Bridging the gap between university and the National Health Service ethical scrutiny

IF 1.5 Q3 EDUCATION & EDUCATIONAL RESEARCH Teaching Public Administration Pub Date : 2012-09-01 DOI:10.1177/0144739412458269

Jeremy M. Brown, S. Agius

引用次数: 2

Abstract

This paper attempts to identify the procedural gaps around research governance that can create unnecessary barriers to health services, workforce and education research in Universities and NHS. Difficulties lie with research governance process rather than the guiding ethical principles to which different professionals adhere. University research ethics review procedures should work more collaboratively with professional organisations own research governance processes. Up-to-date training across organisations for researchers working within the NHS to enable them to navigate these increasingly labyrinthine arrangements.

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弥合大学和国家卫生服务伦理审查之间的差距

本文试图确定围绕研究治理的程序差距，这些差距可能对大学和NHS的卫生服务、劳动力和教育研究造成不必要的障碍。困难在于研究治理过程，而不是不同专业人员所遵循的指导道德原则。大学研究伦理审查程序应该与专业组织自己的研究治理过程更加协作。为在NHS内工作的研究人员提供跨组织的最新培训，使他们能够驾驭这些日益复杂的安排。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching Public Administration EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

23.50%

发文量

期刊介绍： Teaching Public Administration (TPA) is a peer-reviewed journal, published three times a year, which focuses on teaching and learning in public sector management and organisations. TPA is committed to publishing papers which promote critical thinking about the practice and process of teaching and learning as well as those which examine more theoretical and conceptual models of teaching and learning. It offers an international forum for the debate of a wide range of issues relating to how skills and knowledge are transmitted and acquired within public sector/not for profit organisations. The Editors welcome papers which draw upon multi-disciplinary ways of thinking and working and, in particular, we are interested in the following themes/issues: Learning from international practice and experience; Curriculum design and development across all levels from pre-degree to post graduate including professional development; Professional and Taught Doctoral Programmes; Reflective Practice and the role of the Reflective Practitioner; Co-production and co-construction of the curriculum; Developments within the ‘Public Administration’ discipline; Reviews of literature and policy statements.