Search results for 'Marit Skivenes' (try it on Scholar)

43 found
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  1.  53
    David Archard & Marit Skivenes, Balancing a Child's Best Interests and a Child's Views.
  2.  44
    David Archard & Marit Skivenes, Hearing the Child.
    Given that in our view the child has a fundamental right to be heard in all collective deliberative processes determining his or her future, we set out, firstly, what is required of such processes to respect this right – namely that the child's authentic voice is heard and makes a difference – and, secondly, the distance between this ideal and practice exemplified in the work of child welfare and child protection workers in Norway and the UK, chiefly in their display (...)
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  3.  4
    Marit H. Hem, Bert Molewijk & Reidar Pedersen (2014). Ethical Challenges in Connection with the Use of Coercion: A Focus Group Study of Health Care Personnel in Mental Health Care. BMC Medical Ethics 15 (1):82.
    In recent years, the attention on the use of coercion in mental health care has increased. The use of coercion is common and controversial, and involves many complex ethical challenges. The research question in this study was: What kind of ethical challenges related to the use of coercion do health care practitioners face in their daily clinical work?
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  4. Tove Pettersen & Marit Helene Hem (2011). Mature Care and Reciprocity: Two Cases From Acute Psychiatry. Nursing Ethics 18 (2):217-231.
    In this article we elaborate on the concept of mature care, in which reciprocity is crucial. Emphasizing reciprocity challenges other comprehensions where care is understood as a one-sided activity, with either the carer or the cared for considered the main source of knowledge and sole motivation for caring. We aim to demonstrate the concept of mature care’s advantages with regard to conceptualizing the practice of care, such as in nursing. First, we present and discuss the concept of mature care, then (...)
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  5.  11
    Marit Böker (2015). The Concept of Realistic Utopia: Ideal Theory as Critique. Constellations 23 (1).
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  6.  3
    Marit Hovdal-Moan (2013). Unequal Residence Statuses and the Ideal of Non-Domination. Critical Review of International Social and Political Philosophy 17 (1):1-20.
  7.  4
    Marit Honerød Hoveid (2012). A Space for ‘Who’ – a Culture of ‘Two’: Speculations Related to an ‘in-Between Knowledge’. Ethics and Education 7 (3):251-260.
    . A space for ‘who’ – a culture of ‘two’: speculations related to an ‘in-between knowledge’. Ethics and Education: Vol. 7, Creating spaces, pp. 251-260. doi: 10.1080/17449642.2013.767084.
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  8.  3
    Morten Magelssen, Pamela Åsten, Ellen Godal, Eirik Os, Anders Smith, Hanne Rusten Solås & Marit Helene Hem (2012). Blood Sampling From Dying Patients: An Ethical Dilemma. Clinical Ethics 7 (3):107-110.
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  9. Per Nortvedt, Marit Helene Hem & Helge Skirbekk (2011). The Ethics of Care: Role Obligations and Moderate Partiality in Health Care. Nursing Ethics 18 (2):192-200.
    This article contends that an ethics of care has a particular moral ontology that makes it suitable to argue for the normative significance of relational responsibilities within professional health care. This ontology is relational. It means that moral choices always have to account for the web of relationships, the relational networks and responsibilities that are an essential part of particular moral circumstances. Given this ontology, the article investigates the conditions for health care professionals to be partial and to act on (...)
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  10.  12
    Kari Kvigne & Marit Kirkevold (2002). A Feminist Perspective on Stroke Rehabilitation: The Relevance of de Beauvoir's Theory. Nursing Philosophy 3 (2):79-89.
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  11.  4
    Marit Helene Hem, Kristin Heggen & Knut W. Ruyter (2008). Creating Trust in an Acute Psychiatric Ward. Nursing Ethics 15 (6):777-788.
    The ideal of trust pervades nursing. This article uses empirical material from acute psychiatry that reveals that it is distrust rather than trust that is prevalent in this field. Our data analyses show how distrust is expressed in the therapeutic environment and in the relationship between nurse and patient. We point out how trust can nonetheless be created in an environment that is characterized by distrust. Both trust and distrust are exposed as `fragile' phenomena that can easily `tip over' towards (...)
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  12.  3
    Halvor Hoveid & Marit Honerød Hoveid (2008). Teachers’ Identity, Self and the Process of Learning. Studies in Philosophy and Education 27 (2-3):125-136.
