Code of Conduct and Ethical Standards for Health Workers

Table of Contents

A code of conduct translates ethical principles into expected professional behaviour. It guides how health workers communicate, practise, document, protect information, work in teams, use authority and respond to mistakes. For physiotherapy students, the code is not only about politeness: it is a practical safety framework for responsible, competent and humane care.

Why a professional code matters

Patients are often vulnerable, in pain, dependent on staff and unable to evaluate technical quality for themselves.
A code protects dignity, trust, safety and the reputation of the health profession.
It clarifies duties to patients, relatives, colleagues, students, employers and the public.
It helps a professional recognise limits, report unsafe conduct and continue learning.

Learning outcomes

define a code of conduct and distinguish it from etiquette and law;
describe ethical standards expected of health workers;
apply professional behaviour to patient care, communication, documentation and teamwork;
explain confidentiality, accountability, competence, boundaries and advocacy;
identify unacceptable conduct, conflicts of interest and unsafe practice;
respond appropriately to errors, complaints, discrimination and whistleblowing; and
develop a personal plan for professional growth and ethical practice.

1. Code of conduct, ethics and etiquette

Term	Meaning	Example
Ethical standard	A principle or value describing what ought to be done.	Respect autonomy, tell the truth and avoid preventable harm.
Code of conduct	Formal professional expectations for behaviour, competence, relationships and accountability.	Maintain records, protect confidentiality and practise within scope.
Etiquette	Courtesy and socially appropriate conduct that supports respectful relationships.	Introduce yourself, be punctual, use respectful language and thank a colleague.
Law and regulation	Binding requirements enforced by the state or professional regulator.	Registration, scope, reporting and patient-rights obligations.

2. Core standards of professional behaviour

Standard	What it requires	Physiotherapy example
Respect for persons	Recognise dignity, individuality, privacy, beliefs and rights.	Use the patient's preferred name, explain touch and protect draping.
Autonomy and freedom	Support informed voluntary decisions and the right to ask questions or refuse.	Offer options and do not force exercise because a relative demands it.
Beneficence	Act to promote health, comfort, function and participation.	Choose goals that improve the patient's valued daily activities.
Non-maleficence	Avoid unnecessary physical, emotional, financial and social harm.	Screen risk, use safe assistance and stop when symptoms change.
Justice	Provide fair, inclusive and non-discriminatory care.	Adapt communication and equipment so disability does not exclude a patient.
Veracity	Be honest, accurate and transparent.	Explain uncertainty; never promise guaranteed recovery.
Fidelity	Keep commitments and maintain trust.	Return when promised or explain why an appointment changed.
Confidentiality	Protect information and disclose only through authorised channels.	Do not share a patient video or discuss a diagnosis in public.
Responsibility	Be answerable for decisions, competence and conduct.	Document treatment, report incidents and seek supervision.

3. Duties to patients and clients

Provide timely, safe, respectful and evidence-informed care within professional competence.
Identify yourself and your student or staff role; explain the purpose of assessment and treatment.
Obtain and document informed consent; support communication and capacity.
Respect culture, religion, gender, sexuality, language, disability and personal preferences without discrimination.
Protect privacy during examination, treatment, toileting, dressing and discussion.
Maintain accurate records and communicate important changes to the team.
Advocate for appropriate referral, equipment, access, pain relief, safeguarding and continuity.
Never exploit dependence for money, gifts, sex, political support, labour or personal publicity.
Respond to emergencies within training, summon help and do not abandon a patient.

4. Competence, limits and continuous learning

A professional code requires health workers to maintain knowledge and skills and recognise their limits. Competence includes technical skill, communication, reasoning, documentation, cultural safety and professional judgement.

Assess your training and authorisation before performing a procedure.
Ask for supervision when a patient is unstable, the task is unfamiliar or risk exceeds your competence.
Keep up with current guidelines, infection prevention, equipment use and emergency procedures.
Use feedback, peer review, reflective practice and continuing professional development.
Do not sign, report or claim work that you did not perform or supervise appropriately.
Protect your own health and wellbeing so that fatigue, illness or impairment does not compromise patient safety.

