Results for ' interprofessional relations'

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  1.  8
    Relational and embodied knowing: Nursing ethics within the interprofessional team.David Wright & Susan Brajtman - 2011 - Nursing Ethics 18 (1):20-30.
    In this article we attempt to situate nursing within the interprofessional care team with respect to processes of ethical practice and ethical decision making. After briefly reviewing the concept of interprofessionalism, the idea of a nursing ethic as ‘unique’ within the context of an interprofessional team will be explored. We suggest that nursing’s distinct perspective on the moral matters of health care stem not from any privileged vantage point but rather from knowledge developed through the daily activities of (...)
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  2.  16
    Interprofessional ethics rounds concerning dialysis patients: staff's ethical reflections before and after rounds.M. Svantesson, A. Anderzen-Carlsson, H. Thorsen, K. Kallenberg & G. Ahlstrom - 2008 - Journal of Medical Ethics 34 (5):407-413.
    Objective: To evaluate whether ethics rounds stimulated ethical reflection. Methods: Philosopher-ethicist-led interprofessional team ethics rounds concerning dialysis patient care problems were applied at three Swedish hospitals. The philosophers were instructed to stimulate ethical reflection and promote mutual understanding between professions but not to offer solutions. Questionnaires directly before and after rounds were answered by 194 respondents. The analyses were primarily content analysis with Boyd’s framework but were also statistical in nature. Findings: Seventy-six per cent of the respondents reported a (...)
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  3.  5
    Values-based interprofessional collaborative practice: working together in health care.Jill Thistlethwaite - 2012 - Cambridge: Cambridge University Press.
    Discusses values from the perspective of different health care professionals and why teams and collaborations may succeed or fail.
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  4.  7
    Educating for Interprofessional Collaboration: Teaching about Values.Sally Glen - 1999 - Nursing Ethics 6 (3):202-213.
    Effective interprofessional collaboration depends upon establishing understanding that respects differences in values and beliefs, and thus differences in response to the multiplicity of patient/client/user needs. To facilitate the latter, this article suggests that health and social care students need a formal knowledge of the meaning of values and the varieties of systems within which values are expressed. Students need especially to understand the genesis of their own professional value system and to recognize the gap that inevitably develops between the (...)
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  5.  7
    Interprofessional collaboration-in-practice: The contested place of ethics.C. Ewashen, G. McInnis-Perry & N. Murphy - 2013 - Nursing Ethics (3):0969733012462048.
    The main question examined is: How do nurses and other healthcare professionals ensure ethical interprofessional collaboration-in-practice as an everyday practice actuality? Ethical interprofessional collaboration becomes especially relevant and necessary when interprofessional practice decisions are contested. To illustrate, two healthcare scenarios are analyzed through three ethics lenses. Biomedical ethics, relational ethics, and virtue ethics provide different ways of knowing how to be ethical and to act ethically as healthcare professionals. Biomedical ethics focuses on situated, reflective, and nonabsolute principled (...)
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  6.  7
    Educating for Interprofessional Collaboration: teaching about values.Sally Glen - 1999 - Nursing Ethics 6 (3):202-213.
    Effective interprofessional collaboration depends upon establishing understanding that respects differences in values and beliefs, and thus differences in response to the multiplicity of patient/client/user needs. To facilitate the latter, this article suggests that health and social care students need a formal knowledge of the meaning of values and the varieties of systems within which values are expressed. Students need especially to understand the genesis of their own professional value system and to recognize the gap that inevitably develops between the (...)
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  7.  3
    Towards an understanding of the dynamic sociomaterial embodiment of interprofessional collaboration.Chris Essen, Dawn Freshwater & Jane Cahill - 2015 - Nursing Inquiry 22 (3):210-220.
    Many notions of interprofessional collaboration appear to aim for the ideal of trouble‐free co‐operative communication between healthcare professionals. This study challenges such an ideal as too far removed from the complex and contested relations of power that characterise the albeit skilful everyday social interactions which take place within healthcare practice, along with the associated pragmatic compromises made by disempowered practitioners. It is noted that these may be facilitated by modes of comforting myth and denial. To underline this point, (...)
