Lecture 3: Ethical Issues in Nursing Research PDF

‫ﻣﺘﺮﺟﻢ ﻣﻦ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ ﺇﻟﻰ ﺍﻟﻌﺮﺑﻴﺔ ‪www.onlinedoctranslator.com -‬‬ ‫ﻣﻘﺪﻣﺔﻷﺑﺤﺎﺙ ﺍﻟﺘﻤﺮﻳﺾ‬ ‫ﻓﻲﺍﻟﺒﺤﺚ ﻋﻦ ﺍﻟﺘﻤﺮﻳﺾ ‪ETHI CAL I SS UES‬‬ ‫ﺍﻟﺒﺮﻭﻓﻴﺴﻮﺭ‪.‬ﺭﻳﻬﺎﻡ ﺧﺮﻳﺸﺔ‬  ‫ﺃﻫﺪﺍﻑ‬ ‫ﻋﻨﺪﺍﻻﻧﺘﻬﺎء ﻣﻦ ﻫﺬﺍ ﺍﻟﻔﺼﻞ...

‫ﻣﺘﺮﺟﻢ ﻣﻦ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ ﺇﻟﻰ ﺍﻟﻌﺮﺑﻴﺔ ‪www.onlinedoctranslator.com -‬‬ ‫ﻣﻘﺪﻣﺔﻷﺑﺤﺎﺙ ﺍﻟﺘﻤﺮﻳﺾ‬ ‫ﻓﻲﺍﻟﺒﺤﺚ ﻋﻦ ﺍﻟﺘﻤﺮﻳﺾ ‪ETHI CAL I SS UES‬‬ ‫ﺍﻟﺒﺮﻭﻓﻴﺴﻮﺭ‪.‬ﺭﻳﻬﺎﻡ ﺧﺮﻳﺸﺔ‬  ‫ﺃﻫﺪﺍﻑ‬ ‫ﻋﻨﺪﺍﻻﻧﺘﻬﺎء ﻣﻦ ﻫﺬﺍ ﺍﻟﻔﺼﻞ‪ ،‬ﺳﺘﻜﻮﻥ ﻣﺴﺘﻌﺪﺍً ﻟﻤﺎ ﻳﻠﻲ‪:‬‬ ‫‪.1‬ﺗﻠﺨﻴﺺ ﺗﻄﻮﻳﺮ ﺍﻟﻘﻮﺍﻋﺪ ﻭﺍﻟﻤﺒﺎﺩﺉ ﺍﻟﺘﻮﺟﻴﻬﻴﺔ ﺍﻷﺧﻼﻗﻴﺔ‪.‬‬ ‫‪.2‬ﻭﺻﻒ ﺩﻭﺭ ﻣﺠﺎﻟﺲ ﺍﻟﻤﺮﺍﺟﻌﺔ ﺍﻟﻤﺆﺳﺴﻴﺔ‪.‬‬ ‫‪.3‬ﺍﺫﻛﺮ ﺃﻣﺜﻠﺔ ﻟﻌﻨﺎﺻﺮ ﺍﻟﻤﻮﺍﻓﻘﺔ ﺍﻟﻤﺴﺘﻨﻴﺮﺓ‪.‬‬ ‫‪.4‬ﻧﺎﻗﺶ ﻛﻴﻔﻴﺔ ﺗﻌﺰﻳﺰ ﺍﻟﻨﺰﺍﻫﺔ ﻓﻲ ﺍﻟﺒﺤﺚ‪.‬‬ ‫‪.5‬ﺗﺤﻠﻴﻞ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﺘﻲ ﺗﻬﺪﺩ ﺍﻟﻨﺰﺍﻫﺔ ﻓﻲ ﺍﻟﺒﺤﺚ ﺑﻴﻦ ﺍﻟﺒﺎﺣﺜﻴﻦ ﺍﻟﻤﻤﺮﺿﻴﻦ‪.‬‬ ‫‪.6‬ﺷﺮﺡ ﺩﻭﺭ ﺍﻟﺒﺎﺣﺚ ﺍﻟﻤﻤﺮﺽ ﻛﻤﺪﺍﻓﻊ ﻋﻦ ﺍﻟﻤﺮﻳﺾ‪.‬‬ ‫ﺍﻟﺒﺮﻭﻓﻴﺴﻮﺭ‪.‬ﺭﻳﻬﺎﻡ ﺧﺮﻳﺸﺔ‬  ‫ﺗﻄﻮﻳﺮﺍﻟﻘﻮﺍﻋﺪ ﻭﺍﻟﻤﺒﺎﺩﺉ ﺍﻟﺘﻮﺟﻴﻬﻴﺔ‬ ‫ﺍﻷﺧﻼﻗﻴﺔ‬ ‫ﻟﻤﺤﺔﺗﺎﺭﻳﺨﻴﺔ‬ ‫ ﺧﻼﻝﻋﺎﻣﻲ ‪ 1942‬ﻭ‪ ،1943‬ﺗﻢ ﺗﻠﻮﻳﺚ ﺟﺮﻭﺡ ﺃﺳﺮﻯ ﺍﻟﺤﺮﺏ ﺍﻟﻌﺎﻟﻤﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻋﻤﺪﺍ ًﺑﺎﻟﺒﻜﺘﻴﺮﻳﺎ‪.‬‬ ‫ﺛﻢﺗﻢ ﺇﻋﻄﺎء ﺍﻟﺴﻠﻔﺎﻧﻴﻼﻣﻴﺪ ﻟﻬﺆﻻء ﺍﻟﺴﺠﻨﺎء ﻟﺘﺤﺪﻳﺪ ﻣﺪﻯ ﻓﻌﺎﻟﻴﺔ ﻫﺬﺍ ﺍﻟﺪﻭﺍء‪.‬ﺗﻮﻓﻲ ﺑﻌﺾ‬ ‫ﺍﻷﺷﺨﺎﺹﻭﺃﺻﻴﺐ ﺁﺧﺮﻭﻥ ﺑﺠﺮﻭﺡ ﺧﻄﻴﺮﺓ‪.‬ﻛﺎﻥ ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﺗﻢ ﺇﺟﺮﺍء ﻫﺬﻩ ﺍﻟﺘﺠﺎﺭﺏ ﻋﻠﻴﻬﻢ‬ ‫ﻫﻢﺍﻟﺴﺠﻨﺎء ﻓﻲ ﻣﻌﺴﻜﺮﺍﺕ ﺍﻻﻋﺘﻘﺎﻝ ﺍﻷﻟﻤﺎﻧﻴﺔ‪.