5. Duties to colleagues and the health team

Communicate clearly, respectfully and promptly across professional boundaries.
Respect the roles and expertise of nurses, doctors, occupational therapists, speech therapists, psychologists, social workers, assistants and community workers.
Give accurate handover and acknowledge uncertainty or error.
Do not undermine a colleague in front of a patient; raise concerns through appropriate channels.
Support students and junior staff without asking them to practise beyond competence.
Share responsibility for safety, infection prevention, access, documentation and discharge planning.
Resolve conflict professionally and escalate bullying, harassment, discrimination or unsafe practice.

6. Professional qualities

Quality	How it appears in practice
Empathy	Understand the patient's perspective while maintaining boundaries and clinical judgement.
Patience and tolerance	Allow time for communication, learning and emotional adjustment without ridicule.
Punctuality and reliability	Arrive prepared, communicate delays and complete agreed tasks.
Integrity	Tell the truth, admit mistakes and refuse dishonest records or unsafe orders.
Resourcefulness	Use available equipment safely and seek help rather than improvising dangerously.
Alertness	Notice deterioration, safeguarding concerns, falls risk and changes in patient response.
Courtesy and tact	Correct errors without humiliation and discuss sensitive issues privately.
Accountability	Accept responsibility, document actions and participate in quality improvement.
Self-control	Manage anger, frustration, attraction and stress without transferring them to patients.

7. Unacceptable conduct

Falsifying, backdating, copying or concealing clinical records.
Practising while intoxicated, severely impaired or knowingly unsafe.
Abuse, neglect, humiliation, discrimination, harassment, bullying or exploitation.
Unconsented touch, sexual comments, sexual relationships or inappropriate personal contact with a patient.
Misuse of patient information, photographs, devices, social media or digital records.
Accepting or demanding improper gifts, commissions, referral payments or personal benefits.
Advertising false cures, using misleading titles or making claims beyond evidence or qualification.
Abandoning a patient, refusing emergency assistance or failing to refer beyond competence.
Disrespecting cultural or religious beliefs in a way that prevents safe, equitable care.

8. Error reporting and whistleblowing

Make the patient safe and provide immediate care within your training.
Inform the supervisor and responsible clinician promptly.
Record facts, response and people informed; do not alter the original record or hide the error.
Complete an incident or near-miss report according to policy.
Participate in review to prevent recurrence; focus on learning and system improvement.
Escalate continued serious risk, abuse or retaliation through the facility's formal pathway.

9. The health worker as advocate and educator

Help patients understand their condition, treatment options, precautions and self-management.
Use language and teaching aids suitable for age, literacy, hearing, vision and culture.
Advocate for accessible services, rehabilitation, disability inclusion and safe discharge.
Promote prevention and public health without making unsupported claims or exposing patient information.
Share responsibility with the community and other professions for health education and equitable care.

10. Practical scenarios

Scenario 1: Pressure to falsify attendance

A colleague asks a student to sign that a patient received therapy although the session was missed. The student refuses respectfully, informs the supervisor and records only what actually occurred.

Principles: integrity, accountability, veracity and patient safety.

Scenario 2: Unsafe task beyond competence

A student is asked to mobilise a medically unstable patient alone. They explain their limits, call the supervisor, check immediate safety and do not allow pressure or embarrassment to override competence.

Principles: non-maleficence, responsibility and intelligent escalation.

Scenario 3: Confidentiality and social media

A student wants to post a “successful rehabilitation” video showing a patient's face. The student obtains no informal permission, does not post it and follows the formal process for any authorised teaching image.

Principles: privacy, confidentiality, consent and professional boundaries.

11. Examination points and revision questions

A code of conduct translates ethical values into expected behaviour and accountability.
Professional conduct includes competence, confidentiality, consent, respectful teamwork, accurate records and continuous learning.
Health workers must recognise their limitations and seek supervision.
Integrity requires honest records, truthful communication and reporting of errors.
Professional boundaries protect patients from exploitation and practitioners from conflicts.
Codes apply to patient care, colleagues, students, employers, research and the community.

Differentiate ethics, code of conduct, etiquette and law.
List ten standards expected of a physiotherapy student as a health worker.
Explain why competence includes communication and documentation, not technique alone.
Describe the correct response to a clinical error.
What conduct breaches professional boundaries?
How can a health worker advocate for a patient with disability?
Write a personal code of conduct for your first clinical placement.

References and further reading

Study note: Follow current Ugandan law, professional council guidance, institutional policy, supervision and safeguarding procedures. A code of conduct guides behaviour but does not replace formal regulations.