Code of Ethics for the Health Education Profession Term Paper by scribbler

Code of Ethics for the Health Education Profession
A brief review of the literature on the ethical approach to health education (HE).
# 153087 | 899 words | 10 sources | APA | 2013 | US
Published on May 02, 2013 in Medical and Health (General) , Ethics (General)

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This paper briefly explores the role ethics plays in health education environments and discusses both the impact of a sound ethics program as well as the infamous Tuskegee Syphilis Study (TSS) that is recognized universally as the antithesis of an ethical health research project. The paper concludes by listing the basic responsibilities of the health educator and pointing out that once a person has gone through the training to become a health educator, the focus should not just be on the academics and scholarship, but the sense that students fully relate to the code of ethics as it applies to their specific genre in health education.

The Literature - The Role of Ethics in Health Education

From the Paper:

"Health science professor Joseph E. Balog asserts that there is confusion among health educators as to the use of language appropriate to the field. Balog contends that many health educators: a) confuse "what is desired and valued as a good life" to mean what is "good health"; b) don't see the "vital distinction" between what health really is, and what things affect health; and c) view health as a "subjective human construct" rather than as "an objective phenomenon" (Balog, 2005, p. 266). Balog maintains that the "crucial questions" health educators need to ask is, which truth gives the health educator "the best map for preventing disease" and which truth would they "live and die for" (Balog, p. 271).
"Health education courses are laden with content, much of it technical and even tedious. That's why in order to stay ethically "attuned" and "responsive to the broader humanistic and moral dimensions" of healthcare learning, some schools are introducing "creative expressive encounters" like music, literature, art and poetry (Milligan, et al, 2009, p. 131). Research conducted at the University of Technology in Brisbane and the Centre for Social Change Research in Australia offered first year paramedic students a chance to show their creative side, to show their "sympathetic imaginations" after viewing a brief vignette describing the plight of a fictional "patient-other" in an "acute predicament" like a miscarriage or a plane crash (Milligan, p. 131)."

Sample of Sources Used:

  • Balog, Joseph E. (2005). The Meaning of Health. American Journal of Health Education. 36(5),266-271.
  • Bozeman, Barry, Slade, Catherine, and Hirsch, Paul. (2009). Understanding Bureaucracy in Health Science Ethics: Toward a Better Institutional Review Board. Health Policy and Ethics.99(9), 1549-1556.
  • Chaney, Don J. (2009). The Health Educator: Roles, Responsibilities, Certifications, and Advanced Study. Video produced by the University of Alabama.
  • Charon, Rita. (2009). Commentary on "Creative Expressive Encounters in Health EthicsEducation: Teaching Ethics as Relational Engagement." Teaching and Learning in Medicine,21(2), 163-165.
  • Greenberg, Jerrold S. (2001). The Code of Ethics for the Health Education Profession: A CaseStudy Book. Sudbury, MA: Jones & Bartlett Learning.

Cite this Term Paper:

APA Format

Code of Ethics for the Health Education Profession (2013, May 02) Retrieved November 29, 2022, from

MLA Format

"Code of Ethics for the Health Education Profession" 02 May 2013. Web. 29 November. 2022. <>