Robbing The Dead-Is Organ Conscription Ethical
Ethicality of Conscription of Cadaveric Organ
One main argument against conscription is that informed consent would no longer be required in the organ acquisition process. Thus, the organ will no longer be a donation or a gift in the word’s true meaning. It will be more of something that is taken from a deceased person. However, most donors are not in the donor register, and currently, explicit consent jurisdiction calls for asking for consent from the relatives on behalf of the deceased. The consent lacks any real validity in reference to ensuring that the donation process maintains its gifted nature. Moreover, this adds an additional strain on the deceased’s kin in an already hurting situation. The kids are asked to rule against the presupposition that the deceased would have objected to the donation and give consent on what the kin may consider as the deceased mortal remains’ mutilation (Cherry, 2019). Therefore, it comes as no surprise that the rates of consent for the retrieval of organs are low where the potential donor’s wishes remain unknown.
On the other side, it may be argued that the presumption is made whichever way: either a presumption that most people do not want to be donors or vice versa. In whichever case, there will be a proportion of the population that will get offended by the violation of their autonomy. Violating a deceased person’s autonomy is also wrong even if the removal is mistaken. The moral wrong is not interference with the body but rather autonomy violation (Rosoff, 2018). In this scenario, even when 51% of persons are potential organ donors, there would be fewer mistakes made where there is a presumed consent policy. This supports the claim of fewer mistakes of organ donation presumed consent system, where it is assumed that the mistakes are equally moral.
Is the Policy Truly Just and Fair, As Supporters Claim? Explain
For persons with end-stage organ diseases, transplantation is the optimal treatment and may be the only hope for surviving. Unfortunately, this is limited because of an unending acute shortage of body organs. Consequently, many persons suffering from irreversible organ failure end up dying while still waiting for a donor to give them the organ they seek. What makes this situation even more complex is that many usable organs end up being buried rather than transplanted to needy persons, all because of the relatively low efficiency in procuring cadaveric organ procurement. There is also the logic of communitarianism and utilitarianism, which views the dead as not being aware when their organs are removed while society and the living stand to gain from the dead (Dalal, 2015). From the deontological perspective, it may be viewed that the right to receive an organ by a recipient imposes similar duties on the organ donor.
Do you consider one of the alternative policies for increasing available donor organs that Munson discusses to be preferable to conscription? Explain why or why not.
No, I do not believe any other alternative is preferable to conscription. There are few who would argue against the perception that cadaveric organs’ routine removal has the potential to save very many people’s lives. In such a program, transplant organ recovery should be near 100%; it is highly unlikely for this percentage to be reached when programs are designed to increase the rate of consent (Munson, 2014). Routine recovery can be cheaper and simpler in implementation compared to proposals that are designed to stimulate consent because the need for donor registries would be nullified, there would be no need for requestor training, no need for stringent government regulations, no need for organ payment considerations, and there will be no need for permanent campaigns for public education. The plan would get rid of the additional stress that the deceased’s kin experiences and also of staff who confront the kin with the proposal to have their loved one’s organs removed. Delays in the removal of organs that can be transferred, which sometimes are precipitated by the wait for kin to make a decision, can have negative results on the organ quality, but this would be eliminated as well (Zúñiga-Fajuri & Molina, 2018).
Lastly, another advantage of routinely accessing organs post-humously is that it is a more equitable process than the system where consent is required. Every person would be a potential beneficiary as much as they would be a potential organ contributor. It will no longer be possible for persons to be glad over receiving an organ but retract when asked to donate organs, thus eliminating ‘free riders.’ There will also be no more concerns over the poor being exploited, as is the case in some of the discussions that occur during organ sales (Savage, 2015)
References
Cherry, M. J. (2019, September). Contested organ harvesting from the newly deceased: First person assent, presumed consent, and familial authority. In The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine (Vol. 44, No. 5, pp. 603-620). US: Oxford University Press.
Dalal, A. R. (2015). Philosophy of organ donation: Review of ethical facets. World journal of transplantation, 5(2), 44.
Munson, R. (2014). Intervention and reflection: Basic issues in bioethics (concise ed.). Boston, MA
Rosoff, P. M. (2018). Compulsory organ retrieval: morally, but not socially, justified. Cambridge Quarterly of Healthcare Ethics, 27(1), 36.
