24 Ethical Issues in Pediatric Critical Care
Pearls
• The practice of medical ethics seeks to identify and resolve competing moral claims among patients, their families, healthcare professionals, healthcare institutions, and society at large.
• Appeals to rights, such as the right of conscience, might not resolve a dispute.
• Legal considerations provide a general framework for decision making, but rarely provide a definitive answer to complex ethical questions. The law typically represents the floor, not the ceiling, of standards of morality.
• The creation of an ethical working environment in the pediatric critical care unit is a necessary precondition for addressing ethical issues raised by specific patient situations.
• The primary focus in decision making should be the interests of the child.
• Care for the critically ill child must be centered on the family.
• Informed consent is a process, not an event, and it has four key requirements: competency, disclosure, understanding, and voluntariness.
• Minors may be legally empowered to make their own decisions if they are deemed emancipated by state law or determined to be a mature minor by a judge.
• Pediatric critical care professionals should refrain from speaking about withdrawal of care. Although treatments may be withdrawn, care is never withdrawn. Care can be redirected from a focus on cure to a focus on comfort.
• The satisfaction of the patient, family, and provider may all be endangered when information is poorly delivered.
• Any medical treatment, including nutrition and hydration, can be withheld or withdrawn.
Defining medical ethics
Medical ethics is the discipline devoted to the identification, analysis, and resolution of value-based problems that arise in the care of patients.29 The discipline is unique only because it relates to the particular dilemmas that arise in medicine, not because it embodies or appeals to some special moral principles or methodology. The practice of medical ethics seeks to identify and resolve competing moral claims among patients, their families, healthcare professionals, healthcare institutions, and society at large.
Sources of Moral Guidance
Everyone draws on multiple sources of moral guidance, including parental and family values, cultural traditions, and religious beliefs. These sources are the roots of moral values, and they create a disposition to do the right thing. However, for many reasons these values and beliefs do not provide sufficient guidance for addressing dilemmas in clinical ethics.50
Occasionally, individuals may explain their actions as a matter of conscience: to act otherwise would make them feel guilty or ashamed or violate their sense of wholeness or integrity. Conscience involves self-reflection and judgment about whether an action is right or wrong.9 Conscience thus arises from a fundamental commitment or intention to be moral. It unites the cognitive, conative, and emotional aspect of the moral life by a commitment to integrity or moral wholeness.80 It is a commitment to uphold one’s deepest self-identifying moral beliefs; a commitment to discern the moral features of a particular case as best one can, and to reason morally to the best of one’s ability; a commitment to emotional balance in one’s moral decision-making; and a commitment to make decisions according to one’s moral ability and to act upon what one discerns to be the morally right course of action.80
Individuals often appeal to rights, such as a right to healthcare, to explain positions on ethical issues. To philosophers, rights are justified claims that a person can make on others or on society.9 The language of rights is widespread, but an appeal to rights is often controversial. Other people might deny that the right exists or assert conflicting rights. Claims of rights are often used to end debates; however, the crucial issue is whether persuasive arguments support the existence of the right.50
It is a mistake to suppose that moral principles simply prescribe what to do or require uniform action and conformity. First, because they are stated abstractly, they must be interpreted or specified35; this is done by making practical moral judgments, leaving considerable room for interpretation and disagreement from person to person or from culture to culture, even among those who agree on the importance of these principles. Second, because principles can conflict in a given situation, they sometimes have to be ranked, and people can reasonably disagree about how to do this justifiably.
Clinical ethics as an aid to nursing care
Learning about clinical ethics can help nurses identify, understand, and resolve common ethical issues in pediatric critical care. By studying published cases, healthcare workers can gain experience in resolving specific dilemmas.35,50 By studying cases that illustrate common ethical problems, nurses can better recognize the ethical issues they encounter. On many issues, healthcare professionals, philosophers, and the courts agree on what should be done. Clinical ethics can help to identify actions that are clearly right or wrong and those that are controversial. Subsequent sections of this chapter and information in the Chapter 24 Supplement on the Evolve Website will highlight areas of ethical agreement as well as those areas of ongoing controversy.