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  8.  4
    Learning through obstacles in an interprofessional team meeting.Jenny Ros & Michèle Grossen - 2020 - Outlines. Critical Practice Studies 21 (2):29-59.
    Drawing both on cultural-historical activity theory and on a dialogical approach to discourse, this article expands a method of analysis developed by Engeström & Sannino to capture discursive manifestations of contradictions in an activity system. The data consist of recorded meetings of an interprofessional team working with persons living with both a mental handicap and psychiatric disorders. The mission of this team is to coordinate socio-educative and psychiatric work. A sequence taken from one of these meetings was submitted to (...)
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  9.  4
    Laying the Foundation for an Interprofessional, Comparative Health Law Clinic: Teaching Health Law.Diane E. Hoffmann, Chikosa Banda & Kassim Amuli - 2014 - Journal of Law, Medicine and Ethics 42 (3):392-400.
    In June 2013, faculty from the University of Maryland Carey School of Law, along with students from the law school and several health professional schools at the University of Maryland, Baltimore, visited Malawi, in southeast Africa. While there, they met with faculty and students at the University of Malawi Chancellor College to discuss the possibility of establishing an ongoing collaboration between the two universities’ law schools. The starting point for our discussion was the potential establishment of a multi-professional, comparative health (...)
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  10.  6
    Laying the Foundation for an Interprofessional, Comparative Health Law Clinic: Teaching Health Law.Diane E. Hoffmann, Chikosa Banda & Kassim Amuli - 2014 - Journal of Law, Medicine and Ethics 42 (3):392-400.
    In June 2013, faculty from the University of Maryland Carey School of Law, along with students from the law school and several health professional schools at the University of Maryland, Baltimore, visited Malawi, in southeast Africa. While there, they met with faculty and students at the University of Malawi Chancellor College to discuss the possibility of establishing an ongoing collaboration between the two universities’ law schools. The starting point for our discussion was the potential establishment of a multi-professional, comparative health (...)
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  11.  10
    Phenotyping as disciplinary practice: Data infrastructure and the interprofessional conflict over drug use in California.Geoffrey C. Bowker & Mustafa I. Hussain - 2021 - Big Data and Society 8 (2).
    The narrative of the digital phenotype as a transformative vector in healthcare is nearly identical to the concept of “data drivenness” in other fields such as law enforcement. We examine the role of a prescription drug monitoring program in California—a computerized law enforcement surveillance program enabled by a landmark Supreme Court case that upheld “broad police powers”—in the interprofessional conflict between physicians and law enforcement over the jurisdiction of drug use. We bring together interview passages, clinical artifacts, and academic (...)
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  12.  8
    Understanding the relational aspects of learning with, from, and about the other.Richard Hovey & Robert Craig - 2011 - Nursing Philosophy 12 (4):262-270.
    Frequently heard among healthcare providers, administrators, students, and educators, especially within the context of interprofessional collaboration, is the phrase: learning with, from, and about the other. Our purpose in writing this article was to explore the relational aspects of interprofessional collaboration and provide a conversational perspective on how this phrase may be co-constructed by members of the interprofessional team, to achieve a contextual understanding for enhanced practice. It is through understanding and analysing the meaning of commonly held (...)
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  13.  3
    Stem Cell and Related Therapies: Nurses and midwives representing all parties.S. H. Cedar - 2006 - Nursing Ethics 13 (3):292-303.
    Nurses and midwives are part of health care in all the stages of our lives from preconception to death. Recent scientific advances have introduced new techniques of screening and diagnosis linked to stem cell isolation and therapies. These could affect us at any age and therefore nurses will be involved as carers and patients advocates for these techniques. In this article stem cell techniques and therapies are outlined, as well as some of the ethical challenges faced by various nursing groups, (...)
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  14.  25
    Workplace incivility and the professional quality of life in nurses.Shima Nazari, Nasrin Nikpeyma, Shima Haghani, Fatemeh Fakhuri & Pouya Farokhnezhad Afshar - 2024 - Nursing Ethics 31 (2-3):311-320.
