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  1.  26
    The Role of Emotions in Health Professional Ethics Teaching.Lynn Gillam, Clare Delany, Marilys Guillemin & Sally Warmington - 2014 - Journal of Medical Ethics 40 (5):331-335.
    In this paper, we put forward the view that emotions have a legitimate and important role in health professional ethics education. This paper draws upon our experience of running a narrative ethics education programme for ethics educators from a range of healthcare disciplines. It describes the way in which emotions may be elicited in narrative ethics teaching and considers the appropriate role of emotions in ethics education for health professionals. We argue there is a need for a pedagogical framework to (...)
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  2.  76
    ‘I Just Love These Sessions’. Should Physician Satisfaction Matter in Clinical Ethics Consultations?Clare Delany & Georgina Hall - 2012 - Clinical Ethics 7 (3):116-121.
    Clinical ethics committees aim to resolve conflict, facilitate communication and ease moral distress in health care. Dialogue in committee discussions is complex and involves a balance between implicitly and explicitly expressed values of patients, families and professionals. Evaluating effectiveness and concrete outcomes is challenging and most studies focus on broad benefits such as quality of care and reduction of unnecessary or unwanted treatments. In this paper we propose ‘physician satisfaction’ as a valuable outcome. We refer to the clinical ethics approach (...)
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  3.  15
    Balancing Health Worker Well-Being and Duty to Care: An Ethical Approach to Staff Safety in COVID-19 and Beyond.Rosalind J. McDougall, Lynn Gillam, Danielle Ko, Isabella Holmes & Clare Delany - 2021 - Journal of Medical Ethics 47 (5):318-323.
    The COVID-19 pandemic has highlighted the risks that can be involved in healthcare work. In this paper, we explore the issue of staff safety in clinical work using the example of personal protective equipment in the COVID-19 crisis. We articulate some of the specific ethical challenges around PPE currently being faced by front-line clinicians, and develop an approach to staff safety that involves balancing duty to care and personal well-being. We describe each of these values, and present a decision-making framework (...)
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  4.  11
    Collaboration in Clinical Ethics Consultation: A Method for Achieving “Balanced Accountability”.Rosalind McDougall, Clare Delany, Merle Spriggs & Lynn Gillam - 2014 - American Journal of Bioethics 14 (6):47-48.
  5.  7
    The Value of Open Deliberation in Clinical Ethics, and the Role of Parents’ Reasons in the Zone of Parental Discretion.Rosalind McDougall, Clare Delany & Lynn Gillam - 2018 - American Journal of Bioethics 18 (8):47-49.
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  6.  16
    The Zone of Parental Discretion and the Complexity of Paediatrics: A Response to Alderson.Rosalind McDougall, Lynn Gillam, Merle Spriggs & Clare Delany - 2018 - Clinical Ethics 13 (4):172-174.
    Alderson critiques our recent book on the basis that it overlooks children’s own views about their medical treatment. In this response, we discuss the complexity of the paediatric clinical context and the value of diverse approaches to investigating paediatric ethics. Our book focuses on a specific problem: entrenched disagreements between doctors and parents about a child’s medical treatment in the context of a paediatric hospital. As clinical ethicists, our research question arose from clinicians’ concerns in practice: What should a clinician (...)
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  7.  5
    Managing Aggression in Hospitals: A Role for Clinical Ethicists.Clare Delany, Anusha Hingalagoda, Lynn Gillam & Neil Wimalasundera - forthcoming - Clinical Ethics:147775092097180.
    Hospitals are places where patients are unwell, where patients and their families may be upset, confused, frustrated, in pain, and vulnerable. The likelihood of these experiences and emotions manifesting in anger and aggressive behaviour is high. In this paper, we describe the involvement of a clinical ethics service responding to a request to discuss family aggression within a rehabilitation department in a large paediatric hospital in Australia. We suggest two key advantages of involving a clinical ethics service in discussions about (...)