A systematic approach to ethical dilemmas helps to identify important considerations and fosters consistency in decisions. Clinical ethics is a practical discipline that provides a structural approach to decision making that can assist the healthcare team in identifying, analyzing, and resolving ethical issues in clinical practice.35 Box 24-1 lists key steps to take when approaching an ethical dilemma that needs to be clarified, analyzed, and resolved.
Box 24-1 Approach to Ethical Dilemmas
• Identify and define the problem. Determine whether there are different ways to view the problem.
• Identify potential consequences of the different options.
• Determine the policies, laws, rights, duties or values that are important. If there is conflict, which carries the most moral weight?
• Negotiate for a solution to the problem. What are the weaknesses of the solution? Is the solution consistent and universal?
Creating an environment that supports ethical practice
On a daily basis nurses, physicians, and other members of the pediatric critical care healthcare team are faced with maintaining the delicate balance between the application of complex technological care and humane, ethical care for the critically ill pediatric patient.74 Ethical considerations in the pediatric critical care unit often involve moments of crisis marked by disagreement over decisions, such as whether to resuscitate a patient; to withhold or withdraw “futile” treatment over a patient’s or family’s objections; or to allocate limited or expensive resources, such as extracorporeal membrane oxygenation or the last pediatric critical care unit bed.
The expansion of technology combined with awareness of biologic, economic, and ethical limits to applying that technology can lead to uncertainty and conflict when it appears that providers are unable to restore a patient to the patient’s previous state.59 To address these complex issues, the pediatric critical care unit team must recognize and address the ethical issues that exist each and every day in interactions with families, patients, and fellow workers. The creation of an ethical working environment in the pediatric critical care unit is a necessary precondition for addressing ethical issues involved in cardiopulmonary resuscitation, the limitation or withdrawal of life-sustaining treatment, and conflicts in medical decision making.
The American Association of Critical Care Nurses has recognized the inextricable links among quality of the work environment, excellent nursing practice, and patient care outcomes. The American Association of Critical Care Nurses is also committed to creating work and care environments that are safe, healing, humane, and respectful of the rights, responsibilities, needs, and contributions of all people, including patients, their families, and nurses. Six standards for establishing and sustaining healthy work environments have been identified (Box 24-2).5
Box 24-2 Key Elements for Establishing and Sustaining Healthy Work Environments
• Skilled Communication—Nurses must be as proficient in communication skills as they are in clinical skills.
• True Collaboration—Nurses must be relentless in pursuing and fostering true collaboration.
• Effective Decision Making—Nurses must be valued and committed partners in making policy, directing and evaluating clinical care, and leading organizational operations.
• Appropriate Staffing—Staffing must ensure the effective match between patient needs and nurse competencies.
• Meaningful Recognition—Nurses must be recognized and must recognize others for the value each brings to the work of the organization.
• Authentic Leadership—Nurse leaders must fully embrace the imperative of a healthy work environment, authentically live it and engage others in its achievement.
From American Association of Critical Care Nurses: AACN standards for establishing and sustaining healthy work environments: a journey to excellence. Am J Crit Care 14:187-197, 2005.
A frequent ethical problem in the acute care setting is a difference of opinion among the healthcare team and often involves disputes between and a nurse and a physician.27,59,74 Such conflicts typically involve a nurse disagreeing with a physician concerning ethical issues such as the extent or invasiveness of treatment, when to stop treatment, and when not to attempt resuscitation in the event of a cardiac or respiratory arrest. In order to create an environment that supports ethical practice, a shift from a chain-of-command relationship to interdisciplinary care is required. An interdisciplinary approach seeks to blur professional boundaries and requires trust, tolerance, and a willingness to share responsibility.74 The challenge in the pediatric critical care unit is to develop and sustain organizational and structural changes that reflect an ethical practice environment, making routine the collaborative and communicative strategies that ethical issues often require.
How are ethical issues in pediatrics different?
