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Health Educator Code of Ethics from a Real-World Perspective


HealthEducator Code of Ethics from a Real-World Perspective


HealthEducator Code Of Ethics from a Real-World Perspective

Justlike in any other career, heath education is a peculiar area ofprofessionalism that calls for individual excellence in order toaccomplish the key responsibility that targets improvement andprovision of practices that could enhance better living standards.However, it require corporation from individuals, organizations,families and the society each group has a task to perform inenhancing wholesome creation of awareness that uphold the sixArticles in regard to core values in health education practices. Theessay will involve interview of two individuals in health educationsector on impacts of Health Educator Code of Ethics from a Real-WorldPerspective, in addition, it will address five key questions inregard to the subject, and lastly contain personal view with respectto the Six Articles in the Code of Ethics on impact of ethical issuesin health promotion and disease prevention.

Inthe distinctive interviews conducted, the interviewees were acommunity social worker and who was well conversant with the areawithin her work jurisdiction. However, a clinical nurse intervieweewas also from a nearly health centre. The combination of the twohealth professionals was a good blend for the purposeful interview.Below are the questions that every interviewee tackled separately dueto their respective fields of operation.

  1. The Primary Job Responsibilities

CommunitySocial Worker:the main duties performed in the area of profession include but notlimited to creating awareness on health related issues within thecommunity. However, the person acts as a link between the communityand the USDepartmentofHealthand Human Servicestherebyupdating both sides when need be, other duties would vary with thedistinctive areas within the province, and country respectively(Wurzbach, 2002).

ClinicalNurse:The main duty is to provide health awareness and practices to thepeople within community through a health institution. In additionnurse duties are not limited to taking the community issue to the USDepartmentofHealthand Human Servicesthrough statistical research and analysis of the issues that pertainsthe health of a community or society(Kattenbraker, 2007).

2.HowWork Help to Improve Health and Prevent Disease

CommunitySocial Worker: throughdoor to door education the community are enlightened on healthrelated challenges, this prepare the community on the best approachto tackle the health issues as per the information passed on to themthrough the Community Social Worker. In case of doubt, the members ofthe community can seek clarification from the Community Social Workerso that they enhance better health and prevent controllable diseaseswhile adopting healthy practices that would suppress chronicillnesses(Kattenbraker, 2007).

ClinicalNurse:Takes health services and resources from the USDepartmentofHealthand Human Servicesto the society through the social workers which enhances healthyliving and also prevents diseases(Greenberg, 2001).

3.Thebenefits of Health Education in Organization

CommunitySocial Worker: itenhances better understanding of health related challenges making iteasier to prevent and manage disease outbreak and adopt healthyprocedure in medication. It creates good rapport between the healthpersonnel and the community members since they get to know thatmedication is essential in disease control and treatment.

ClinicalNurse: Todeal with literate community is easier and time saving than workingwith illiterate people in health related issues since they haveinformation regarding their own health(Kattenbraker, 2007).

4.EthicalIssues Faced in Career as a Health Educator

CommunityHealth Workers: Thecommunities underrate and disobey instructions and advise since thehealth worker resides within the same locality.

ClinicalNurse: Lackof attention and ignorance hinders communication with communitymembers in the quest to administer health services effectively.

5.Howprofessional role influenced by each Article in the Code of Ethics?(http://www.nchec.org/credentialing/ethics/)

Inmedical related profession, the six Articles of health education’scode of ethics encourages and motivates responsiveness to thecommunity through interaction in enhancing better health andwellness. It promotes professional behavior and enhances ethicalconduct in my line of duty(Wurzbach,2002).

Codeof ethics in health education createsgood rapport with employer through professionalism and competency inaction. The rights and dignity of the people should be upheld throughconfidentiality and adoption of strategies when dealing with diversecommunities in society. However, it enhances appropriate research andevaluation approach in accordance with state and federal laws inprofessional manner. However, it also equips health educators withobligation to accord learners respect and provide them with qualityeducation that would benefit self and the community(Wurzbach, 2002).


Informationthat reflects on the similarities and differences between theresponses

Accordingto the interviews that were conducted differently, it is skillful tostate that the respondents argued professionally within theirrespective work jurisdictions(Kattenbraker, 2007).


Boththe community social worker and clinical nurse concurred onenlightening the community on health matters. Their arguments werebased on improving the health and preventing diseases within thecommunity. Both of them depended on each other in accomplishing theirduties professionally within the community, this was facilitated byshared roles and integration of ideological perception on achieving ahealthy community(Greenberg, 2001).


Communitysocial worker linked the society to the USDepartmentofHealthand Human Serviceswhile clinical nurse provide and deliver health services from the USDepartmentofHealthand Human Servicesto the society.

Communitysocial worker could hardly be transferred from the community whilethe USDepartmentofHealthand Human Servicesis capable of transferring clinical nurse to any part of the countryeither wishfully or forcefully(Wurzbach, 2002).

Interviewoutcomes in the context of the Six Articles in the Code of Ethics

Inthe contest of the six Articles in code of ethics in healtheducation, the community social worker responded accordingly theapproach to the questions were in line with the requiredprofessionalism this implies that behavior, evaluation and researchapproach towards deriving a better solution to the issues within thecommunity enhanced understanding of health related issues. Thisequips both the interviewee and the community on health practices forthe benefit of all(Kattenbraker, 2007).

Althougha clinical nurse is not a resident from the area assigned, theapplication of the six Articles in the code of conduct enhancedcordial relationship between the nurse and the community. Inaddition, the health personnel managed to derive a better workableapproach what would equip the community especially those who visitedthe health centre with knowledge of how to live healthy and avoidcontacting diseases that could be avoided through healthy lifestyles(Wurzbach, 2002).

Conclusionin general, both the community social worker and clinical nurseembraced the six Articles in the codes of ethics in health educationas they execute their work in the health profession withjurisprudence. The interview outcomes immensely contributed to ahealthy and enlighten community.


Greenberg,J. S. (2001). TheCode of Ethics for the Health Education Profession:A Case Study Book.New York- USA: Jones &amp Bartlett Learning.

Kattenbraker,M. S. (2007). HealthEducation Research and Publication:Ethical Considerations and the Response of Health Educators.London- UK: ProQuest.

Wurzbach,M. E. (2002). CommunityHealth Education and Promotion:A Guide to Program Design and Evaluation.New York- USA: Jones &amp Bartlett Learning.