    Background Workplace Incivility is a common issue in the nursing profession. Nurses who are affected by such behaviors may experience distress. Objectives This study aimed to assess the relationship between workplace incivility and nurses’ professional quality of life. Research design This cross-sectional correlational study was conducted in 2021 in “Tehran”. Data were collected using a demographic questionnaire, the Nursing Incivility Scale (NIS), and the Professional Quality Of Life scale (ProQOL). Data analysis was performed through the Pearson correlation and multiple linear (...)
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  15.  6
    Professional, ethical, legal, and educational lessons in medicine: a problem based learning approach.Kirk Lalwani, Ira Todd Cohen, Ellen Y. Choi, Berklee Robins & Jeffrey R. Kirsch (eds.) - 2023 - New York, NY: Oxford University Press.
    Professional, Ethical, Legal, and Educational Lessons in Medicine: A Problem Based Approach provides a comprehensive review of the complex and challenging field of professional medical practice. Its problem-based format incorporates a vast pool of practical, board-exam-style multiple-choice questions for self-assessment, and is an ideal resource for exam preparation as well as ongoing clinical education among trainees and clinicians The practice of medicine is not only about clinical care of patients. Physicians must navigate ethical conundrums, legal pitfalls, and quality improvement issues (...)
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  16.  3
    Researching trust and health.Julie Brownlie, Alexandra Greene & Alexandra Howson (eds.) - 2008 - New York: Routledge.
    There is currently a lively debate about the nature of trust and the conditions necessary to establish and sustain it. Yet, to date, there has been little systematic exploration of these issues. While social scientists are beginning to tease out the nature of trust, there are few published accounts exploring these themes through empirical work There is thus a need for empirically based research, which intelligently unravels this complexity to support all stakeholders in the health arena. This multidisciplinary volume addresses (...)
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  17.  8
    Mastering improvement science skills in the new era of quality and safety: the Veterans Affairs National Quality Scholars Program.Carlos A. Estrada, Mary A. Dolansky, Mamta K. Singh, Brant J. Oliver, Carol Callaway-Lane, Mark Splaine, Stuart Gilman & Patricia A. Patrician - 2012 - Journal of Evaluation in Clinical Practice 18 (2):508-514.
  18.  7
    Perceived low-quality communication is not associated with greater frequency of requests for ethics consultation: Null findings from an empirical study.Rebecca L. Volpe, Jacob Benrud, Elisa J. Gordon & Michael J. Green - 2016 - AJOB Empirical Bioethics 7 (4):235-239.
    Background: Prior research has explored reasons why health care providers may or may not choose to seek an ethics consultation. Although low-quality communication is evident in many ethics consultations, it is unknown whether poor communication in clinical settings is related to health care providers' requests for ethics involvement. Objective: To assess the relationship between self-reported ratings of health care providers' inter- and intraprofessional communication and ethics consultation requests. Method: This cross-sectional survey was conducted using a self-administered questionnaire of physicians and (...)
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  19.  4
    Creating & sustaining civility in nursing education.Cynthia M. Clark - 2017 - Indianapolis: Sigma Theta Tau International.
    Reflections on incivility and why civility matters -- The costs and consequences of incivility : rationale for change -- The inextricable link between stress and incivility -- The "dance of incivility and civility" in nursing education -- Raising awareness, naming the problem, and creating a vision for civility -- Principled leadership and the power of positive role-modeling and mentoring -- Pathway for fostering organizational civility : institutionalizing change -- Fostering effective and meaningful communication -- The first day of class : (...)
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  20. Global bioethics – myth or reality?Søren Holm & Bryn Williams-Jones - 2006 - BMC Medical Ethics 7 (1):1-10.
    Background There has been debate on whether a global or unified field of bioethics exists. If bioethics is a unified global field, or at the very least a closely shared way of thinking, then we should expect bioethicists to behave the same way in their academic activities anywhere in the world. This paper investigates whether there is a 'global bioethics' in the sense of a unified academic community. Methods To address this question, we study the web-linking patterns of bioethics institutions, (...)
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  21.  26
    Professionalism in health care: a primer for career success.Sherry Makely - 2017 - Boston: Pearson. Edited by Vanessa J. Austin & Quay Kester.