‬‬ ‫ ﺷﺎﺭﻙﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻤﻤﺮﺿﺎﺕ ﻓﻲ ﻫﺬﻩ ﺍﻟﺘﺠﺎﺭﺏ ﻏﻴﺮ ﺍﻷﺧﻼﻗﻴﺔ؛ ﻭﻭﺟﺪ ﺁﺧﺮﻭﻥ ﻃﺮﻗﺎً ﻟﺘﺠﻨﺐ‬ ‫ﺍﻟﻤﺸﺎﺭﻛﺔ‪،‬ﻣﺜﻞ ﺍﻟﺤﻤﻞ ﺃﻭ ﻃﻠﺐ ﺍﻟﻨﻘﻞ ﺇﻟﻰ ﻣﻬﺎﻡ ﺃﺧﺮﻯ )ﺑﻮﻧﻴﻔﺎﺯﻱ‪(2004 ،‬‬ ‫ﺍﻟﺒﺮﻭﻓﻴﺴﻮﺭ‪.‬ﺭﻳﻬﺎﻡ ﺧﺮﻳﺸﺔ‬  ‫ﻟﻤﺤﺔﺗﺎﺭﻳﺨﻴﺔ…‬ ‫ﺩﺭﺍﺳﺎﺕﻭﺗﺠﺎﺭﺏ ﻗﺎﻡ ﺑﻬﺎ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻓﻲ ﺃﻭﺍﺉﻞ ﺍﻷﺭﺑﻌﻴﻨﻴﺎﺕ‪.‬‬ ‫ ﺇﺻﺎﺑﺔﺍﻟﺴﺠﻴﻨﺎﺕ ﺑﻤﺮﺽ ﺍﻟﺰﻫﺮﻱ‪ ،‬ﻭﺗﻠﻘﻴﺤﻬﻦ ﻣﻦ ﺍﻟﺴﺠﻨﺎء ﺍﻟﺬﻛﻮﺭ‪ ،‬ﺛﻢ ﺗﺸﺮﻳﺢ ﺍﻷﻃﻔﺎﻝ‬ ‫ﻭﺍﻷﻣﻬﺎﺕﺍﻷﺣﻴﺎء‪.‬‬ ‫ ‪-‬ﺳﺤﺐ ﺍﻟﺪﻡ ﻣﻦ ﻋﺮﻭﻕ ﺍﻟﺴﺠﻨﺎء ﻭﺍﺳﺘﺒﺪﺍﻝ ﺩﻣﺎء ﺍﻟﺨﻴﻞ‪.‬‬ ‫ ﺗﺸﺮﻳﺢﺍﻟﺴﺠﻨﺎء ﻟﺘﺠﻤﻴﻊ ﺑﻴﺎﻧﺎﺕ ﻋﻦ ﻗﺪﺭﺓ ﺍﻹﻧﺴﺎﻥ ﻋﻠﻰ ﺍﻟﺘﺤﻤﻞ ﻟﻸﻟﻢ‬ ‫ﺍﻟﺒﺮﻭﻓﻴﺴﻮﺭ‪.‬ﺭﻳﻬﺎﻡ ﺧﺮﻳﺸﺔ‬  ‫ﺃﻣﺜﻠﺔﻋﻠﻰ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻏﻴﺮ ﺍﻷﺧﻼﻗﻴﺔ‬ ‫ﺍﻟﺘﺠﺎﺭﺏﺍﻟﻄﺒﻴﺔ ﺍﻟﻨﺎﺯﻳﺔ‬ ‫ ﺗﻢﺍﺳﺘﺨﺪﺍﻡ ﺃﺳﺮﻯ ﺍﻟﺤﺮﺏ ﻭ"ﺍﻷﻋﺪﺍء" ﺍﻟﻌﻨﺼﺮﻳﻴﻦ ﻓﻲ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺘﺠﺎﺭﺏ ﻻﺧﺘﺒﺎﺭ‬ ‫ﺣﺪﻭﺩﺍﻟﺘﺤﻤﻞ ﺍﻟﺒﺸﺮﻱ ﻭﺭﺩ ﺍﻟﻔﻌﻞ ﺍﻟﺒﺸﺮﻱ ﺗﺠﺎﻩ ﺍﻷﻣﺮﺍﺽ ﻭﺍﻷﺩﻭﻳﺔ ﻏﻴﺮ ﺍﻟﻤﺨﺘﺒﺮﺓ‪.‬‬ ‫ ﻛﺎﻧﺖﺍﻟﺪﺭﺍﺳﺎﺕ ﻏﻴﺮ ﺃﺧﻼﻗﻴﺔ‪ ،‬ﻟﻴﺲ ﻓﻘﻂ ﻷﻧﻬﺎ ﻋﺮﺿﺖ ﻫﺆﻻء ﺍﻷﺷﺨﺎﺹ ﻟﻸﺫﻯ‬ ‫ﺍﻟﺠﺴﺪﻱﻭﺣﺘﻰ ﺍﻟﻤﻮﺕ‪،‬‬ ‫ ﻭﻟﻜﻦﻷﻥ ﺍﻟﻤﻮﺍﺿﻴﻊ ﻻ ﻳﻤﻜﻦ ﺃﻥ ﺗﺮﻓﺾ ﺍﻟﻤﺸﺎﺭﻛﺔ‪.‬‬ ‫‪5‬‬  ‫ﺩﺭﺍﺳﺎﺕﻏﻴﺮ ﺃﺧﻼﻗﻴﺔ‪..‬‬ ‫ﺩﺭﺍﺳﺔﻣﺮﺽ ﺍﻟﺰﻫﺮﻱ ﻓﻲ ﺗﻮﺳﻜﻴﺠﻲ‪:‬‬ ‫ ﺑﻴﻦﻋﺎﻣﻲ ‪ 1932‬ﻭ‪ ،1972‬ﺑﺮﻋﺎﻳﺔ ﺧﺪﻣﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﻣﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ ،‬ﺗﻢ ﺍﻟﺘﺤﻘﻴﻖ ﻓﻲ‬ ‫ﺁﺛﺎﺭﻣﺮﺽ ﺍﻟﺰﻫﺮﻱ ﺑﻴﻦ ‪ 400‬ﺭﺟﻞ ﻣﻦ ﻣﺠﺘﻤﻊ ﺃﻣﺮﻳﻜﻲ ﺃﻓﺮﻳﻘﻲ ﻓﻘﻴﺮ‪.