Conflicting demands on a modern healthcare service: Can Rawlsian justice provide a guiding philosophy for the NHS and other socialized health services?

We explore whether a Rawlsian approach might provide a guiding philosophy for the development of a healthcare system, in particular with regard to resolving tensions between different groups within it. We argue that an approach developed from some of Rawls' principles - using his 'veil of ignorance' and both the 'difference' and 'just savings' principles which it generates - provides a compelling basis for policy making around certain areas of conflict. We ask what policies might be made if those making them did not know if one was patient, doctor, nurse or manager - in this generation or the next. We first offer a brief summary of Rawls' approach and how we intend to extrapolate from it. We examine how this adapted Rawlsian framework could be applied to specific examples of conflict within healthcare; we demonstrate how this framework can be used to develop a healthcare service which is both sustainable (in its training and treatment of staff, and in encouraging research and innovation) and open (to protect the powers and opportunities of those using the health service). We conclude that while Rawls' approach has previously been rejected as a means to address specific healthcare decisions, an adapted veil of ignorance can be a useful tool for the consideration of how a just health service should be constructed and sustained. Turning the theoretical into the practical (and combining Rawls' thought experiment with Scanlonian contractarianism), managers, doctors, patients, carers and nurses could come together and debate conflicting issues behind a hypothetical veil.

Ethical priority setting for universal health coverage: challenges in deciding upon fair distribution of health services.

Priority setting is inevitable on the path towards universal health coverage. All countries experience a gap between their population's health needs and what is economically feasible for governments to provide. Can priority setting ever be fair and ethically acceptable? Fairness requires that unmet health needs be addressed, but in a fair order. Three criteria for priority setting are widely accepted among ethicists: cost-effectiveness, priority to the worse-off, and financial risk protection. Thus, a fair health system will expand coverage for cost-effective services and give extra priority to those benefiting the worse-off, whilst at the same time providing high financial risk protection. It is considered unacceptable to treat people differently according to their gender, race, ethnicity, religion, sexual orientation, social status, or place of residence. Inequalities in health outcomes associated with such personal characteristics are therefore unfair and should be minimized. This commentary also discusses a third group of contested criteria, including rare diseases, small health benefits, age, and personal responsibility for health, subsequently rejecting them. In conclusion, countries need to agree on criteria and establish transparent and fair priority setting processes.

Comparing the burden: what can we learn by comparing regulatory frameworks in abortion and fertility services?

In the UK, regulation of clinical services is being restructured. We consider two clinical procedures, abortion and IVF treatment, which have similar ethical and political sensitivities. We consider factors including the law, licensing, inspection, amount of paperwork and reporting requirements, the reception by practitioners and costs, to establish which field has the greater 'regulatory burden'. We test them based on scientific, ethical, social, political factors that might explain differences. We find that regulatory burden borne by IVF services is greater than in abortion, but none of the explanatory theses can provide a justification of this phenomenon. We offer an alternative explanation based on regulatory 'overspill' from research regulation and policy making, conceptualisation of risk regulation and a high public profile that locks a regulator into self-preservation.

Can research and care be ethically integrated?

Medical ethics assumes a clear boundary between clinical research and clinical medicine: one produces knowledge for the benefit of future patients, while the other provides optimal care to individuals right now. It also assumes that the two cannot be integrated without sacrificing the needs of the current patient to those of future patients. But integration could allow us to provide better care to everyone, now and in the future.

The interactions of Canadian ethics consultants with health care managers and governing boards during times of crisis.

BACKGROUND: Health care organizations can be very complex, and are often the setting for crisis situations. In recent years, Canadian health care organizations have faced large-scale systemic medical errors, a nation-wide generic injectable drug shortage, iatrogenic infectious disease outbreaks, and myriad other crises. These situations often have an ethical component that ethics consultants may be able to address. Organizational leaders such as health care managers and governing boards have responsibilities to oversee and direct the response to crisis situations. This study investigates the nature and degree of involvement of Canadian ethics consultants in such situations. METHODS: This qualitative study used semi-structured interviews with Canadian ethics consultants to investigate the nature of their interactions with upper-level managers and governing board members in health care organizations, particularly in times of organizational crisis. We used a purposive sampling technique to identify and recruit ethics consultants throughout Canada. RESULTS: We found variability in the interactions between ethics consultants and upper-level managers and governing boards. Some ethics consultants we interviewed did not participate in managing organizational crisis situations. Most ethics consultants reported that they had assisted in the management of some crises and that their participation was usually initiated by managers. Some ethics consultants reported the ability to bring issues to the attention of upper-level managers and indirectly to their governing boards. The interactions between managers and ethics consultants were characterized by varying degrees of collegiality. Ethics consultants reported participating in or chairing working groups, participating in incident management teams, and developing decision-making frameworks. CONCLUSIONS: Canadian ethics consultants tend to believe that they have valuable skills to offer in the management of organizational crisis situations. Most of the ethics consultants we interviewed believed that they play an important role in this regard.

