Don derived these statistics by asking how many of those who completed his program quit smoking. However, if those data were examined more closely, they would show that only 20% of those who began Don’s smoking cessation programs completed them; 80% dropped out. In other words, only approximately 10% of those who originally started the program (50% of 20% who completed the program) quit smoking.
Don also developed these statistics at the completion of the program. There is a high recidivism rate in smoking cessation; many who have quit by the end of a smoking cessation program will begin smoking again soon thereafter. Considering this fact, probably fewer than 10% of those who initially enrolled in Don’s program were not smoking several months after the program. This might mean that approximately 5% of those who initially enrolled in Don’s program had really quit smoking.”
Answer these questions about this ethical situation using data and evidence to support your answers:
What ethical issue is raised in this scenario?
When there are little data to support health education interventions, is it ethical to withhold that fact from prospective employers or program participants?
If a health educator believes that there are immeasurable benefits of a health education program, is it ethical to advocate the program based on that belief?
If, due to conditions required by employers, a program cannot realistically be expected to meet expectations, is the health educator obligated to state that perception?
What if that means the program will not be offered at all and so other potential benefits – even though not the ones originally expected – will, therefore, not accrue?
How does the Code of Ethics for the Health Education Profession address this situation? Name the relevant article(s) and section(s) that apply to this scenario.
If you were in this situation, what would you change or do differently to make an ethical decision?