‬‬ ‫ ﺗﻢﺣﺠﺐ ﺍﻟﻌﻼﺝ ﺍﻟﻄﺒﻲ ﻋﻤﺪﺍ ﻟﺪﺭﺍﺳﺔ ﻣﺴﺎﺭ ﺍﻟﻤﺮﺽ ﻏﻴﺮ ﺍﻟﻤﻌﺎﻟﺞ‪.‬‬ ‫‪6‬‬  ‫ﺩﺭﺍﺳﺎﺕﻏﻴﺮ ﺃﺧﻼﻗﻴﺔ‪..‬‬ ‫ﻭﻳﻠﻮﺑﺮﻭﻙ‬ ‫ ﺗﺘﻀﻤﻦﺍﻟﺪﺭﺍﺳﺔ ﺣﻘﻦ ﺧﻼﻳﺎ ﺳﺮﻃﺎﻧﻴﺔ ﺣﻴﺔ ﻓﻲ ﺍﻟﻤﺮﺿﻰ ﺍﻟﻤﺴﻨﻴﻦ ﻓﻲ ﺍﻟﻤﺴﺘﺸﻔﻰ‬ ‫ﺍﻟﻴﻬﻮﺩﻱﻟﻸﻣﺮﺍﺽ ﺍﻟﻤﺰﻣﻨﺔ ﻓﻲ ﺑﺮﻭﻛﻠﻴﻦ ﻓﻲ ﺳﺘﻴﻨﻴﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻤﺎﺿﻲ ﺩﻭﻥ ﻣﻮﺍﻓﻘﺔ‬ ‫ﻫﺆﻻءﺍﻟﻤﺮﺿﻰ‪.‬‬ ‫ ﻭﻓﻲﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ‪ ،‬ﻛﺎﻥ ﺍﻟﺪﻛﺘﻮﺭ ﻛﺮﻭﺟﻤﺎﻥ ﻳﺠﺮﻱ ﺃﺑﺤﺎﺛﺎً ﻋﻠﻰ ﺍﻷﻃﻔﺎﻝ‬ ‫ﺍﻟﻤﺘﺨﻠﻔﻴﻦﻋﻘﻠﻴﺎً ﺍﻟﺬﻳﻦ ﺃﺻﻴﺒﻮﺍ ﻋﻤﺪﺍً ﺑﻔﻴﺮﻭﺱ ﺍﻟﺘﻬﺎﺏ ﺍﻟﻜﺒﺪ ﺍﻟﻮﺑﺎﺉﻲ‪.‬‬ ‫‪7‬‬  ‫ﺍﻟﻤﺒﺎﺩﺉﺍﻟﺘﻮﺟﻴﻬﻴﺔ ﻟﻠﺒﺤﺚ ﺍﻷﺧﻼﻗﻲ‬ ‫ ﺗﺼﺒﺢﺍﻟﺤﺎﺟﺔ ﺇﻟﻰ ﻣﺒﺎﺩﺉ ﺗﻮﺟﻴﻬﻴﺔ ﻟﻠﺒﺤﺚ ﺍﻷﺧﻼﻗﻲ ﻭﺍﺿﺤﺔ ﺑﻌﺪ ﻗﺮﺍءﺓ ﺭﻭﺍﻳﺎﺕ‬ ‫ﺍﻟﻤﺸﺎﺭﻳﻊﺍﻟﺒﺤﺜﻴﺔ ﻏﻴﺮ ﺍﻷﺧﻼﻗﻴﺔ‪.‬‬ ‫ ﺇﻥﻭﺿﻊ ﺍﻟﻤﺒﺎﺩﺉ ﺍﻟﺘﻮﺟﻴﻬﻴﺔ ﺍﻟﻤﻨﺎﺳﺒﺔ ﻟﻴﺲ ﺑﺎﻷﻣﺮ ﺍﻟﺴﻬﻞ‪.‬ﺗﻬﺘﻢ ﺍﻷﺧﻼﻕ ﺑﻘﻮﺍﻋﺪ ﻭﻣﺒﺎﺩﺉ‬ ‫ﺍﻟﺴﻠﻮﻙﺍﻹﻧﺴﺎﻧﻲ‪.‬ﻭﺑﻤﺎ ﺃﻥ ﺍﻟﺴﻠﻮﻙ ﺍﻟﺒﺸﺮﻱ ﻣﻌﻘﺪ ﻟﻠﻐﺎﻳﺔ‪ ،‬ﻓﻤﻦ ﺍﻟﺼﻌﺐ ﺻﻴﺎﻏﺔ ﺍﻟﻘﻮﺍﻋﺪ‬ ‫ﺍﻟﺘﻲﺗﺤﻜﻢ ﺗﺼﺮﻓﺎﺕ ﺍﻟﺒﺸﺮ‪.‬‬ ‫ﺍﻟﻤﺒﺎﺩﺉﺍﻟﺘﺄﺳﻴﺴﻴﺔ ﻟﻠﺒﺤﺚ ﺍﻷﺧﻼﻗﻲ‬ ‫ﺗﻌﺘﻤﺪﺍﻟﻤﻌﺎﻳﻴﺮ ﺍﻷﺧﻼﻗﻴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﺍﻟﻤﺴﺘﺨﺪﻣﺔ ﻓﻲ ﺃﺑﺤﺎﺙ ﺍﻟﺘﻤﺮﻳﺾ‪ ،‬ﻭﻓﻲ ﺍﻷﺑﺤﺎﺙ ﺍﻟﺘﻲ‬ ‫ﺗﺠﺮﻳﻬﺎﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻷﺧﺮﻯ‪ ،‬ﻋﻠﻰ ﺍﻟﻤﺒﺎﺩﺉ ﺍﻟﺘﻮﺟﻴﻬﻴﺔ ﺍﻟﺘﻲ ﺗﻢ ﺗﻄﻮﻳﺮﻫﺎ ﺑﻌﺪ ﺍﻟﺤﺮﺏ ﺍﻟﻌﺎﻟﻤﻴﺔ‬ ‫ﺍﻟﺜﺎﻧﻴﺔ‪.‬‬ ‫ﺍﻟﺒﺮﻭﻓﻴﺴﻮﺭ‪.‬ﺭﻳﻬﺎﻡ ﺧﺮﻳﺸﺔ‬  ‫ﺍﻟﻤﺒﺎﺩﺉﺍﻟﺘﺄﺳﻴﺴﻴﺔ ﻟﻠﺒﺤﺚ ﺍﻷﺧﻼﻗﻲ‪...