    For courses covering professionalism in any nursing or health program offered in colleges or universities, vocational schools, hospitals, high schools, or through on-the-job training. A balanced introduction to the standards and skills needed to succeed in health care Professionalism in Health Care: A Primer for Career Success is a full-color, engaging, conversational text that helps students understand the common professional standards that all healthcare workers need to provide excellent care and service. It brings together complete coverage of these and other (...)
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  22.  8
    The IRB paradox: Could the protectors also encourage deceit?Patricia Keith-Spiegel & Gerald P. Koocher - 2005 - Ethics and Behavior 15 (4):339 – 349.
    The efforts of some institutional review boards (IRBs) to exercise what is viewed as appropriate oversight may contribute to deceit on the part of investigators who feel unjustly treated. An organizational justice paradigm provides a useful context for exploring why certain IRB behaviors may lead investigators to believe that they have not received fair treatment. These feelings may, in turn, lead to intentional deception by investigators that IRBs will rarely detect. Paradoxically, excessive protective zeal by IRBs may actually encourage misconduct (...)
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  23.  9
    Ward ethics: dilemmas for medical students and doctors in training.Thomasine Kimbrough Kushner & David C. Thomasma (eds.) - 2001 - New York: Cambridge University Press.
    The existing literature in medical ethics does not serve the practical needs of medical students and trainees very well. Medical students or junior doctors often have their own set of ethical concerns and the dilemmas that arise are generally beyond their direct control. The editors have addressed the gap in the literature by compiling a series of case studies from around the world and inviting an international team of leading ethicists and clinicians to comment on them. This volume includes over (...)
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  24.  31
    Making the Improbable Probable: Communication across Models of Medical Practice.Stephen Buetow - 2014 - Health Care Analysis 22 (2):160-173.
    Cooperation and conversation in the public sphere may overcome historical and other barriers to rational argumentation. As an alternative to evidence-based medicine (EBM) and patient-centered care (PCC), the recent development of a modern version of person-centered medicine (PCM) signals an opportunity for a conversational pluralogue to replace parallel monologues between EBM and its critics, and the calls to EBM to debate its critics. This article draws upon elements of Habermas’s theory of communicative action in order to suggest the kind of (...)
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  25.  16
    Newly graduated nurses’ experiences of horizontal violence.Ivana Maria Rosi, Adriana Contiguglia, Kim Randall Millama & Stefania Rancati - 2020 - Nursing Ethics 27 (7):1556-1568.
    Background:Horizontal violence, defined in the literature as ‘interpersonal conflict between two nurses at the same hierarchical levels in organizations’, often associated with bullying, affects the well-being of nurses, care recipients and the professional image of nursing and the organization due to increased turnover. One in every three newly graduated nurses is a victim of horizontal violence, although they do not always know how to define it.Aim:To investigate the direct and indirect experiences of horizontal violence in newly graduated nurses as well (...)
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  26.  3
    Evolution of the research collaboration network in a productive department.David Katerndahl - 2012 - Journal of Evaluation in Clinical Practice 18 (1):195-201.
  27.  16
    Bedside nurses’ roles in discharge collaboration in general internal medicine: Disconnected, disempowered and devalued?Joanne Goldman, Kathleen MacMillan, Simon Kitto, Robert Wu, Ivan Silver & Scott Reeves - 2018 - Nursing Inquiry 25 (3):e12236.
    Collaboration among nurses and other healthcare professionals is needed for effective hospital discharge planning. However, interprofessional interactions and practices related to discharge vary within and across hospitals. These interactions are influenced by the ways in which healthcare professionals’ roles are being shaped by hospital discharge priorities. This study explored the experience of bedside nurses’ interprofessional collaboration in relation to discharge in a general medicine unit. An ethnographic approach was employed to obtain an in‐depth insight into the perceptions and (...)
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  28.  21
    Perceptions of important outcomes of moral case deliberations: a qualitative study among healthcare professionals in childhood cancer care.Charlotte Weiner, Pernilla Pergert, Bert Molewijk, Anders Castor & Cecilia Bartholdson - 2021 - BMC Medical Ethics 22 (1):1-11.