Savage, M. (2015). Organ Transplantation: A Legal and Moral Analysis.
Zúñiga-Fajuri, A., & Molina-Cayuqueo, J. (2018). Organ donation and family refusal. Bioethical reasons for a change. Revista de Nefrología, Diálisis y Trasplante, 38(4), 280-285.
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Question 
Robbing The Dead-Is Organ Conscription Ethical
Assessment 1 Instructions: Matrix of Ethical Theories
Identify the professional code of ethics for your professional specialty or a specialty that you are interested in,
describe the decision criteria, and analyze each theory using examples and the Ethical Theory Matrix Template.
Moral Theories, Principles of Health Care Ethics, and Professional Ethics Codes
Ethics is a branch of philosophy devoted to the study of morality. Ethics has a long history of theories about
determining right from wrong and identifying the principles of living a good life. For this assessment, you will be
asked to apply foundational principles in ethics, such as autonomy and justice, in a relevant healthcare setting.
Each profession within health care has its own code of ethical behavior designed to help individuals within that
profession to make sound ethical choices in carrying out the tasks and practices particular to their professional role.
It may be useful to locate one or more relevant codes of ethics for your current or desired career path. This research
will be beneficial to your professional development, and you will have a chance to apply it to the Tonya’s Case:
Ethics and Professional Codes assessment in this course.
Autonomy, Truth-Telling, and Confidentiality
These are broad-ranging topics, which, if taken alone, seem almost comically simple. Of course, rational people of
legal age should be able to make decisions concerning themselves and their minor children. Of course, medical
professionals should be honest with patients, and, of course, patients should be honest with members of their health
care teams. Of course, one’s medical issues should be kept private. But rarely are things as simple as they seem.
Take some time to scratch beneath the surface, and we encounter myriad ethical dilemmas.
Honesty tends to be a revered trait in many cultures. However, many people admit to lying occasionally, especially if
the intent is to spare someone pain, embarrassment, or anguish. Is lying to someone because of love, concern, or
reputation ever ethical?
Privacy and confidentiality are also important concepts. But are there limits? Can the greater good ever outweigh
the rights of individuals?
And at what point can others, whether an individual or an entity such as a government body, ethically determine
someone’s actions, fate, or choices? Fluoridated water, smoking regulations, compulsory K–12 education, and speed
limits are only a few examples of how we, as a society, agree to limited personal freedoms because these things are
good for us.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies
through the following assessment scoring guide criteria:
- Competency 1: Articulate ethical issues in health care.
Articulate the time-tested theories of ethics.
Describe the strengths and weaknesses of the time-tested theories of ethics.
- Competency 4: Explain the conceptual framework that healthcare leaders use to make ethical decisions.
Identify the decision criteria of the time-tested theories of ethics.
Preparation
As you begin work on your Ethical Theories Matrix assessment, it may be helpful to review the suggested resources
focused on moral and ethical considerations. For your own reference, you may want to briefly jot down your
thoughts related to:
- An inventory of the basic principles of health care ethics. These principles are nonmaleficence, beneficence,
utility, distributive justice, and autonomy.
An explanation of each principle as well as your own example to illustrate the application of each.
Instructions
Robbing The Dead-Is Organ Conscription Ethical
Drawing from the material covered in the resources as well as your own research, complete this assessment using
the Ethical Theory Matrix Template [DOC].
- For each theory, first, describe the decision criteria. The decision criteria are the instructions the theory gives
for how to reach the morally correct choice in a situation that requires action. - Then, provide your own example of how someone might act using the decision criteria of the theory.
- Finally, briefly describe the strengths and weaknesses of each theory using the last two columns of the Ethical
Theory Matrix Template.
The suggested resources for this assessment could help you get a start on completing the matrix, but do not
hesitate to use any outside resources that you can find online, the Capella library, or elsewhere.
This matrix is a tool you will use throughout the rest of the course. Submit your completed matrix as an attachment
to this assessment.
Refer to the Matrix of Ethical Theories Scoring Guide for more information on how this assessment will be graded.