Children Are Different
Children are smaller than adults. This fact is obvious, but the practical and ethical implications are substantial. “The child’s small size can contribute to the child’s feeling intimidated by adults, even if unintentionally. Adults must physically look down at children, and children unavoidably must look up at adults. The world is largely designed for adults; so although adults sit down, children must climb up. These simple physical facts both establish and illustrate the relative imbalance of power, influence, and authority between children and adults.”10
Healthcare professionals are ethically compelled to respect and integrate the child’s expressed wishes, the parents’ expressed outcomes, the child’s maturational needs, and the family’s cultured beliefs about family roles and child-rearing practices. Such considerations bring new ethical considerations and challenges to treatment (Box 24-3).
Box 24-3 Caring for Children: Core Ethical Issues
• Children are inherently more vulnerable than adults.
• Children’s abilities are more variable and change over time.
• Children are more reliant on others and their environment.
• Ethical principles and practices in the treatment of adults must be modified in response to the child’s current developmental abilities and legal status.
• Healthcare professionals must develop skills to work with families, agencies, and systems.
• Healthcare professionals must maintain an absolute commitment to the safety and well-being of the child.
• Although young children are not autonomous, their potential autonomy deserves respect.
• The primary focus in decision making should be the interests of the child.
• Healthcare professionals must constantly monitor one’s own actions and motivations.
• Healthcare professionals must seek consultation and advice in difficult situations.
• Children should be given the protection of privacy.
• All persons with decisional capacity, regardless of age, have the right to make healthcare treatment decisions.
Modified from: Belitz J, Baley RA: Clinical ethics for the treatment of children and adolescents: a guide for general psychiatrists. Psychiatr Clin N Am 32:243–257, 2009.
Because children cannot weigh risks and benefits, compare alternatives, or appreciate the long-term consequences of decisions, they are incapable of making informed decisions. As a result, autonomy is less important in pediatrics than in adult medicine. A child’s objections to beneficial medical interventions do not have the same ethical force as an adult’s informed refusals. Because children are immature and vulnerable, they need an adult to make decisions for them and to protect their best interests. Parents are presumed to be the appropriate decision makers.2
As children mature, they become capable of making informed decisions, and their involvement in care should increase. Pediatric critical care unit professionals need to provide the child with information about his or her condition and opportunities to participate in decisions about healthcare, to the extent that it is developmentally appropriate.2
Children also differ from one another. In a very real way, there is no such category as “children.”10 Infants differ from toddlers, who differ from preschoolers, who differ from school-aged children and adolescents. Furthermore, within any group of children there is wide variability in size, ability, psychosocial development, cognitive development, and maturity. Many children develop inconsistently in physical, cognitive, emotional, social, and moral abilities and characteristics. The individual child may progress and regress in the face of various challenges and traumas, being “childish” one day and a “young lady” or “young man” the next. Children manifest much broader developmental and individual variability than do adults. Consequently, pediatric critical care unit professionals must tailor their approaches and care to the individual state and abilities of each pediatric patient. The child’s ability to engage in particular aspects of care, including its ethical aspects, or to move toward particular goals of treatment can vary with the child’s immediate developmental abilities, themes, challenges, and tasks.10
The Family Is the Patient
Care for the critically ill child must be family-centered.76 Family-centered care is an approach to healthcare that shapes healthcare policies, programs, facility design, and day-to-day interactions among patients, families, physicians, and other healthcare professionals. Healthcare professionals who practice family-centered care recognize the vital role that families play in ensuring the health and well-being of children and family members of all ages. These practitioners acknowledge that emotional, social, and developmental support are integral components of healthcare. They respect each child’s and family’s innate strengths and view the healthcare experience as an opportunity to build on these strengths, and the providers support families in their caregiving and decision-making roles. Family-centered approaches lead to better health outcomes and wiser allocation of resources as well as greater patient and family satisfaction.4
Given that the family is the child’s primary source of strength and that the family’s perspectives are important in clinical decision making, the pediatric critical care unit team has a moral obligation to the patient’s family and a duty to increase family access to the pediatric critical care unit. Increased access to the pediatric critical care unit has also resulted in more reports of parental presence during bedside pediatric critical care unit rounds, complex procedures, and cardiopulmonary resuscitation.16,23,63,68 All patient care units should develop written documentation for presenting the option of family presence during cardiopulmonary resuscitation (CPR) and invasive procedures. Education programs should be developed for healthcare staff to include: the benefits of the family’s presence for the patient and the family, criteria for assessing the family, the role of the professional assigned as the family support person, family support methods, and contraindications for family presence.