    BackgroundIn childhood cancer care, healthcare professionals must deal with several difficult moral situations in clinical practice. Previous studies show that morally difficult challenges are related to decisions on treatment limitations, infringing on the child's integrity and growing autonomy, and interprofessional conflicts. Research also shows that healthcare professionals have expressed a need for clinical ethics support to help them deal with morally difficult situations. Moral case deliberations (MCDs) are one example of ethics support. The aim of this study was to (...)
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  29.  8
    Examining Ethics in Practice: health service professionals' evaluations of in-hospital ethics seminars.Priscilla Alderson, Bobbie Farsides & Clare Williams - 2002 - Nursing Ethics 9 (5):508-521.
    This article reviews practitioners’ evaluations of in-hospital ethics seminars. A qualitative study included 11 innovative in-hospital ethics seminars, preceded and followed by interviews with most participants. The settings were obstetric, neonatal and haematology units in a teaching hospital and a district general hospital in England. Fifty-six health service staff in obstetric, neonatal, haematology, and related community and management services participated; 12 attended two seminars, giving a total of 68 attendances and 59 follow-up evaluation interviews. The 11 seminars facilitated by an (...)
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  30.  9
    Giving nurses a voice during ethical conflict in the Intensive Care Unit.Natalie S. McAndrew & Joshua B. Hardin - 2020 - Nursing Ethics 27 (8):1631-1644.
    Background:Ethical conflict and subsequent nurse moral distress and burnout are common in the intensive care unit (ICU). There is a gap in our understanding of nurses’ perceptions of how organizational resources support them in addressing ethical conflict in the intensive care unit.Research question/objectives/methods:The aim of this qualitative, descriptive study was to explore how nurses experience ethical conflict and use organizational resources to support them as they address ethical conflict in their practice.Participants and research context:Responses to two open-ended questions were collected (...)
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  31.  29
    The importance of moral emotions for effective collaboration in culturally diverse healthcare teams.Catherine Cook & Margaret Brunton - 2018 - Nursing Inquiry 25 (2):e12214.
    Moral emotions shape the effectiveness of culturally diverse teams. However, these emotions, which are integral to determining ethically responsive patient care and team relationships, typically go unrecognised. The contribution of emotions to moral deliberation is subjugated within the technorational environment of healthcare decision‐making. Contemporary healthcare organisations rely on a multicultural workforce charged with the ethical care of vulnerable people. Limited extant literature examines the role of moral emotions in ethical decision‐making among culturally diverse healthcare teams. Moral emotions are evident in (...)
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  32.  4
    Values, ethics, and health care: frameworks for reasoning, reflection, and debate.Peter Duncan - 2010 - Los Angeles: Sage Publications.
    This book examines key ethical frameworks and debates within the field of healthcare, locating them firmly in their social and occupational contexts. Guiding students through a range of dilemmas and difficulties encountered in health care practice with case studies and real-life examples, this lively text illustrates how to apply knowledge to professional practice and decision-making. Key Features Offers a critical and reflective understanding of health care ethics and values Presents an interprofessional approach Relates theory to 'everyday' ethics Includes student-friendly (...)
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  33.  3
    Shared Teaching in Health Care Ethics: A Report on the Beginning of an Idea.C. Edward & P. E. Preece - 1999 - Nursing Ethics 6 (4):299-307.
    In the majority of academic institutions nursing and medical students receive a traditional education, the content of which tends to be specific to their future roles as health care professionals. In essence, each curriculum design is independent of each course. Over the last decade, however, interest has been accumulating in relation to interprofessional and multiprofessional learning at student level. With the view that learning together during their student training would not only encourage and strengthen future collaboration in practice settings (...)
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  34.  10
    Love as a core value in veterinary and medical practice: Towards a humanimal clinical ethics?Ann Gallagher, Fraje Watson & Noel Fitzpatrick - 2018 - Clinical Ethics 13 (1):1-8.
    This article represents the outcome of a dialogue between a vet and a healthcare ethicist on the theme of ‘love’ in professional life. We focus on four types or varieties of love in relation to the professional care of humans and animals. We discuss the relevance of Fromm’s core elements of love and consider the implications of these for human and animal health care practice. We present and respond to five arguments that might be waged against embracing love as a (...)