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  8.  54
    The Unique Nature of Clinical Ethics in Allied Health Pediatrics: Implications for Ethics Education.Clare Delany, Merle Spriggs, Craig L. Fry & Lynn Gillam - 2010 - Cambridge Quarterly of Healthcare Ethics 19 (4):471-480.
    Ethics education is recognized as an integral component of health professionals’ education and has been occurring in various guises in the curricula of health professional training in many countries since at least the 1970s. However, there are a number of different aims and approaches adopted by individual educators, programs, and, importantly, different health professions that may be characterized according to strands or trends in ethics education.
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  9.  17
    Ethics of Fertility Preservation for Prepubertal Children: Should Clinicians Offer Procedures Where Efficacy is Largely Unproven?Rosalind J. McDougall, Lynn Gillam, Clare Delany & Yasmin Jayasinghe - 2018 - Journal of Medical Ethics 44 (1):27-31.
    Young children with cancer are treated with interventions that can have a high risk of compromising their reproductive potential. ‘Fertility preservation’ for children who have not yet reached puberty involves surgically removing and cryopreserving reproductive tissue prior to treatment in the expectation that strategies for the use of this tissue will be developed in the future. Fertility preservation for prepubertal children is ethically complex because the techniques largely lack proven efficacy for this age group. There is professional difference of opinion (...)
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  10.  10
    Making Meaning From Experience: A Working Typology for Pediatrics Ethics Consultations.Lynn Gillam, Rosalind McDougall & Clare Delany - 2015 - American Journal of Bioethics 15 (5):24-26.
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  11.  8
    “I Left the Museum Somewhat Changed”: Visual Arts and Health Ethics Education.Clare Delany & Heather Gaunt - 2018 - Cambridge Quarterly of Healthcare Ethics 27 (3):511-524.
    :A common goal of ethics education is to equip students who later become health practitioners to not only know about the ethical principles guiding their practice, but to also autonomously recognize when and how these principles might apply and assist these future practitioners in providing care for patients and families. This article aims to contribute to discussions about ethics education pedagogy and teaching, by presenting and evaluating the use of the visual arts as an educational approach designed to facilitate students’ (...)
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  12.  5
    Telling the Truth to Seriously Ill Children: Considering Children's Interests When Parents Veto Telling the Truth.Lynn Gillam, Merle Spriggs, Maria McCarthy & Clare Delany - 2022 - Bioethics 36 (7):765-773.
    Bioethics, Volume 36, Issue 7, Page 765-773, September 2022.
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  13.  17
    Should Clinicians Make Chest Surgery Available to Transgender Male Adolescents?Rosalind McDougall, Lauren Notini, Clare Delany, Michelle Telfer & Ken C. Pang - 2021 - Bioethics 35 (7):696-703.
    Bioethics, Volume 35, Issue 7, Page 696-703, September 2021.
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  14. Expertise and Knowledge Required to Support Health Staff to Manage Stressful Events.Clare Delany, Sarah Jones, Jenni Sokol, Lynn Gillam & Trisha Prentice - forthcoming - Journal of Bioethical Inquiry:1-2.
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  15.  3
    Telling the Truth to Child Cancer Patients in COVID-19 Times.Lynn Gillam, Merle Spriggs, Clare Delany, Rachael Conyers & Maria McCarthy - 2020 - Journal of Bioethical Inquiry 17 (4):797-801.
    A notable feature of the COVID-19 pandemic is that children are less at risk of becoming infected or, if infected, less likely to become seriously unwell, so ethical discussions have consequently focused on the adult healthcare setting. However, despite a lower risk of children becoming acutely ill with COVID-19, there nevertheless may be significant and potentially sustained effects of COVID-19 on the physical, psychological, and emotional health and well-being of children. Focusing on the context of children’s cancer care, and specifically (...)
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  16.  5
    Ethically Important Moments.Clare Delany - 2014 - Cambridge Quarterly of Healthcare Ethics 23 (4):477-480.
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