Medical decision making
Consent or Permission from Parents or Guardians
“Parents or guardians usually have the authority to give consent or permission for their child’s healthcare and participation in research. Reasons for this social policy include, first, that parents in general have the greatest knowledge about, and interest in, the well-being of their own minor children.”40 Another well-recognized reason that parents have legal authority to make these and many other decisions for their minor children is that parents or guardians must address the consequences of the choices being made. Clinicians should generally try to respect the parents’ preferences because of the importance parents play in fostering the child’s well-being and shaping the child’s values.40
The person who gives consent must have the capacity to make decisions. The terms competent and incompetent are often reserved for legal contexts. Courts can make a determination about whether someone is competent. The presumption is that adults are legally competent and minors are not. Minors—in most parts of the United States this includes those younger than 18 years—are regarded as incompetent to make decisions about their own healthcare, especially if the decisions are momentous.40 The reality is that many adults lack decision-making capacity, but have not been declared legally incompetent in the courts, and many legally incompetent minors have good decision-making capacity. Thus, the legal notion of competence and that of decision-making capacity should be distinguished.40
For the purposes of healthcare, the term decision-making capacity refers to an individual’s ability to understand information needed to make informed consent, evaluate this information in terms of stable personal values, and use and manipulate the information in a reasonable manner.40 For important decisions, clinicians should assess how well those giving the consent can understand the information, deliberate, and make and defend choices. It also is important that those giving consent communicate choices appropriately. These details should help clinicians decide whether parents or older minors have the capacity to make important healthcare decisions.
Informed consent or permission should have the following elements40:
1. All information or material important to the decision has been disclosed.
2. Those giving consent comprehend or understand the information that has been disclosed.
3. Those giving consent voluntarily agree to participate.
4. Those giving consent are competent to make a decision to participate.
5. Those giving consent agree to the procedure, act, intervention, or research.
Parents giving consent or permission should be guided by what is in the best interest of their child. Their decisions can be challenged, for example, if they endanger the child. The best interest of the child standard is one of four important standards for medical decision making; the other three are self-determination, advance directive, and presumed consent.40 Although the best interest of the child standard is of special importance in pediatrics, each of the four standards has a role in making healthcare decisions for minors.
Assent and Self-determination
Self-determination, as a standard for healthcare decision making, applies to competent adults and to many older or emancipated minors (Table 24-1). This standard of self-determination presupposes that the person is autonomous or capable of self-determination, has informed understanding, and makes the choices voluntarily. The standard honors the basic moral principles mentioned previously; it flows from the moral principle of autonomy or self-determination and honors individual liberty; and it enables people to make choices about themselves, assess their own best interest, and develop their own capacities and life plans as they wish, as long as they do not harm others.40
Term | Definition |
Assent | To give clear agreement, used in connection with a child’s or adolescent’s agreement to treatment or research participation when consent is not possible because the individual has not yet achieved adult status (see Consent below, which in its narrow sense can be given only by competent adults) |
Bright line | Clear distinction that solves a matter in dispute in law |
Capacity | Individual’s ability to understand facts and consequences of a decision, communicate a choice, and appreciate the effects of that choice and alternatives; a status that is in flux and evolving in adolescents; a clinical determination that is context-sensitive |
Competency | Ability to understand facts and consequences; in law, related to definitive criteria (e.g., age of majority, after which legal adulthood is attained, with the presumption of competence) |
Consent | Voluntary agreement freely made without coercion or duress, and with adequate knowledge (informed); as strictly construed, can be given only by a competent adult, or in certain limited circumstances, by emancipated or mature minors; grounded in ethical principle of respect for autonomy and patient self-determination |
Emancipation | Condition by which a minor is recognized as an adult for legal purposes; often triggered by certain events (e.g., marriage, military service, childbearing) or under certain conditions (e.g., adolescent living alone and financially supporting self) |
Ethical | Addresses what a clinician should or should not do based on moral guiding principles; not limited to legal mandate, although often tied to certain legal rules and professional codes |
Legal | Addresses what a clinician can or cannot do based on state, federal, and local laws and regulations (required; legal sanctions may follow a breach) |
Mature minor | Consent authority related to context-sensitive and specific situations, or conditions in which an adolescent demonstrates a mature capacity to make decisions related to healthcare |
Modified from Campbell AT: Consent, competence and confidentiality related to psychiatric conditions in adolescent medicine practice. Adolesc Med 17: 25-47, 2006.
