she want in this situation?


b. Who has communicated the realistic options to the patient?


c. What was the patient actually told?


d. What evidence do you have that what the patient said has been heard by key decision makers?


e. Is he or she competent to make decisions about this situation?


f. If not competent, does the patient have a living will, advance directive, or other document indicating his or her considered preferences?


g. If not competent, is another person speaking as a legitimate legal substitute for this patient?


3. Quality of Life


a. What are the patient’s beliefs and values that make up his or her personal value system?


b. What quality-of-life considerations are the decision makers bringing to this situation, and how are their biases influencing the decision processes?


c. Is there any hope for improvement in the patient’s quality of life?


d. Are there any biases that might prejudice the clinician’s evaluation of the patient’s quality of life?


4. Contextual Factors


a. What institutional policies may influence what can be done?


b. What are the legal implications (court cases, statutes, and so on) regarding this issue?


c. Are scarce resources an issue?


d. How will these services be paid for?


e. Are there family issues that may influence the plan of care?

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Mar 17, 2017 | Posted by in PHYSICAL MEDICINE & REHABILITATION | Comments Off on A six-step process of ethical decision making in arriving at a caring response

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