‬‬ ‫ ‪1947‬ﻗﺎﻧﻮﻥ ﻧﻮﺭﻣﺒﺮﻍﻳﺴﻌﻰ ﺇﻟﻰ ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺍﺳﺘﻴﻔﺎء ﻋﺪﺓ ﻣﻌﺎﻳﻴﺮ ﻟﻠﺒﺤﺚ‪ ،‬ﺑﻤﺎ ﻓﻲ‬ ‫ﺫﻟﻚﻣﺎ ﻳﻠﻲ‪:‬‬ ‫‪.1‬ﻳﺠﺐ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻤﻮﺍﺿﻴﻊ ﺍﻟﻤﺤﺘﻤﻠﺔ ﻋﻠﻰ ﻋﻠﻢ ﺑﺎﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫‪.2‬ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺒﺤﺚ ﻟﺼﺎﻟﺢ ﺍﻟﻤﺠﺘﻤﻊ‪.‬‬ ‫‪.3‬ﻳﺠﺐ ﺃﻥ ﺗﺴﺒﻖ ﺍﻷﺑﺤﺎﺙ ﻋﻠﻰ ﺍﻟﺤﻴﻮﺍﻧﺎﺕ ﺍﻷﺑﺤﺎﺙ ﻋﻠﻰ ﺍﻟﺒﺸﺮ‪ ،‬ﺇﻥ ﺃﻣﻜﻦ‪.‬‬ ‫‪.4‬ﻳﺠﺐ ﺃﻥ ﻳﺤﺎﻭﻝ ﺍﻟﺒﺎﺣﺚ ﺗﺠﻨﺐ ﺇﺻﺎﺑﺔ ﺍﻷﺷﺨﺎﺹ ﺍﻟﺨﺎﺿﻌﻴﻦ ﻟﻠﺒﺤﺚ‪.‬‬ ‫‪.5‬ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺒﺎﺣﺚ ﻣﺆﻫﻼ ًﻹﺟﺮﺍء ﺍﻟﺒﺤﻮﺙ‪.‬‬ ‫‪.6‬ﻳﻤﻜﻦ ﻟﻠﻤﻮﺿﻮﻋﺎﺕ ﺃﻭ ﺍﻟﺒﺎﺣﺚ ﺇﻳﻘﺎﻑ ﺍﻟﺪﺭﺍﺳﺔ ﻓﻲ ﺣﺎﻟﺔ ﺣﺪﻭﺙ ﻣﺸﺎﻛﻞ‪.‬‬ ‫ﺍﻟﺒﺮﻭﻓﻴﺴﻮﺭ‪.‬ﺭﻳﻬﺎﻡ ﺧﺮﻳﺸﺔ‬  ‫ﺍﻟﻤﺒﺎﺩﺉﺍﻟﺘﺄﺳﻴﺴﻴﺔ ﻟﻠﺒﺤﺚ ﺍﻷﺧﻼﻗﻲ‪...‬‬ ‫ ﺗﻤﺖﺻﻴﺎﻏﺔ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻷﺧﻼﻗﻴﺔ ﺍﻷﺧﺮﻯ ﻣﻨﺬ ﺍﻟﺤﺮﺏ ﺍﻟﻌﺎﻟﻤﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ‪.‬ﻗﺎﻣﺖ‬ ‫ﺍﻟﻌﺪﻳﺪﻣﻦ ﺍﻟﻤﺠﻤﻮﻋﺎﺕ ﺍﻟﻤﻬﻨﻴﺔ ﺑﺘﻄﻮﻳﺮ ﻗﻮﺍﻋﺪ ﻷﻋﻀﺎﺉﻬﺎ‪.‬‬ ‫ ﻭﺿﻌﺖﺍﻟﺤﻜﻮﻣﺔ ﺍﻟﻔﻴﺪﺭﺍﻟﻴﺔ ﻣﺒﺎﺩﺉ ﺗﻮﺟﻴﻬﻴﺔ ﻟﻸﺑﺤﺎﺙ ﻓﻲ ﺃﻭﺍﺉﻞ ﺍﻟﺴﺒﻌﻴﻨﻴﺎﺕ‪ ،‬ﻭﺗﻤﺖ‬ ‫ﻣﺮﺍﺟﻌﺔﻫﺬﻩ ﺍﻟﻤﺒﺎﺩﺉ ﺍﻟﺘﻮﺟﻴﻬﻴﺔ ﻋﺪﺓ ﻣﺮﺍﺕ‪.‬‬ ‫ ﺩﻋﺖﺍﻟﻤﺒﺎﺩﺉ ﺍﻟﺘﻮﺟﻴﻬﻴﺔ ﺍﻷﺻﻠﻴﺔ ﺇﻟﻰ ﺇﻧﺸﺎء ﻣﺠﺎﻟﺲ ﺍﻟﻤﺮﺍﺟﻌﺔ ﺍﻟﻤﺆﺳﺴﻴﺔ )‪ (IRBs‬ﻓﻲ‬ ‫ﺟﻤﻴﻊﺍﻟﻮﻛﺎﻻﺕ ﺍﻟﺘﻲ ﺗﺘﻠﻘﻰ ﺍﻷﻣﻮﺍﻝ ﺍﻟﻔﻴﺪﺭﺍﻟﻴﺔ ﻹﺟﺮﺍء ﺍﻟﺒﺤﻮﺙ‪.‬‬ ‫ ‪.‬ﻫﻲﻫﻴﺉﺔ ﺇﺩﺍﺭﻳﺔ ﺗﻢ ﺇﻧﺸﺎﺅﻫﺎ ﻟﻤﺮﺍﺟﻌﺔ ﻭﺍﻋﺘﻤﺎﺩ ﺍﻷﺑﺤﺎﺙ ﺍﻟﺘﻲ ﺗﻬﺪﻑ ﺇﻟﻰ ﺩﺭﺍﺳﺔ ﺍﻟﻤﻮﺍﺩ‬ ‫ﺍﻟﺒﺸﺮﻳﺔﺗﺤﺖ ﺭﻋﺎﻳﺔ ﺍﻟﻤﺆﺳﺴﺔ ﺍﻟﺘﻲ ﻳﺘﺒﻌﻬﺎ ﺍﻟﻤﺠﻠﺲ (‪)IRB‬‬ ‫ ﻳﺠﺐﺃﻥ ﻳﻀﻢ ﻣﺠﻠﺲ ﺍﻟﻤﺮﺍﺟﻌﺔ ﺍﻟﻤﺆﺳﺴﻴﺔ )‪ (IRB‬ﺧﻤﺴﺔ ﺃﻋﻀﺎء ﻋﻠﻰ ﺍﻷﻗﻞ ﺗﺪﻋﻢ‬ ‫ﺧﻠﻔﻴﺎﺗﻬﻢﺍﻟﻤﺮﺍﺟﻌﺔ ﺍﻟﻜﺎﻓﻴﺔ ﻷﻧﻮﺍﻉ ﺍﻷﻧﺸﻄﺔ ﺍﻟﺒﺤﺜﻴﺔ ﺍﻟﺘﻲ ﺗﺠﺮﻳﻬﺎ ﺍﻟﻤﺆﺳﺴﺔ ﻋﺎﺩﺓً‬ ‫ﺍﻟﺒﺮﻭﻓﻴﺴﻮﺭ‪.