Using the prenatal clinical ethics structure evolved by(Veronica 2006), the mother's standards and preferences set up if the embryo or fetus is a “patient” in which reliant (rather than independent) lesson rank is granted. Within this clinical ethics structure, when the mother presents the embryo or fetus for lesson concern as a “patient,” it is a “patient” needing a beneficent set about, where clinical damages are minimized and clinical advantages is maximized.
Although the notion of embryonic/fetal “patienthood” has been misread by detractors for implying lesson equivalency between the autonomous mother and the unborn child(Duin 1999), McCullough and Chervenak ...