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  13.  19
    Marit Helene Hem & Tove Pettersen (2011). Mature Care and Nursing in Psychiatry: Notions Regarding Reciprocity in Asymmetric Professional Relationships. Health Care Analysis 19 (1):65-76.
    The idea behind this article is to discuss the importance and to develop the concept of reciprocity in asymmetric professional relationships. As an empirical starting point for an examination of the possible forms of reciprocity between patients and nurses in psychiatry, we chose two qualitative in-depth interviews with two different patients. The manners in which these two patients relate to medical personnel—one is dependent, the other is independent—show that this presents challenges to nurses. The theoretical context is provided by the (...)
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  14. Campbell Craig, James Pattison, Joseph H. Carens, Christina Boswell, Irregular Migrants, David Miller, Bridget Anderson, Marit Hovdal Moan & Fionnuala Ní Aoláin (2008). Carnegie Council. Ethics and International Affairs 22.
     
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  15. Marit Solbjør (2008). You Have to Have Trust in Those Pictures": A Perspective on Women's Experiences of Mammography Screening. In Julie Brownlie, Alexandra Greene & Alexandra Howson (eds.), Researching Trust and Health. Routledge 54.
     
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  16. W. Østerlie, Marit Solbjør, J. A. Skolbekken, S. Hofvind, A. R. Saetnan & S. Forsmo (2008). Challenges of Informed Choice in Organised Screening. Journal of Medical Ethics 34 (9):e5 - e5.
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  17.  37
    Kirsten Lomborg & Marit Kirkevold (2003). Truth and Validity in Grounded Theory – a Reconsidered Realist Interpretation of the Criteria: Fit, Work, Relevance and Modifiability. Nursing Philosophy 4 (3):189-200.
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  18.  13
    Iseult Honohan & Marit Hovdal-Moan (2014). Introduction: Domination, Migration and Non-Citizens. Critical Review of International Social and Political Philosophy 17 (1):1-9.
    In Europe and other regions of the world public debate concerning how many immigrants should be admitted, which rights those admitted should have, and which conditions can be required for access to citizenship is intense and enduring, and these have increasingly become central electoral issues. On the one hand, the harsh treatment of migrants is often a matter of public criticism; on the other hand, states are concerned about problems of welfare, security and social unrest that they have come to (...)
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  19.  43
    Marit Hovdal Moan (2008). Immigration Policy and "Immanent Critique". Ethics and International Affairs 22 (2):205–211.
    Carens's use of 'immanent critique' to ground his moral prescriptions on the not yet realized normative purposes of the immigration policies of liberal democratic states meets with only partial success.
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  20.  7
    Wenche Marit Quist (2002). When Your Past Lies Ahead of You – Kierkegaard and Heidegger on the Concept of Repetition. Kierkegaard Studies Yearbook 2002 (1):78-92.
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  21.  6
    Marit Hauschildt, Maarten Jv Peters, Lena Jelinek & Steffen Moritz (2012). Veridical and False Memory for Scenic Material in Posttraumatic Stress Disorder. Consciousness and Cognition 21 (1):80-89.
    The question whether memory aberrations in posttraumatic stress disorder also manifest as an increased production of false memories is important for both theoretical and practical reasons, but is yet unsolved. Therefore, for the present study we investigated veridical and false recognition in PTSD with a new scenic variant of the Deese–Roediger–McDermott paradigm, which was administered to traumatized individuals with PTSD , traumatized individuals without PTSD , and non-traumatized controls . The PTSD group neither produced higher rates of false memories nor (...)
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  22.  4
    Wenche Marit Quist (2005). Nietzsche and Kierkegaard - Tracing Common Themes. Nietzsche-Studien 34 (1):474-485.
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  23.  3
    Bert Molewijk, Marit Helene Hem & Reidar Pedersen (2015). Dealing with Ethical Challenges: A Focus Group Study with Professionals in Mental Health Care. BMC Medical Ethics 16 (1):4.
    Little is known about how health care professionals deal with ethical challenges in mental health care, especially when not making use of a formal ethics support service. Understanding this is important in order to be able to support the professionals, to improve the quality of care, and to know in which way future ethics support services might be helpful.
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  24.  2
    Marit Helene Hem, Kristin Heggen & Knut W. Ruyter (2007). Questionable Requirement for Consent in Observational Research in Psychiatry. Nursing Ethics 14 (1):41-53.