Competências gerenciais: conhecimento de enfermeiros / Managerial competencies: knowledge of nurses / Competencias de gestión: conocimiento de las enfermeras

Introdução: A enfermagem é considerada uma das ocupações mais versáteis dentro da força de trabalho de saúde. A gestão dos serviços de enfermagem é essencial para o sucesso da instituição de saúde e para a qualidade e segurança da assistência ao paciente. O enfermeiro gestor precisa ser apto a trabalhar e conduzir com cooperação e dinamismo a sua equipe, com respaldo em conhecimento técnico e valores éticos. Objetivo: Investigar o conhecimento dos enfermeiros quanto às competências gerenciais. Método: Estudo descritivo, exploratório, de abordagem qualitativa, realizado com enfermeiros, de um hospital universitário de pequeno porte, situado na região noroeste do estado do Paraná. As entrevistas foram pautadas na seguinte questão norteadora "Fale-me sobre as competências gerenciais executadas pelo enfermeiro?", após coleta dos dados, os mesmos foram transcritos e analisados segundo análise de conteúdo de Bardin. Resultados: Participaram do estudo sete enfermeiros, com idades entre 22 a 35 anos, a maioria desses profissionais terminaram a graduação em menos de três anos e atuavam naquela unidade de saúde, há menos de menos de um ano. A partir da análise das entrevistas emergiram três categorias, sendo elas: Habilidades para gestão; Dificuldades para gerenciar; e, Potencialidades/Facilidades para gerenciar. Principais resultados: por meio deste estudo foi possível notar que as percepções acerca das atribuições dos enfermeiros foram bem esclarecidas, demonstrando que a gerência está ligada às questões técnicas e burocráticas, e da sua relevância na condução eficiente da equipe sob sua liderança. Conclusão: Observa-se que há a necessidade de os profissionais de enfermagem compreenderem que a formação teórica e prática das atividades de educação continuada devem ser buscadas com afinco e não devem somente aguardar que os serviços de saúde as ofereçam.

Objective: To investigate nurses' knowledge of managerial skills. Method: Descriptive, exploratory study, with a qualitative approach, carried out with nurses from a small university hospital, located in the northwest region of the state of Paraná. The interviews were guided by the following guiding question "Tell me about the managerial competences performed by the nurse?", after collecting the data, they were transcribed and analyzed according to Bardin's content analysis. Results: Seven nurses participated in the study, aged between 22 and 35 years, most of these professionals finished their graduation in less than three years and worked in that health unit for less than less than a year. From the analysis of the interviews, three categories emerged, namely: Management skills; Difficulties to manage; and, Potential/Facilities to manage. Main results: through this study, it was possible to notice that the perceptions about the nurses' attributions were well clarified, demonstrating that the management is linked to technical and bureaucratic issues, and their relevance in the efficient management of the team under their leadership. Conclusion: It is observed that there is a need for nursing professionals to understand that the theoretical and practical training of continuing education activities should be pursued diligently and should not just wait for the health services to offer them.