‬ﺭﻳﻬﺎﻡ ﺧﺮﻳﺸﺔ‬  ‫ﻋﻨﺎﺻﺮﺍﻟﻤﻮﺍﻓﻘﺔ ﺍﻟﻤﺴﺘﻨﻴﺮﺓ‬ ‫ ﺍﻟﻮﺳﻴﻠﺔﺍﻟﺮﺉﻴﺴﻴﺔ ﻟﻀﻤﺎﻥ ﺣﻤﺎﻳﺔ ﺣﻘﻮﻕ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻟﺒﺤﺚ ﻫﻲ ﻣﻦ ﺧﻼﻝ ﻋﻤﻠﻴﺔ‬ ‫ﺍﻟﻤﻮﺍﻓﻘﺔﺍﻟﻤﺴﺘﻨﻴﺮﺓ‪.‬‬ ‫ ﻣﻮﺍﻓﻘﺔﻣﺴﺒﻘﺔﻳﺘﻌﻠﻖ ﺑﻤﺸﺎﺭﻛﺔ ﺍﻟﻤﺸﺎﺭﻙ ﻓﻲ ﺍﻟﺒﺤﺚ ﺍﻟﺬﻱ ﻳﻜﻮﻥ ﻟﺪﻳﻪ ﻓﻬﻢ ﻛﺎﻣﻞ ﻟﻠﺪﺭﺍﺳﺔ‬ ‫ﻗﺒﻞﺑﺪء ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫ ﻳﺠﺐﺃﻥ ﺗﺘﻀﻤﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻤﻮﺍﻓﻘﺔ ﺍﻟﻤﺴﺘﻨﻴﺮﺓ ﻣﺎ ﻳﻠﻲ‪:‬‬ ‫‪.1‬ﺑﻴﺎﻥ ﺑﺄﻥ ﺍﻟﺪﺭﺍﺳﺔ ﺗﺘﻀﻤﻦ ﺑﺤﺜﺎ ًﻣﻊ ﺷﺮﺡ ﺃﻏﺮﺍﺽ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﻭﺻﻒ ﺍﻹﺟﺮﺍءﺍﺕ ﺍﻟﻤﻄﻠﻮﺏ‬ ‫ﺗﻨﻔﻴﺬﻫﺎ‪،‬ﻭﻣﺪﺓ ﺃﻧﺸﻄﺔ ﺍﻟﻤﺸﺎﺭﻙ‬ ‫‪.2‬ﻭﺻﻒ ﻷﻳﺔ ﻣﺨﺎﻃﺮ ﺃﻭ ﻣﻀﺎﻳﻘﺎﺕ ﻣﺘﻮﻗﻌﺔ‬ ‫‪.3‬ﻭﺻﻒ ﻷﻱ ﻓﻮﺍﺉﺪ ﻟﻠﻤﻮﺿﻮﻉ ﺃﻭ ﻟﻶﺧﺮﻳﻦ‬ ‫ﺍﻟﺒﺮﻭﻓﻴﺴﻮﺭ‪.‬ﺭﻳﻬﺎﻡ ﺧﺮﻳﺸﺔ‬  ‫ﻋﻨﺎﺻﺮﺍﻟﻤﻮﺍﻓﻘﺔ ﺍﻟﻤﺴﺘﻨﻴﺮﺓ‪...‬‬ ‫‪.4‬ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﻹﺟﺮﺍءﺍﺕ ﺍﻟﺒﺪﻳﻠﺔ ﺍﻟﻤﻨﺎﺳﺒﺔ ﺍﻟﺘﻲ ﻗﺪ ﺗﺴﺎﻋﺪ ﺍﻟﻤﺸﺎﺭﻙ ﻓﻲ ﺣﺎﻟﺔ‬ ‫ﺍﻟﺪﺭﺍﺳﺔﺫﺍﺕ ﺍﻟﺘﺪﺧﻼﺕ ﺍﻟﻌﻼﺟﻴﺔ‬ ‫‪.5‬ﺑﻴﺎﻥ ﻳﻮﺿﺢ ﻛﻴﻔﻴﺔ ﺍﻟﺤﻔﺎﻅ ﻋﻠﻰ ﺳﺮﻳﺔ ﺳﺠﻼﺕ ﺍﻟﻤﺸﺎﺭﻙ‬ ‫‪.6‬ﺷﺮﺡ ﻟﻜﻴﻔﻴﺔ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻹﺻﺎﺑﺎﺕ ﻏﻴﺮ ﺍﻟﻤﺘﻮﻗﻌﺔ‬ ‫‪.7‬ﺷﺮﺡ ﻟﻤﻦ ﻳﺠﺐ ﺍﻻﺗﺼﺎﻝ ﺑﻪ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺇﺟﺎﺑﺎﺕ ﻟﻸﺳﺉﻠﺔ ﺫﺍﺕ ﺍﻟﺼﻠﺔ‬ ‫ﺑﺎﻟﺪﺭﺍﺳﺔ‬ ‫‪.8‬ﺑﻴﺎﻥ ﺑﺄﻥ ﺍﻟﻤﺸﺎﺭﻛﺔ ﻃﻮﻋﻴﺔ ﻭﺃﻥ ﺭﻓﺾ ﺍﻟﻤﺸﺎﺭﻛﺔ ﺃﻭ ﺣﻖ ﺍﻻﻧﺴﺤﺎﺏ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺳﻴﺘﻢﺿﻤﺎﻧﻪ ﺩﻭﻥ ﻋﻮﺍﻗﺐ ﺳﻠﺒﻴﺔ ﻓﻲ ﺃﻱ ﻭﻗﺖ‪.‬‬ ‫ﺍﻟﺒﺮﻭﻓﻴﺴﻮﺭ‪.