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  35.  3
    Shared Teaching in Health Care Ethics: a report on the beginning of an idea.C. Edward & P. E. Preece - 1999 - Nursing Ethics 6 (4):299-307.
    In the majority of academic institutions nursing and medical students receive a traditional education, the content of which tends to be specific to their future roles as health care professionals. In essence, each curriculum design is independent of each course. Over the last decade, however, interest has been accumulating in relation to interprofessional and multiprofessional learning at student level. With the view that learning together during their student training would not only encourage and strengthen future collaboration in practice settings (...)
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  36.  4
    Ethics and the allocation of organs for transplantation.James F. Childress - 1996 - Kennedy Institute of Ethics Journal 6 (4):397-401.
    In lieu of an abstract, here is a brief excerpt of the content:Ethics and the Allocation of Organs for TransplantationJames F. Childress (bio)A quarter of a century ago, in my second year of teaching at the University of Virginia, I began to explore the emerging field of biomedical ethics through a seminar on “Artificial and Transplanted Organs,” which included both faculty and students from law, medicine, and the humanities. My paper for the seminar was entitled “Who Shall Live When Not (...)
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  37.  15
    Scarcity of resources and inequity in access are frequently reported ethical issues for physiotherapists internationally: an observational study.Ian Edwards, Roswith Roth, Andrea Sturm & Caroline Fryer - 2021 - BMC Medical Ethics 22 (1):1-16.
    BackgroundLittle is known about the ethical situations which physiotherapists encounter internationally. This lack of knowledge impedes the ability of the profession to prepare and support physiotherapists in all world regions in their ethical practice. The purpose of the study was to answer the following research questions: What types of ethical issues are experienced by physiotherapists internationally? How frequently are ethical issues experienced by physiotherapists internationally? Can the frequency and type of ethical issue experienced by physiotherapists be predicted by sociodemographic, educational (...)
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  38.  29
    Nursing activities for patients with chronic disease in family medicine groups: A multiple‐case study.Marie-Eve Poitras, Maud-Christine Chouinard, Martin Fortin, Ariane Girard, Sue Crossman & Frances Gallagher - 2018 - Nursing Inquiry 25 (4):e12250.
    Family Medicine Groups (FMGs) are the most recently developed primary care organizations in Quebec (Canada). Nurses within FMGs play a central role for patients with chronic diseases (CD). However, this complex role and the nursing activities related to this role vary across FMGs. Inadequate knowledge of nursing activities limits the implementation of exemplary nursing practices. This study aimed to describe FMG nursing activities with patients with CD and to describe the facilitators and barriers to these activities. A multiple‐case study was (...)
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  39.  14
    Hope and therapeutic privilege: time for shared prognosis communication.Nicola Grignoli, Roberta Wullschleger, Valentina Di Bernardo, Mirjam Amati, Claudia Zanini, Roberto Malacrida & Sara Rubinelli - 2021 - Journal of Medical Ethics 47 (12):e47-e47.
    Communicating an unfavourable prognosis while maintaining patient hope represents a critical challenge for healthcare professionals. Duty requires respect for the right to patient autonomy while at the same time not doing harm by causing hopelessness and demoralisation. In some cases, the need for therapeutic privilege is discussed. The primary objectives of this study were to explore HPs’ perceptions of hope in the prognosis communication and investigate how they interpret and operationalise key ethical principles. Sixteen qualitative semistructured interviews with HPs from (...)
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  40.  7
    Findings from a Delphi exercise regarding conflicts of interests, general practitioners and safeguarding children: 'Listen carefully, judge slowly'.Ann Gallagher, Paul Wainwright, Hilary Tompsett & Christine Atkins - 2012 - Journal of Medical Ethics 38 (2):87-92.
    General practitioners (GPs) have to negotiate a range of challenges when they suspect child abuse or neglect. This article details findings from a Delphi exercise that was part of a larger study exploring the conflicts of interest that arise for UK GPs in safeguarding children. The specific objectives of the Delphi exercise were to understand how these conflicts of interest are seen from the perspectives of an expert panel, and to identify best practice for GPs. The Delphi exercise involved four (...)
