Health Care and Nursing Education and Ethical Standards of Patient Education
Patient Education and Ethical Standards
Ethical standards, both for patient care and particularly for research, continue to evolve. The legal standard of care has focused on disclosure of information but not on ensuring that patients possess sufficient understanding to make an autonomous and informed decision such as to enroll in a clinical trial or develop an advanced directive.
The ethical (as opposed to
the legal) view, that patients or research subjects should fully understand
that to which they are agreeing, is gradually gaining ground. Not surprisingly,
a patient education function will be required to accomplish this.
Very beginning work is addressing the ethics of patient education itself, that is, what moral precepts should guide decisions about whether education is available to patients and how it should be designed and delivered.
Consent for Research In Health Care and Nursing Education
Most potential research subjects have limited knowledge about
randomized clinical trials (RCCTs)-their aims as well as use of randomization,
blinding, and placebo. Table 3.1 describes the type of information needed for
ethically informed consent to be given. It is easy to see why potential
subjects could be confused about these unfamiliar concepts.
In one study (Criscione, Sugarman, Sanders, Pisetsky, & St. Clair, 2003), 13% of subjects thought their symptoms would help determine the treatment assigned in the trial. Despite having received detailed information about risks prior to starting the trial, 37% believed study drugs were completely safe.
Some also didn't understand the likelihood they would receive a placebo. Not only is it necessary to understand the basics of study design, being persuaded of clinical equipoise is also important for true informed consent and for subject willingness to be recruited and to accept randomization.
In a study of men with localized prostate cancer, from a variety
of educational backgrounds, all were able to understand and recall concepts of
chance, comparison, and equipoise. Although they understood randomization, it
was a struggle for them to accept it as a method of choosing a treatment
(Mills, Donovan, Smith, Jacoby, Neal, & Hamdy, 2003).
In a study of patients with advanced cancer, who had given informed consent to participate in Phase I trials, 44% said the worst thing that could happen to them would be that the investigational agent would not work, and only 25% mentioned death as a possibility. Sixtynine percent of those who had graduated from college understood the real purpose of Phase I trials was to determine dose, toxicity, or drug interactions.
Only 26% of non college
graduates understood this. A large portion clearly had therapeutic goals or
expectations that simply was not achievable (Daugherty, Banik, Janish, &
Ratain, 2000), although subjects in Phase I trials should be told that a chance
or response is quite small and a cure should not be expected. Patients also
often don't understand that some will get a sub therapeutic dose and others will
suffer severe toxicities
Additional deficiencies in patients understanding include lack of awareness of being a subject in a research study, inadequate recall of important risks of procedures or treatment, lack of awareness of the ability to withdraw from a research study at any time, and confusion about dual roles of doctors/researchers.
Twenty five of 34 studies found that patients'
understanding or recall showed improvement with a wide variety of interventions
including providing corrected feedback, multiple learning trials, and
well organized and simplified consent forms with illustrated formats (Dunn
& Jeste, 2001).
Misunderstanding and Misconceptions About Consent and Health Research
The term “therapeutic misconception” is used to refer to these
various misunderstandings when they are part of a belief that patients will
receive the same individually focused treatment that they would receive in a
non research clinical context. Many research practices support this
misconception or at least do little to explicitly refute the natural
assumption, there is reason to believe that its prevalence is substantial (Lidz
& Appelbaum, 2002).
There is a general sense in the field that these misunderstandings cannot be corrected and must be tolerated. Yet, in these situations, subjects have not given valid information con sent. It is a health professional's responsibility to probe for and ensure understanding and voluntarism.
Describing how and why treatment and research differ should be as much a part of the consent disclosure in a research project as the nature, purpose, overall risks and benefits, alternatives, and other disclosures required.
The distinctive features to be called to potential attention subjects are the nature and purpose of the research, the risks and benefits of being a subject, and the available options for obtaining the same or different therapeutic interventions outside of the research setting (Lidz & Appel baum, 2002).
A neutral discloser, trained to teach participants how research participation would differ from clinical care and having no involvement with the research projects, has been successful in helping participants better understand randomization, placebos, double-blinding, and other research methods (Dresser, 2002).
The understanding of potential subjects should be assessed continually and additional information provided to correct misperceptions or misunderstandings as they occur. Currently, no research shows that this will work or what impact it would have on subject recruitment and dropout rates from clinical trials (Lidz & Appelbaum, 2002).
Clinical trial data managers not
infrequently find themselves in the middle of these misunderstandings but
without authority to correct them (Loh, Butow, Brown, & Boyle, 2002).
In the absence of a robust effort to teach potential participants
accurate and meaningful information (regarding regulations that require it), it
is disingenuous to blame the misconception of patients' psychological needs to
find a cure (Dresser, 2002).
Other potentially correctable misassumptions and misunderstandings have been documented particularly in informed consent for clinical treatment. There has been an assumption that individuals with illnesses such as schizophrenia could not provide fully informed consent, such a diagnosis does not pre-determine whether a person can understand key information.
Several studies have found that consent-related capacity of persons with schizophrenia was enhanced with straightforward educational interventions (Carpenter et al., 2000; Dunn, Lindamer, Palmer, Golshan, Schneiderman, & Jeste, 2002; Styles, Poythress, Hall, Falkenbach, & Williams, 2001).
In each of these studies,
with the help of education, patients with psychotic disorders were able to
significantly improve their understanding of the research involved, in one
instance reaching a level not significantly different from normal comparison
subjects who received a routine consent procedure. Educational approaches
included corrected feedback, multiple learning trials, and summaries of
information.
In fact, persons with medical or surgical conditions as well as those with psychiatric illnesses show variable ability to achieve sufficient understanding to provide informed consent. Assuming they cannot consent, or withholding the repeated educational interventions necessary to prepare them to decide whether to consent, stigmatizes and deprives these individuals of the opportunity to participate in clinical trials.
At the same time, such an
attitude significantly retards development of a research base from which to
better treat their disease. Without these additional educational assists, some
subjects might agree to participate in protocols they might have otherwise
refused (Dunn et al., 2002).
In general, there has not been a commitment to invest whatever it takes to provide whatever education is needed to ensure truly informed consent. The legal standard of disclosure, which does not require patient understanding, is dominant, and it should be noted that while federal research regulations ac- knowledge vulnerability of persons who are educationally dis advantaged, no guidance regarding appropriate protections is given.
With the exception of
articles pertaining to the read ability of consent documents there is a depth
of literature ad dressing how institutional review boards (IRBs) should
approach the review of research involving educationally disadvantaged persons
(Stone, 2003). While ethics requires a higher standard than does the law, the
ethics literature also does not address this issue.
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