‬ﺭﻳﻬﺎﻡ ﺧﺮﻳﺸﺔ‬  ‫ﺗﻮﺛﻴﻖﺍﻟﻤﻮﺍﻓﻘﺔ ﺍﻟﻤﺴﺘﻨﻴﺮﺓ‬ ‫ ﻳﺠﺐﻋﻠﻰ ﺍﻟﺒﺎﺣﺚ ﺗﻮﺛﻴﻖ ﺃﻧﻪ ﺗﻢ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﻤﻮﺍﻓﻘﺔ ﺍﻟﻤﺴﺘﻨﻴﺮﺓ‬ ‫ ﺇﺫﺍﺗﻢ ﺍﺳﺘﺨﺪﺍﻡ ﺍﺳﺘﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﻘﺮﻳﺮ ﺍﻟﺬﺍﺗﻲ‪ ،‬ﻓﻴﺠﺐ ﻛﺘﺎﺑﺔ ﺍﻟﺒﻴﺎﻥ ﺑﺄﺣﺮﻑ ﻛﺒﻴﺮﺓ‪،‬‬ ‫ﻭﺳﻴﺸﻴﺮﺇﺭﺟﺎﻉ ﻫﺬﺍ ﺍﻻﺳﺘﺒﻴﺎﻥ ﺇﻟﻰ ﻣﻮﺍﻓﻘﺘﻚ ﻋﻠﻰ ﺍﻟﻤﺸﺎﺭﻛﺔ ﻓﻲ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ ﻭﻓﻲﺃﻧﻮﺍﻉ ﺃﺧﺮﻯ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ‪ ،‬ﻳﻨﺒﻐﻲ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﻣﻮﺍﻓﻘﺔ ﻛﺘﺎﺑﻴﺔ‬ ‫ ﻗﺎﺻﺮﺃﻭ ﻏﻴﺮ ﻗﺎﺩﺭ‪ ،‬ﻣﻤﺜﻞ ﻣﻌﺘﻤﺪ‪ ،‬ﻣﺜﻞ ﺍﻟﻮﺍﻟﺪﻳﻦ ﻳﻮﻗﻌﻮﻥ ﻋﻠﻰ ﻧﻤﻮﺫﺝ ﺍﻟﻤﻮﺍﻓﻘﺔ‬ ‫ ﻭﻳﺠﺐﺃﻥ ﻳﺸﻬﺪ ﻋﻠﻰ ﺍﻟﻤﻮﺍﻓﻘﺔ ﺍﻟﺸﻔﻬﻴﺔ ﺷﺨﺺ ﺛﺎﻟﺚ‬ ‫ﺍﻟﺒﺮﻭﻓﻴﺴﻮﺭ‪.‬ﺭﻳﻬﺎﻡ ﺧﺮﻳﺸﺔ‬  ‫ ﻣﺜﺎﻝﻋﻠﻰ ﻧﻤﻮﺫﺝ ﺍﻟﻤﻮﺍﻓﻘﺔ‬ ‫ﺍﻟﺒﺮﻭﻓﻴﺴﻮﺭ‪.‬ﺭﻳﻬﺎﻡ ﺧﺮﻳﺸﺔ‬  ‫ﺍﻟﻤﺒﺎﺩﺉﺍﻟﺘﻮﺟﻴﻬﻴﺔ ﺍﻟﺒﺤﺜﻴﺔ ﻟﻠﻤﻤﺮﺿﺎﺕ‬ ‫ ﻓﻲﻋﺎﻡ ‪ ،1968‬ﻧﺸﺮﺕ ﻟﺠﻨﺔ ﺍﻷﺑﺤﺎﺙ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﺎﺑﻌﺔ ﻟﺠﻤﻌﻴﺔ ﺍﻟﻤﻤﺮﺿﺎﺕ ﺍﻷﻣﺮﻳﻜﻴﺔ‬ ‫)‪ (ANA‬ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻤﺒﺎﺩﺉ ﺍﻟﺘﻮﺟﻴﻬﻴﺔ ﻷﺑﺤﺎﺙ ﺍﻟﺘﻤﺮﻳﺾ‪.‬‬ ‫ ﻫﺬﻩﺍﻟﻤﺒﺎﺩﺉ ﺍﻟﺘﻮﺟﻴﻬﻴﺔ‪ ،‬ﺍﻟﺘﻲ ﺗﻤﺖ ﻣﺮﺍﺟﻌﺘﻬﺎ ﻓﻲ ﻋﺎﻣﻲ ‪ 1975‬ﻭ‪ ،1985‬ﺗﺤﻤﻞ ﻋﻨﻮﺍﻥﺍﻟﻤﺒﺎﺩﺉ‬ ‫ﺍﻟﺘﻮﺟﻴﻬﻴﺔﻟﺤﻘﻮﻕ ﺍﻹﻧﺴﺎﻥ ﻟﻠﻤﻤﺮﺿﺎﺕ ﻓﻲ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺴﺮﻳﺮﻳﺔ ﻭﻏﻴﺮﻫﺎ‪.‬ﻭﻫﻲ ﺗﺘﻨﺎﻭﻝ ﺣﻘﻮﻕ ﺍﻷﺷﺨﺎﺹ‬ ‫ﺍﻟﺨﺎﺿﻌﻴﻦﻟﻠﺒﺤﺚ ﻭﺍﻟﻤﻤﺮﺿﺎﺕ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻟﺒﺤﺚ‪.‬‬ ‫ ﻭﻳﺠﺐﺣﻤﺎﻳﺔ ﺍﻷﺷﺨﺎﺹ ﻣﻦ ﺍﻷﺫﻯ‪ ،‬ﻭﺿﻤﺎﻥ ﺧﺼﻮﺻﻴﺘﻬﻢ‪ ،‬ﻭﺍﻟﺤﻔﺎﻅ ﻋﻠﻰ ﻛﺮﺍﻣﺘﻬﻢ‪.