Although the law grants full competence on the occasion of a specific birthday (e.g., 18 years of age), this practical and useful legal practice fits poorly with medical decision making. In medicine, it is more useful to view capacity as a matter of degree, and less like the “light-switch” concept found in the law.40 In both law and medicine, young children are the paradigm of persons unable to make decisions for themselves. Infants are among the many incompetent and vulnerable, but minors just before the age of majority are as competent as many adults. Most young children lack the capacity, maturity, experience, or foresight to make important decisions for themselves and to determine which decisions promote their well-being and opportunities. As children gain maturity, many seek to understand important healthcare decisions being made for them, and older children may have strong opinions about their care.12,25,82,85,87
To acknowledge the child’s emerging capacities and point of view, and to promote the child’s well-being, clinicians seek the child’s assent in addition to parental permission when possible.2,40 Healthcare providers may seek the assent or agreement of children as young as 7 years. As minors become increasingly mature and competent, they should be accorded more self-determination. Children with life-threatening or chronic illnesses, for example, may want to participate in discussions and decisions about their care and find that it is a way to gain control and respect.82 Ignoring their desires to participate can cause pain, isolation, misunderstanding, and frustration.
Assent is different from consent, because the minor’s preferences need not be honored in the same way as those of adults.40 Whether a minor’s preference should be honored can depend on the probability and magnitude of the harms involved and the irreversibility of the consequences. When children cannot enhance their own well-being and opportunities, adults may have to override their decisions and not grant self-determination. The obligation to honor their wishes is not as binding as it would be for an adult.
“In many parts of the world, adults who face serious illness or death are not privy to conversations about their care, because family and clinicians believe that it is kinder to exclude them.”40 Such cultural conflicts about how to apply the principles of beneficence and nonmaleficence have the potential to cause serious problems when people travel from one country to another seeking medical care, or when patients or families from other countries receive healthcare in the United States. For example, older adolescents with serious illness may indicate a desire to discuss their prognosis and options with the medical team, while family members strongly object to telling the adolescent. Clinicians can help family members understand the importance of including the child, explaining to the family members that children understand a good deal about their diseases and even imminent death and that excluding them increases their suffering.40 Of course, some guardians remain adamant, and clinicians may have to choose between doing what they believe is best for the patients (by informing them) and honoring parental wishes. Other clinicians find that consultations with an ethics committee can help to resolve such conflicts.
The recognition that older children can understand a great deal and be competent to participate in many decisions has been recognized recently in the literature and in social policy.17,40 As children grow older, they are increasingly able to discuss and participate in health decisions relating to them. Some adolescents have gained authority to make healthcare decisions independently of their parents. Depending on state law, adolescents can get medical care such as contraceptives, contraceptive information and devices, abortions, and treatment for substance abuse without parental permission (i.e., legal emancipation by condition).17
The ideal situation is to have shared decision making and agreement among clinicians, family, and the child about what course to take. In the ordinary situation, however, parents or guardians have the authority to make decisions for the child’s medical care, just as for religion and schooling, unless they endanger the child. The child’s assent has been found to be increasingly important based on evidence that children with serious, chronic, or life-threatening illnesses understand a great deal and benefit from participating.2 In addition, the importance of their assent stems from understanding that they have the competence to make important contributions to these discussions.