Introducción: La enfermería se considera una de las ocupaciones más versátiles dentro del personal sanitario. La gestión de los servicios de enfermería es esencial para el éxito de la institución sanitaria y para la calidad y seguridad de la atención al paciente. El enfermero gestor debe ser capaz de trabajar y dirigir a su equipo con cooperación y dinamismo, apoyándose en conocimientos técnicos y valores éticos. Objetivo: Investigar los conocimientos de las enfermeras sobre las competencias de gestión. Método: Estudio descriptivo, exploratorio, de abordaje cualitativo, realizado con enfermeros, de un hospital universitario de pequeño porte, situado en la región noroeste del estado de Paraná. Las entrevistas se basaron en la siguiente pregunta orientadora: "Háblame de las competencias directivas que desempeñan las enfermeras". Tras la recogida de datos, se transcribieron y analizaron según el análisis de contenido de Bardin. Resultados: Participaron en el estudio siete enfermeros, con edades comprendidas entre los 22 y los 35 años, la mayoría de estos profesionales terminaron el grado en menos de tres años y permanecieron en la unidad de salud, por lo menos un año. Del análisis de las entrevistas surgieron tres categorías, a saber Habilidades para la gestión; Dificultades para la gestión; y, Potencialidades/Facilidades para la gestión. Principales resultados: a través de este estudio se ha podido constatar que las percepciones sobre las atribuciones de los enfermeros se han esclarecido, demostrando que la gerencia está ligada a las cuestiones técnicas y brocráticas, y a su relevancia en la conducción eficiente del equipo bajo su liderazgo. Conclusión: Se observa que existe la necesidad de que los profesionales de la enfermería comprendan que la formación teórica y práctica de las actividades de educación continuada debe ser buscada con afán y no debe aguantar que los servicios de salud los ofrezcan.

The diagnosis and management of progressive dysfunction of health care organizations.

This paper presents an ethically justified approach to the diagnosis and management of progressive dysfunction of health care organizational cultures. We explain the concept of professional integrity in terms of the ethical concept of the cofiduciary responsibility of physicians and health care organizations. We identify the ethical features of a healthy health care organization and the spectrum of progressive dysfunction of organizational cultures from cynical through wonderland and Kafkaesque to postmodern. Physicians should respond to cynical health care organizations by creating moral enclaves of professional integrity for the main purpose of confrontation and reform, to wonderland organizations by strengthening moral enclaves for the main purpose of resisting self-deception, to Kafkaesque organizations by strengthening moral enclaves still further for the main purpose of defending professional integrity (adopting a Machiavellian appearance of virtue as necessary), and to postmodern organizations by creating moral fortresses and, should these fail, quitting.

Human rights and undergraduate healthcare management education.

Consideration of the express linkages between health and human rights is an educational initiative of the 21st century. Most healthcare management students do not have a knowledge of human rights principles that apply across health settings worldwide. This lack of knowledge hinders students' ability to view health within a human rights framework and the possible ways in which the protection and promotion of human rights relate to health and wellbeing. With early exposure to human rights concerns, undergraduate students will learn to apply concepts of human dignity, equity, fairness, and justice in job and community experiences. Goals of students' human rights education include expanded world views, understanding of content, and practical skill acquisition. It is especially important for healthcare management students to learn about human rights because violations of human rights have a great impact on health. Human rights education may be offered as a stand-alone course or implemented as a module adaptable to the curriculum requirements of undergraduate healthcare management programs. For example, the health and human rights module may be integrated into bioethics, epidemiology, social issues, or health policy courses. To increase applicability, issues and experiential learning that are relevant to students' future practice should be emphasized.

Gestión de la atención de salud bucal en tiempos de la COVID-19 / Management of oral health care in the time of COVID-19

Tema a presentar: En tiempos de COVID-19, debido al riesgo de transmisión derivado de varios procederes estomatológicos, se requiere reforzar la protección de los pacientes y de los trabajadores. Por tanto, se hace necesario actualizar a la comunidad científica y a los decisores de políticas en salud pública sobre aspectos esenciales para el perfeccionamiento de la gestión de la atención de salud bucal durante la pandemia. Comentarios principales: Con un enfoque actualizado según las experiencias internacionales, se trató el tema de la evaluación del riesgo laboral en estomatología y la gestión de la atención estomatológica durante la presente pandemia de COVID-19. Consideraciones globales: La profesión estomatológica tiene ante sí la responsabilidad de evitar la transmisión nosocomial de infecciones en los centros laborales, en las áreas de desempeño y que el personal en ejercicio de las acciones de salud esté protegido y no se convierta en trasmisor que ponga en riesgo a sus compañeros de trabajo, a la población que atiende, a su familia y a la población en general. El desempeño de los especialistas debe responder en todo momento a la ética médica y velar por ofrecer alternativas a las necesidades de salud bucal de la población en todas las situaciones de la vida social. La efectividad del accionar dependerá del perfeccionamiento de la gestión de la atención de salud bucal en tiempos de la COVID-19(AU)

