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  1. Practising Ethics: Bildungsroman and Community of Practice in Occupational Therapists' Professional Development.Jani Grisbrooke - 2013 - Ethics and Education 8 (3):229-240.
    Professional ethics has currently raised its public profile in the UK as part of social anxiety around governance of health and social care, fuelled by catastrophically bad practice identified in particular healthcare facilities. Professional ethics is regulated by compliance with abstracted, normative codes but experienced as contextualised exercise of personal qualities, understanding and engagement. This study examined how practitioners from one speciality of occupational therapy, an Allied Health Profession, develop ethical practice through dialogical engagement in local OT communities of practice, (...)
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  • Invisibility of the Self: Reaching for the Telos of Nursing Within a Context of Moral Distress.Carolina S. Caram, Elizabeth Peter & Maria J. M. Brito - 2019 - Nursing Inquiry 26 (1):e12269.
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  • Trust and Trustworthiness in Nursing: An Argument-Based Literature Review.Leyla Dinç & Chris Gastmans - 2012 - Nursing Inquiry 19 (3):223-237.
  • Student Nurse Attitudes Towards Homeless Clients: A Challenge for Education and Practice.Miklos Zrinyi & Zoltan Balogh - 2004 - Nursing Ethics 11 (4):334-348.
    The purpose of this research was to describe attitudes of nursing students (and paramedic officers) towards marginalized clients. Convenience quota sampling in a major health faculty was employed. Students participated on a voluntary basis. A 58-item Likert scale, developed by the authors, assessed the student nurses’ attitudes. In general, attitudes towards homeless clients were neutral; detailed analyses, however, revealed that student nurses would decline to care for homeless clients in various situations. Personal experience with homeless patients and positive attitudes of (...)
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  • A Phenomenological Study of Nurses' Understanding of Honesty in Palliative Care.Eva Erichsen, Elisabeth Hadd Danielsson & Maria Friedrichsen - 2010 - Nursing Ethics 17 (1):39-50.
    Honesty is essential for the care of seriously ill and dying patients. The current study aimed to describe how nurses experience honesty in their work with patients receiving palliative care at home. The interviews in this phenomenological study were conducted with 16 nurses working with children and adults in palliative home-based care. Three categories emerged from analyses of the interviews: the meaning of honesty, the reason for being honest and, finally, moral conflict when dealing with honesty. The essence of these (...)
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  • Moral Courage in Nursing: A Concept Analysis.Olivia Numminen, Hanna Repo & Helena Leino-Kilpi - 2017 - Nursing Ethics 24 (8):878-891.
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  • Solving Work-Related Ethical Problems.Laura Laukkanen, Riitta Suhonen & Helena Leino-Kilpi - 2016 - Nursing Ethics 23 (8):838-850.
  • Social Justice and the Canadian Nurses Association: Justifying Equity.Stephen Wilmot - 2012 - Nursing Philosophy 13 (1):15-26.
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  • Comparison of Nurse Educators' and Nursing Students' Descriptions of Teaching Codes of Ethics.O. Numminen, H. Leino-Kilpi, A. van der Arend & J. Katajisto - 2011 - Nursing Ethics 18 (5):710-724.
    This study analysed teaching of nurses’ codes of ethics in basic nursing education in Finland. A total of 183 educators and 214 students responded to a structured questionnaire. The data was analysed by SPSS. Teaching of nurses’ codes was rather extensive. The nurse-patient relationship was highlighted. Educators assessed their teaching statistically significantly more extensive than what students’ perceptions were. The use of teaching and evaluation methods was conventional, but differences between the groups concerning the use of these methods were statistically (...)
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  • Everyday Ethical Problems in Dementia Care: A Teleological Model.Ingrid Ågren Bolmsjö, Anna-Karin Edberg & Lars Sandman - 2006 - Nursing Ethics 13 (4):340-359.
    In this article, a teleological model for analysis of everyday ethical situations in dementia care is used to analyse and clarify perennial ethical problems in nursing home care for persons with dementia. This is done with the aim of describing how such a model could be useful in a concrete care context. The model was developed by Sandman and is based on four aspects: the goal; ethical side-constraints to what can be done to realize such a goal; structural constraints; and (...)