    Informed consent represents a cornerstone of the endeavours to make health care research ethically acceptable. Based on experience of qualitative research on power dynamics in nursing care in acute psychiatry, we show that the requirement for informed consent may be practised in formalistic ways that legitimize the researcher's activities without taking the patient's changing perception of the situation sufficiently into account. The presentation of three patient case studies illustrates a diversity of issues that the researcher must consider in each situation. (...)
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  25.  2
    Barbro Wadensten, Stig Wenneberg, Marit Silén, Ping Fen Tang & Gerd Ahlström (2008). A Cross-Cultural Comparison of Nurses' Ethical Concerns. Nursing Ethics 15 (6):745-760.
    The aim of this study was to compare Swedish and Chinese nurses' experiences of ethical dilemmas and workplace distress in order to deepen understanding of the challenges neuroscience nurses encounter in different cultures. Qualitative interviews from two previously performed empirical studies in Sweden and China were the basis of this comparative study. Four common content areas were identified in both studies: ethical dilemmas, workplace distress, quality of nursing and managing distress. The themes formulated within each content area were compared and (...)
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  26.  3
    Elisabeth Gjerberg, Marit Helene Hem, Reidun Førde & Reidar Pedersen (2013). How to Avoid and Prevent Coercion in Nursing Homes A Qualitative Study. Nursing Ethics 20 (6):632-644.
    In many Western countries, studies have demonstrated extensive use of coercion in nursing homes, especially towards patients suffering from dementia. This article examines what kinds of strategies or alternative interventions nursing staff in Norway used when patients resist care and treatment and what conditions the staff considered as necessary to succeed in avoiding the use of coercion. The data are based on interdisciplinary focus group interviews with nursing home staff. The study revealed that the nursing home staff usually spent a (...)
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  27.  7
    R. N. Kvigne & Ed D. Marit Kirkevold RN (2002). A Feminist Perspective on Stroke Rehabilitation: The Relevance of de Beauvoir's Theory. Nursing Philosophy 3 (2):79–89.
  28.  7
    M. S. N. BA & Marit Kirkevold RN EdD (2003). Truth and Validity in Grounded Theory – a Reconsidered Realist Interpretation of the Criteria: Fit, Work, Relevance and Modifiability. Nursing Philosophy 4 (3):189–200.
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  29.  3
    Marit Silén, Mia Svantesson & Gerd Ahlström (2008). Nurses' Conceptions of Decision Making Concerning Life-Sustaining Treatment. Nursing Ethics 15 (2):160-173.
    The aim of this study was to describe nurses' conceptions of decision making with regard to life-sustaining treatment for dialysis patients. Semistructured interviews were conducted with 13 nurses caring for such patients at three hospitals. The interview material was subjected to qualitative content analysis. The nurses saw decision making as being characterized by uncertainty and by lack of communication and collaboration among all concerned. They described different ways of handling decision making, as well as insufficiency of physician—nurse collaboration, lack of (...)
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  30.  1
    Marit Honerød Hoveid & Arnhild Finne (2014). 'You Have to Give of Yourself': Care and Love in Pedagogical Relations. Journal of Philosophy of Education 48 (2):246-259.
    In this article we explore a notion of relationship which exists between humans. This notion of relationship takes as a point of departure that differences in human relations and interaction have to be safeguarded. Starting with the Irigarayan notion of ‘two’ as a gendered difference, opposed to an understanding of humans as one and same (gender), we elaborate an understanding of otherness which opens a space where both self and other are welcomed. This relational space cannot be appropriated by either (...)
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  31.  2
    Malia Villegas, Theresa Kathleen Sullivan, Shai Fuxman & Marit Dewhurst (2007). Re-Envisioning Research as Social Change: Four Students' Collaborative Journey. Journal of Research Practice 3 (1):Article M7.
    This article describes four doctoral students' process of coming together to support each other's work. What emerged was a powerful space of learning and a framework on research for social change. The authors hosted a 2-hour reflection session, which was recorded and transcribed. Text of that session appears in this article along with discussion of (a) key principles of the social change framework, (b) the ways the students came to take ownership over their work and to collaborate, and (c) guidance (...)
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  32.  1
    Stein Dankert Kolstø, Berit Bungum, Erik Arnesen, Anders Isnes, Terje Kristensen, Ketil Mathiassen, Idar Mestad, Andreas Quale, Anne Sissel Vedvik Tonning & Marit Ulvik (2006). Science Students' Critical Examination of Scientific Information Related to Socioscientific Issues. Science Education 90 (4):632-655.
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  33.  1
    Marit Honerød Hoveid & Halvor Hoveid (2009). Educational Practice and Development of Human Capabilities. Studies in Philosophy and Education 28 (5):461-472.