‬‬ ‫ ﻳﺠﺐﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻤﻤﺮﺿﻮﻥ ﺍﻟﺬﻳﻦ ﻳﻄُﻠﺐ ﻣﻨﻬﻢ ﺍﻟﻤﺸﺎﺭﻛﺔ ﻓﻲ ﺍﻟﺒﺤﺚ ﻋﻠﻰ ﺩﺭﺍﻳﺔ ﻛﺎﻣﻠﺔ‬ ‫ﺑﺎﻟﺒﺤﺚﻭﺃﻥ ﻳﺘﻢ ﺇﺩﺭﺍﺟﻬﻢ ﻓﻲ ﻃﻠﺒﺎﺕ ‪ IRB‬ﺍﻟﺨﺎﺻﺔ ﺑﻤﻘﺘﺮﺣﺎﺕ ﺍﻟﺒﺤﺚ‪.‬‬ ‫ﺍﻟﺒﺮﻭﻓﻴﺴﻮﺭ‪.‬ﺭﻳﻬﺎﻡ ﺧﺮﻳﺸﺔ‬  ‫ﺍﻟﻤﺒﺎﺩﺉﺍﻟﺘﻮﺟﻴﻬﻴﺔ ﺍﻟﺒﺤﺜﻴﺔ‬ ‫ﻟﻠﻤﻤﺮﺿﺎﺕ ‪...‬‬ ‫ ﻓﻲﻭﻗﺖ ﻻﺣﻖ ﻣﻦ ﻋﺎﻡ ‪ ،2015‬ﻧﺸﺮﺕ ‪ANA‬ﻣﺪﻭﻧﺔ ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﻤﻤﺮﺿﺎﺕ ﻣﻊ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕﺍﻟﺘﻔﺴﻴﺮﻳﺔ‪.‬‬ ‫ ﻳﻨﺒﻊﺍﻟﺤﻜﻢ ‪ 3.2‬ﻣﻦ ﺍﻟﻮﺛﻴﻘﺔ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺑﺤﻤﺎﻳﺔ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻣﻦ ﺍﻟﺒﺸﺮ ﻓﻲ‬ ‫ﺍﻟﺒﺤﺚﻣﻦ ﺍﻟﻤﺨﺎﻭﻑ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺑﻤﺒﺎﺩﺉ ﺍﺣﺘﺮﺍﻡ ﺍﻻﺳﺘﻘﻼﻟﻴﺔ‪ ،‬ﻭﺍﺣﺘﺮﺍﻡ‬ ‫ﺍﻷﺷﺨﺎﺹ‪،‬ﻭﺍﺣﺘﺮﺍﻡ ﺗﻘﺮﻳﺮ ﺍﻟﻤﺼﻴﺮ )‪.(ANA, 2015‬‬ ‫ ﺗﺆﻛﺪﺍﻟﻤﺪﻭﻧﺔ ﺃﻥ ﺩﻭﺭ ﻣﻤﺮﺽ ﺍﻟﺒﺤﺚ ﻛﻤﺪﺍﻓﻊ ﻋﻦ ﺍﻟﻤﺮﺿﻰ ﻳﺠﺐ ﺃﻥ ﻳﺸﻤﻞ‬ ‫ﺿﻤﺎﻧﺎﺕﺍﻟﻮﻓﺎء ﺑﺤﻘﻮﻕ ﺍﻹﻧﺴﺎﻥ ﻣﻦ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻟﻤﻮﺍﻓﻘﺔ ﺍﻟﻤﺴﺘﻨﻴﺮﺓ ﺍﻟﻤﺴﺘﻤﺮﺓ‪،‬‬ ‫ﻭﺍﻟﺘﻘﻴﻴﻢﺍﻟﻤﺴﺘﻤﺮ ﻟﻠﻤﺨﺎﻃﺮ ﻣﻘﺎﺑﻞ ﺍﻟﻤﻨﻔﻌﺔ ﻟﻠﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﻣﻨﻊ ﺍﻟﻀﺮﺭ‪.‬‬ ‫ﺍﻟﻤﻨﺎﺻﺮﺓﻳﺘﻢ ﺗﻌﺮﻳﻔﻪ ﻋﻠﻰ ﺃﻧﻪ "ﻓﻌﻞ ﺃﻭ ﻋﻤﻠﻴﺔ ﻣﻨﺎﺻﺮﺓ ﺃﻭ ﺩﻋﻢ ﺃﻭ ﺍﻟﺘﻮﺻﻴﺔ ﺑﻘﻀﻴﺔ ﺃﻭ‬ ‫ﻣﺴﺎﺭﻋﻤﻞ" )‪.(ANA, 2015, p.41‬‬ ‫ﺍﻟﺒﺮﻭﻓﻴﺴﻮﺭ‪.‬ﺭﻳﻬﺎﻡ ﺧﺮﻳﺸﺔ‬  ‫ﺍﻟﻤﺒﺎﺩﺉﺍﻟﺘﻮﺟﻴﻬﻴﺔ ﺍﻟﺒﺤﺜﻴﺔ‬ ‫ﻟﻠﻤﻤﺮﺿﺎﺕ ‪...‬‬ ‫ ﻳﻘﻊﻋﻠﻰ ﻋﺎﺗﻖ ﺍﻟﻤﻤﺮﺿﺎﺕ ﻭﺍﺟﺐ ﺍﺳﺘﺠﻮﺍﺏ‪ ،‬ﻭﺇﺫﺍ ﻟﺰﻡ ﺍﻷﻣﺮ‪ ،‬ﺇﺑﻼﻍ ﻫﻴﺉﺎﺕ ﺍﻟﺮﻗﺎﺑﺔ‬ ‫ﺍﻟﻤﻨﺎﺳﺒﺔﺑﺄﻱ ﺑﺎﺣﺚ ﻳﻨﺘﻬﻚ ﺣﻘﻮﻕ ﺍﻟﻤﺸﺎﺭﻙ ﺃﻭ ﻳﺸﺎﺭﻙ ﻓﻲ ﺑﺤﺚ ﻣﺸﻜﻮﻙ ﻓﻴﻪ‬ ‫ﺃﺧﻼﻗﻴﺎ‪ً،‬ﻭ‬ ‫ ﺍﻟﺪﻋﻮﺓﻷﻱ ﺷﺨﺺ ﻳﺮﻏﺐ ﻓﻲ ﺍﻟﺘﺮﺍﺟﻊ ﻋﻦ ﺍﻟﻤﺸﺎﺭﻛﺔ ﻓﻲ ﺍﻟﺪﺭﺍﺳﺔ ﻗﺒﻞ ﺍﻻﻧﺘﻬﺎء ﻣﻦ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ ﻭﻳﻨﺒﻐﻲﺇﻳﻼء ﺍﻫﺘﻤﺎﻡ ﺧﺎﺹ ﻟﺤﻘﻮﻕ ﺑﻌﺾ ﺍﻟﻔﺉﺎﺕ ﺍﻟﻀﻌﻴﻔﺔ‪ ،‬ﻣﺜﻞ ﺍﻷﻃﻔﺎﻝ‬ ‫ﻭﺍﻟﻤﺴﻨﻴﻦﻭﺍﻟﺴﺠﻨﺎء ﻭﺍﻟﻤﺮﺿﻰ ﻓﺎﻗﺪﻱ ﺍﻟﻮﻋﻲ ﺃﻭ ﺍﻟﻤﺨﺪﺭﻳﻦ‪.