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  1. Gosia M. Brykczyńska & Joan Simons (eds.) (2011). Ethical and Philosophical Aspects of Nursing Children and Young People. John Wiley & Sons.
    This important new book provides a philosophical and historical analysis of the subject, looking at a review of sociological and political theories concerning ...
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  2. Sarah D. Cohn (1984). Prescriptive Authority for Nurses. Journal of Law, Medicine & Ethics 12 (2):72-75.
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  3. Patrick Daly (2014). Health, Illness and Disease: Philosophical EssaysBy HaviCarel and RachelCooper . Acumen Publishing, 2012, £32.00, 256 Pages. ISBN: 1844655431. ISBN-13: 9781844655434. [REVIEW] Nursing Philosophy 15 (3):228-229.
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  4. Martha Díaz Flores, Diana Margarita Castro Ricalde & Brenda Lizeth Cuevas Jaimes (2012). Valores profesionales de enfermería: Una mirada hacia la formación en la Educación Superior. Humanidades Médicas 12 (2):289-299.
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  5. Catherine Guillaumin (2012). La situation professionnelle : moment critique dans l'action, Interface de la formation en alternance le cas particulier de la formation en soins infirmiers. Phronesis 1 (1):21-39.
    The professional situation is considered a major interface of practicum training, here conceived as a School of conjunction, a school where one learns to make links, a foundation for the engineering of professionalization. The notion of situation is here developed based on the study of a data corpus elaborated during an experience with a practicum training model centred on writing and the construction of the professional situation by a subject-actor-author of the situation, in interaction with others, in the context of (...)
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  6. Catherine Guillaumin (2012). La Situation Professionnelle : Moment Critique Dans L’Action, Interface de la Formation En Alternance le Cas Particulier de la Formation En Soins infirmiersThe Professional Situation: Critical Moment in Action, Interface of Practicum Training The Specific Case of Nurse Training. Phronesis 1 (1):21-39.
    The professional situation is considered a major interface of practicum training, here conceived as a School of conjunction, a school where one learns to make links, a foundation for the engineering of professionalization. The notion of situation is here developed based on the study of a data corpus elaborated during an experience with a practicum training model centred on writing and the construction of the professional situation by a subject-actor-author of the situation, in interaction with others, in the context of (...)
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  7. Timothy W. Kirk (2007). Beyond Empathy: Clinical Intimacy in Nursing Practice. Nursing Philosophy 8 (4):233-243.
    Understanding, shared meaning, and mutual trust lie at the heart of the therapeutic nurse–patient relationship. This article introduces the concept of clinical intimacy by applying the interpersonal process model of intimacy to the nurse–patient relationship. The distinction between complementary and reciprocal behaviours, and between intimate interactions and intimate relationships, addresses background concerns about the appropriateness of intimacy in nursing relationships. The mutual construction of meaning in the interactive process between nurses and patients is seen to lie at the heart of (...)
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  8. Andrew Molas (2016). "Silent Voices, Hidden Knowledge: Ecological Thinking and the Role of Mental Health Advocacy.". Dialogue 55 (1):87-105.
    In Ecological Thinking, Lorraine Code argues that advocacy “often makes knowledge possible” and without it “certain kinds of knowing are impossible.” By acknowledging the value of subjectivity and testimony in knowledge creation, I argue that ecological thinking serves as an appropriate framework for engagement with individuals who are living with mental illnesses. Contrasted with the dominant Anglo-American epistemologies that involve excessive degrees of mastery and control (with the tendency to silence the voices of Others), I argue that ecological thinking facilitates (...)
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  9. Nicole Y. Pitre & Florence Myrick (2007). A View of Nursing Epistemology Through Reciprocal Interdependence: Towards a Reflexive Way of Knowing. Nursing Philosophy 8 (2):73-84.
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  10. Mary Jo Stanley & Nancy J. Matchett (2014). Understanding How Student Nurses Experience Morally Distressing Situations. Journal of Nursing Education and Practice 4 (10).
    Introduction/Background: Moral distress and related concepts surrounding morality and ethical decision-making have been given much attention in nursing. Despite the general consensus that moral distress is an affective response to being unable to act morally, the literature attests to the need for increased clarity regarding theoretical and conceptual constructs used to describe precisely what the experience of moral distress involves. The purpose of this study is to understand how student nurses experience morally distressing situations when caring for patients with different (...)
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  11. Jan Walmsley (2004). Involving Users with Learning Difficulties in Health Improvement: Lessons From Inclusive Learning Disability Research. Nursing Inquiry 11 (1):54-64.
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