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  • A Comparison of Problem-Based Learning and Conventional Teaching in Nursing Ethics Education.Chiou-Fen Lin, Meei-Shiow Lu, Chun-Chih Chung & Che-Ming Yang - 2010 - Nursing Ethics 17 (3):373-382.
    The aim of this study was to compare the learning effectiveness of peer tutored problem-based learning and conventional teaching of nursing ethics in Taiwan. The study adopted an experimental design. The peer tutored problem-based learning method was applied to an experimental group and the conventional teaching method to a control group. The study sample consisted of 142 senior nursing students who were randomly assigned to the two groups. All the students were tested for their nursing ethical discrimination ability both before (...)
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  • Experiential Learning of Empathy in a Care-Ethics Lab.Linus Vanlaere, Trees Coucke & Chris Gastmans - 2010 - Nursing Ethics 17 (3):325-336.
    To generate empathy in the care of vulnerable older persons requires care providers to reflect critically on their care practices. Ethics education and training must provide them with tools to accomplish such critical reflection. It must also create a pedagogical context in which good care can be taught and cultivated. The care-ethics lab ‘sTimul’ originated in 2008 in Flanders with the stimulation of ethical reflection in care providers and care providers in training as its main goal. Also in 2008, sTimul (...)
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  • Changes in Nursing Ethics Education in Lithuania.Jolanta Toliušienė & Eimantas Peičius - 2007 - Nursing Ethics 14 (6):753-757.
    The post-Soviet scene in Lithuania is one of rapid change in medical and nursing ethics. A short introduction to the current background sets the scene for a wider discussion of ethics in health care professionals' education. Lithuania had to adapt rapidly from a politicized nursing and ethics curriculum to European regulations, and from a paternalistic style of care to one of engagement with choices and dilemmas. The relationships between professionals, and between professionals and patients, are affected by this in particular. (...)
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  • Developing the Concept of Moral Sensitivity in Health Care Practice.Kim Lützén, Vera Dahlqvist, Sture Eriksson & Astrid Norberg - 2006 - Nursing Ethics 13 (2):187-196.
    The aim of this Swedish study was to develop the concept of moral sensitivity in health care practice. This process began with an overview of relevant theories and perspectives on ethics with a focus on moral sensitivity and related concepts, in order to generate a theoretical framework. The second step was to construct a questionnaire based on this framework by generating a list of items from the theoretical framework. Nine items were finally selected as most appropriate and consistent with the (...)
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  • Editorial Comment.Leila Toiviainen - 2005 - Nursing Ethics 12 (4):335-336.
  • The Relationship of Ethics Education to Moral Sensitivity and Moral Reasoning Skills of Nursing Students.M. Park, D. Kjervik, J. Crandell & M. H. Oermann - 2012 - Nursing Ethics 19 (4):568-580.
    This study described the relationships between academic class and student moral sensitivity and reasoning and between curriculum design components for ethics education and student moral sensitivity and reasoning. The data were collected from freshman (n = 506) and senior students (n = 440) in eight baccalaureate nursing programs in South Korea by survey; the survey consisted of the Korean Moral Sensitivity Questionnaire and the Korean Defining Issues Test. The results showed that moral sensitivity scores in patient-oriented care and conflict were (...)
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  • Recognizing Bioethical Issues and Ethical Qualification in Nursing Students and Faculty in South Korea.K. Choe, E. Song & Y. Kang - 2013 - Nursing Ethics 20 (2):0969733012472734.
    The role of nursing faculty members in charge of ethics education is important. Although all nursing students receive the same bioethics education, their experiences differ, related to ethical qualification, which depends on the personal socialization process. This Korean study aimed to provide nursing faculty members with the basic data to help them develop as bioethics experts and provide nursing students with knowledge to improve their ethical decision-making abilities. We used a survey design to assess recognition of bioethical issues and ethical (...)
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