Topic to be presented: In the time of COVID-19, and due to the risk of transmission derived from various dental procedures, it is necessary to enhance the protection of patients and workers. The scientific community and public health policy makers should therefore be updated on essential contents related to the improved management of oral health care during the pandemic. Main remarks: The topic of occupational risk assessment and dental care management during the current COVID-19 pandemic was addressed with an updated approach in keeping with international experiences. General considerations: The dental care profession has the responsibility of preventing nosocomial transmission of infections at work places and performance areas, as well as ensuring the protection of those involved in health actions, so that they do not become infected and transmit the disease to their colleagues, their patients, their family and the population at large. Specialists should always comply with medical ethics and offer alternatives to the oral health care needs of the population in all social life situations. The effectiveness of such actions will depend on improving the management of oral health care in the time of COVID-19(AU)

[The prevention of corruption]. / La prevenzione della corruzione.

The escalation of the crisis between society and administration had a negative impact on public administration, as highlighted by criminal acts (bribery, extortion, abuse of power). Other consequences of this crisis have been the bad administration phenomena, such as delays in carrying out the practices, lack of attention to people's questions and failure to comply with working hours. These phenomena culminate in treating people without due respect and necessary kindness. In this context, the so-called applied ethics has developed, consisting of the construction of rules for moral behaviour, adapted to particular fields as well as to the public.

Inernational research in health care management: its need in the 21st century, methodological challenges, ethical issues, pitfalls, and practicalities.

PURPOSE: This commentary argues in favor of international research in the 21st century. Advances in technology, science, communication, transport, and infrastructure have transformed the world into a global village. Industries have increasingly adopted globalization strategies. Likewise, the health sector is more internationalized whereby comparisons between diverse health systems, international best practices, international benchmarking, cross-border health care, and cross-cultural issues have become important subjects in the health care literature. The focus has now turned to international, collaborative, cross-national, and cross-cultural research, which is by far more demanding than domestic studies. In this commentary, we explore the methodological challenges, ethical issues, pitfalls, and practicalities within international research and offer possible solutions to address them. DESIGN/METHODOLOGY/APPROACH: The commentary synthesizes contributions from four scholars in the field of health care management, who came together during the annual meeting of the Academy of Management to discuss with members of the Health Care Management Division the challenges of international research. FINDINGS: International research is worth pursuing; however, it calls for scholarly attention to key methodological and ethical issues for its success. ORIGINALITY/VALUE: This commentary addresses salient issues pertaining to international research in one comprehensive account.

Ethical and legal issues in the use of clinical decision support systems.

The clinician must be able to make informed decisions on when to seek out, follow, or ignore the clinical decision support system's advice. In addition, knowledge bases must be properly maintained, and vendors should inform the client about how the systems were developed and tested, the source of the rules in the system, expectations of the user, and type of user training required.

Implications of organizational ethics to healthcare.

Organizational ethics is an emerging field concerned with the study and practice of the ethical behaviour of organizations. For effective application to healthcare settings, we argue that organizational ethics requires attention to organizations' special characteristics combined with tools borrowed from the fields of business ethics and bioethics. We identify and discuss several implications of this burgeoning field to healthcare organizations, showing how organizational ethics can facilitate policy making, accountability, self-evaluation, and patient and business perspectives. In our conclusion, we suggest an action plan for healthcare organizations to help them respond appropriately to their ethical responsibilities.

Revisiting Bloom's taxonomy for ethics and other educational domains.

In the process of developing competency-based health services administration education, the Ethics Faculty Forum Co-Chairs from the Association of University Programs in Health Administration (AUPHA) were asked not only to identify their domains and competencies, but also to review six other faculty fora research outcomes. This article was written by the Ethics Faculty Forum Co-Chairs in response to the AUPHA request. Reviewing the work of the original six faculty fora using Bloom's taxonomy, we found that the fora focused mainly on the cognitive objectives and generally did not consider the affective objectives. The intent of this paper is to help those who teach healthcare ethics refine their current courses to include both cognitive and affective objectives. The paper pursues five objectives: 1. review of Bloom's taxonomy as a framework for creating course objectives in both the cognitive and affective domains; 2. present fora research and their domain outcomes; 3. present an overview of healthcare ethics literature; 4. provide a demonstration of healthcare ethics competencies in both the cognitive and affective domains; and 5. present possible directions for healthcare ethics and other educational domain research.