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  34. Christina Foss & Marit Kirkevold (2008). Unfolding the Invisible of the Visible: Gendered Constructions of Patient Participation. Nursing Inquiry 15 (4):299-308.
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  35. Morwenna Griffiths, Marit Honer?D. Hoveid, Sharon Todd & Christine Winter (2014). Re-Imagining Relationships in Education: Ethics, Politics and Practices. Wiley-Blackwell.
    _Re-Imagining Relationships in Education_ re-imagines relationships in contemporary education by bringing state-of-the-art theoretical and philosophical insights to bear on current teaching practices. Introduces theories based on various philosophical approaches into the realm of student teacher relationships Opens up innovative ways to think about teaching and new kinds of questions that can be raised Features a broad range of philosophical approaches that include Arendt, Beckett, Irigaray and Wollstonecraft to name but a few Includes contributors from Norway, England, Ireland, Scotland, Spain, Sweden, (...)
     
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  36. Morwenna Griffiths, Marit Honerød Hoveid, Sharon Todd & Christine Winter (2014). Re-Imagining Relationships in Education: Ethics, Politics and Practices. Wiley-Blackwell.
    _Re-Imagining Relationships in Education_ re-imagines relationships in contemporary education by bringing state-of-the-art theoretical and philosophical insights to bear on current teaching practices. Introduces theories based on various philosophical approaches into the realm of student teacher relationships Opens up innovative ways to think about teaching and new kinds of questions that can be raised Features a broad range of philosophical approaches that include Arendt, Beckett, Irigaray and Wollstonecraft to name but a few Includes contributors from Norway, England, Ireland, Scotland, Spain, Sweden, (...)
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  37. Morwenna Griffiths, Marit Honerød Hoveid, Sharon Todd & Christine Winter (2014). Re-Imagining Relationships in Education: Ethics, Politics and Practices. Wiley-Blackwell.
    _Re-Imagining Relationships in Education_ re-imagines relationships in contemporary education by bringing state-of-the-art theoretical and philosophical insights to bear on current teaching practices. Introduces theories based on various philosophical approaches into the realm of student teacher relationships Opens up innovative ways to think about teaching and new kinds of questions that can be raised Features a broad range of philosophical approaches that include Arendt, Beckett, Irigaray and Wollstonecraft to name but a few Includes contributors from Norway, England, Ireland, Scotland, Spain, Sweden, (...)
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  38. Morwenna Griffiths, Marit Honer?D. Hoveid, Sharon Todd & Christine Winter (2014). Re-Imagining Relationships in Education: Ethics, Politics and Practices. Wiley-Blackwell.
    _Re-Imagining Relationships in Education_ re-imagines relationships in contemporary education by bringing state-of-the-art theoretical and philosophical insights to bear on current teaching practices. Introduces theories based on various philosophical approaches into the realm of student teacher relationships Opens up innovative ways to think about teaching and new kinds of questions that can be raised Features a broad range of philosophical approaches that include Arendt, Beckett, Irigaray and Wollstonecraft to name but a few Includes contributors from Norway, England, Ireland, Scotland, Spain, Sweden, (...)
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  39. Henning Herrestad, Stian Biong, Brendan McCormack, Marit Borg & Bengt Karlsson (2014). A Pragmatist Approach to the Hope Discourse in Health Care Research. Nursing Philosophy 15 (3):211-220.
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  40. Iseult Honohan & Marit Hovdal-Moan (eds.) (2014). Domination, Migration and Non-Citizens. Routledge.
     
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  41. Marit Honerød Hoveid & Christine Winter (2012). Creating Spaces. Ethics and Education 7 (3):207-210.
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  42. Halvor Hoveid & Marit Honerød Hoveid (2013). The Place of Reading in the Training of Teachers. Ethics and Education 8 (1):101 - 112.
    Why focus on reading? Reading is one important human activity that is threatened by the knowledge economy in education. In this perspective, good reading tends to be fast reading. The objective for teachers is then to test pupils' reading skills according to how fast they read. In opposition to this, we think that good reading is a slow activity. A good text asks for a reading and a re-reading, again and again, because reading gives rise to thinking. Thus, you can (...)
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  43. Bengt Karlsson, Marit Borg & Hesook Suzie Kim (2008). From Good Intentions to Real Life: Introducing Crisis Resolution Teams in Norway. Nursing Inquiry 15 (3):206-215.
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