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  41.  3
    I Could Never Quite Get It Together: Lessons for End-of –Life Care in Harold Pinter’s The Caretaker. [REVIEW]Ewan Jeffrey & David Jeffrey - 2012 - Journal of Medical Humanities 33 (2):117-126.
    Pinter’s play The Caretaker explores interpersonal tensions relating to terminal illness. This paper interrogates notions of care, suffering, ownership, dignity and the consequences of active intervention and inaction in two key sections of the play: Aston’s monologue concerning his own brutal treatment (active intervention) and Davies’s final rejection by the brothers who fail to provide accommodation and care (inaction). This interprofessional analysis combines theatrical and clinical perspectives to create insights which can enhance empathy improve decision-making in end of life (...)
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  42.  10
    The Health Professional Ethics Rubric: Practical Assessment in Ethics Education for Health Professional Schools. [REVIEW]Nathan Carlin, Cathy Rozmus, Jeffrey Spike, Irmgard Willcockson, William Seifert, Cynthia Chappell, Pei-Hsuan Hsieh, Thomas Cole, Catherine Flaitz, Joan Engebretson, Rebecca Lunstroth, Charles Amos & Bryant Boutwell - 2011 - Journal of Academic Ethics 9 (4):277-290.
    A barrier to the development and refinement of ethics education in and across health professional schools is that there is not an agreed upon instrument or method for assessment in ethics education. The most widely used ethics education assessment instrument is the Defining Issues Test (DIT) I & II. This instrument is not specific to the health professions. But it has been modified for use in, and influenced the development of other instruments in, the health professions. The DIT contains certain (...)
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  43.  7
    Interpersonal relating.Interpersonal Relating - 2013 - In K. W. M. Fulford, Martin Davies, Richard Gipps, George Graham, John Sadler, Giovanni Stanghellini & Tim Thornton (eds.), The Oxford handbook of philosophy and psychiatry. Oxford: Oxford University Press. pp. 240.
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  44.  67
    Superproportionality and mind-body relations.Stephen Yablo - 2001 - Theoria 16 (40):65-75.
    Mental causes are threatened from two directions: from below, since they would appear to be screened off by lower-order, e.g., neural states; and from within, since they would also appear to be screened off by intrinsic, e.g., syntactical states. A principle needed to parry the first threat -causes should be proportional to their effects- appears to leave us open to the second; for why should unneeded extrinsic detail be any less offensive to proportionality than excess microstructure? I say that the (...)
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  45. Philosophical Beliefs on Education and Pedagogical Practices Among Teachers in San Roque, Mabini, Bohol.Joshua Relator - 2024 - Psychology and Education: A Multidisciplinary Journal 17 (1):49-58.
    The philosophies of education serve as the guide of the teachers in handling the teaching-learning process. However, a belief will remain as a belief unless it is practiced. This study aimed to find the relationship between the philosophical beliefs and practices of the 30 teachers of the schools in San Roque, Mabini, Bohol - San Roque Elementary School and San Roque National High School, S.Y. 2019-2020. The study utilized a quantitative method descriptive survey research design. The research instrument used was (...)
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  46.  9
    Meaning relations among predicates.Bas C. van Fraassen - 1967 - Noûs 1 (2):161-179.
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  47. Introducing relations of criminal responsibility between Self, Others and the State.Arlie Loughnan - 2021 - Australian Journal of Legal Philosophy 46 (1):51-56.
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    Meaning relations and modalities.Bas C. van Fraassen - 1969 - Noûs 3 (2):155-167.
    Modalities explained through the idea of a logical space.
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    Moral Repair: Reconstructing Moral Relations After Wrongdoing.Margaret Urban Walker - 2006 - Cambridge University Press.
    Moral Repair examines the ethics and moral psychology of responses to wrongdoing. Explaining the emotional bonds and normative expectations that keep human beings responsive to moral standards and responsible to each other, Margaret Urban Walker uses realistic examples of both personal betrayal and political violence to analyze how moral bonds are damaged by serious wrongs and what must be done to repair the damage. Focusing on victims of wrong, their right to validation, and their sense of justice, Walker presents a (...)
  50. The Relations of structural and function Psychology to philosophy.[author unknown] - 1903 - Revue Philosophique de la France Et de l'Etranger 56:531-534.
     
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