‬ﺇﺫﺍ ﻛﺎﻥ ﻋﻤﺮ ﺍﻟﻄﻔﻞ‬ ‫ﺃﻛﺒﺮﻣﻦ ‪ 7‬ﺳﻨﻮﺍﺕ‪ ،‬ﻓﻴﺠﺐ ﺃﻥ ﻳﻌﻄﻲ ﺍﻟﻄﻔﻞ ﺍﻟﻤﻮﺍﻓﻘﺔ ﻋﻠﻰ ﺍﻟﻤﺸﺎﺭﻛﺔ ﻓﻲ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫ﺍﻟﺒﺮﻭﻓﻴﺴﻮﺭ‪.‬ﺭﻳﻬﺎﻡ ﺧﺮﻳﺸﺔ‬  ‫ﻧﻘﺪﺍﻟﺠﻮﺍﻧﺐ ﺍﻷﺧﻼﻗﻴﺔ ﻟﻠﺪﺭﺍﺳﺔ‬ ‫ ﻗﺪﻳﻜﻮﻥ ﻣﻦ ﺍﻟﺼﻌﺐ ﺍﻧﺘﻘﺎﺩ ﺍﻟﺠﻮﺍﻧﺐ ﺍﻷﺧﻼﻗﻴﺔ ﻟﺘﻘﺮﻳﺮ ﺑﺤﺜﻲ‪.‬‬ ‫ ﻋﺎﺩﺓﻣﺎ ﻳﺘﻢ ﺇﻋﻄﺎء ﻣﺴﺎﺣﺔ ﺻﻐﻴﺮﺓ ﻟﻬﺬﺍ ﺍﻟﺠﺰء ﻣﻦ ﺍﻟﺪﺭﺍﺳﺔ ﻓﻲ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﻟﻤﻨﺸﻮﺭﺓ‪.‬ﺗﺤﺘﻮﻱ‬ ‫ﻣﻌﻈﻢﺍﻟﻤﻘﺎﻻﺕ ﺍﻟﺼﺤﻔﻴﺔ ﻋﻠﻰ ﺟﻤﻠﺔ ﺃﻭ ﺟﻤﻠﺘﻴﻦ ﺗﺸﻴﺮﺍﻥ ﺇﻟﻰ ﺃﻥ ﺣﻘﻮﻕ ﺍﻷﺷﺨﺎﺹ ﻣﻮﺿﻮﻉ‬ ‫ﺍﻟﺪﺭﺍﺳﺔﻣﺤﻤﻴﺔ ﻭﺗﻢ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﻣﻮﺍﻓﻘﺔ ﻣﺴﺘﻨﻴﺮﺓ‪.‬‬ ‫ ﻭﻣﻊﺫﻟﻚ‪ ،‬ﻗﺪ ﻳﺘﻤﻜﻦ ﻗﺎﺭﺉ ﺗﻘﺮﻳﺮ ﺍﻟﺒﺤﺚ ﻣﻦ ﺗﺤﺪﻳﺪ ﺍﻟﻄﺒﻴﻌﺔ ﺍﻷﺧﻼﻗﻴﺔ ﻟﻠﺪﺭﺍﺳﺔ‪.‬ﻋﻠﻰ‬ ‫ﺳﺒﻴﻞﺍﻟﻤﺜﺎﻝ‪,‬‬ ‫‪ -‬ﺇﺫﺍﺫﻛﺮ ﺍﻟﺘﻘﺮﻳﺮ ﺃﻧﻪ ﺗﻢ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻹﺫﻥ ﺑﺈﺟﺮﺍء ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﻣﺠﻠﺲ ﺍﻟﻬﺠﺮﺓ ﻭﺍﻟﻠﺠﻮء‬ ‫)‪ ،(IRB‬ﻓﻤﻦ ﺍﻟﻤﺤﺘﻤﻞ ﺃﻥ ﺗﻜﻮﻥ ﺣﻘﻮﻕ ﺍﻷﺷﺨﺎﺹ ﻣﺤﻤﻴﺔ‪.‬‬ ‫‪ -‬ﻭﺃﻳﻀﺎً‪،‬ﺇﺫﺍ ﺗﻢ ﺗﻤﻮﻳﻞ ﺍﻟﺪﺭﺍﺳﺔ ﻓﻴﺪﺭﺍﻟﻴﺎً‪ ،‬ﻓﻬﻨﺎﻙ ﺑﻌﺾ ﺍﻟﺘﺄﻛﻴﺪ ﻋﻠﻰ ﺃﻧﻪ ﻳﺘﻌﻴﻦ ﻋﻠﻰ ﺍﻟﺒﺎﺣﺚ‬ ‫ﺗﻘﺪﻳﻢﺩﻟﻴﻞ ﻋﻠﻰ ﺣﻤﺎﻳﺔ ﺣﻘﻮﻕ ﺍﻷﺷﺨﺎﺹ ﻗﺒﻞ ﻣﻨﺢ ﺍﻷﻣﻮﺍﻝ‪.‬‬ ‫ﺍﻧﻈﺮﺍﻹﻃﺎﺭ ‪ 1-4‬ﻳﺴﺮﺩ ﺍﻟﻤﺒﺎﺩﺉ ﺍﻟﺘﻮﺟﻴﻬﻴﺔ ﻟﻨﻘﺪ ﺍﻟﺠﻮﺍﻧﺐ ﺍﻷﺧﻼﻗﻴﺔ ﻟﻠﺪﺭﺍﺳﺔ‪.‬‬ ‫ﺍﻟﺒﺮﻭﻓﻴﺴﻮﺭ‪.‬ﺭﻳﻬﺎﻡ ﺧﺮﻳﺸﺔ‬ ‫ﺃﻱﺳﺆﺍﻝ؟‬ ‫ﺍﻟﺒﺮﻭﻓﻴﺴﻮﺭ‪.‬ﺭﻳﻬﺎﻡ ﺧﺮﻳﺸﺔ‬