Results for 'reflexive writing, occupational therapy, students, clinical placement, quality of reflection'

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  1.  14
    Réflexions concernant le recours aux fiches réflexives en ergothérapie visant le développement de la démarche réflexive des stagiaires.Martine Brousseau - 2019 - Revue Phronesis 8 (1-2):22-34.
    An adaptation of an occupational therapy journal has been set up to support trainees in the development of their reflective competencies. A suggestion had been made to write a reflexive statement during their clinical experience. However, the implementation of this pedagogical reflexive approach proved difficult to implement given that it depended on the student’s initiative or the supervisor’s willingness to use them. Following this observation, an evaluation of the project was carried out. This article presents the (...)
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  2.  30
    Changes in Resilience in Students of Occupational Therapy After Their First Exposure to Practice Placement Education.María Del Carmen Rodríguez-Martínez, Abel Toledano-González, José-Matías Triviño-Juárez, Begoña Polonio-López, Antonio Segura-Fragoso, Olga López-Martín, Pablo Cantero-Garlito, Marta Rodríguez-Hernández, Ana-Isabel Corregidor-Sánchez & Dulce Romero-Ayuso - 2021 - Frontiers in Psychology 12.
    Introduction: Resilience is a multidimensional and dynamic construct associated with positive growth and the capacity to transform stressful and negative factors into opportunities of personal development and self-improvement when faced with difficult experiences. The resilience process of each individual integrates multiple analysis levels, which range from genetic-environmental interactions to a complex process of adaptation between the individual and his/her family, friends, co-workers, society, and culture.Objective: To determine whether resilience improves in students of occupational therapy when exposed for the first (...)
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  3.  29
    Critical action research applied in clinical placement development in aged care facilities.Lily D. Xiao, Moira Kelton & Jan Paterson - 2012 - Nursing Inquiry 19 (4):322-333.
    XIAO LD, KELTON M and PATERSON J. Nursing Inquiry 2012; 19: 322–333 Critical action research applied in clinical placement development in aged care facilitiesThe aim of this study was to develop quality clinical placements in residential aged care facilities for undergraduate nursing students undertaking their nursing practicum topics. The proportion of people aged over 65 years is expected to increase steadily from 13% in 2006 to 26% of the total population in Australia in 2051. However, when demand (...)
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  4.  50
    Reflections on teaching health care ethics on the web.Toby L. Schonfeld - 2005 - Science and Engineering Ethics 11 (3):481-494.
    As web instruction becomes more and more prevalent at universities across the country, instructors of ethics are being encouraged to develop online courses to meet the needs of a diverse array of students. Web instruction is often viewed as a cost-saving technique, where large numbers of students can be reached by distance education in an effort to conserve classroom and instructor resources. In practice, however, the reverse is often true: online courses require more of faculty time and effort than do (...)
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  5.  21
    Higher Education Students’ Reflective Journal Writing and Lifelong Learning Skills: Insights From an Exploratory Sequential Study.Dorit Alt, Nirit Raichel & Lior Naamati-Schneider - 2022 - Frontiers in Psychology 12.
    Reflective journal writing has been recognized as an effective pedagogical tool for nurturing students’ lifelong learning skills. With the paucity of empirical work on the dimensionality of reflective writing, this research sought to qualitatively analyze students’ RJ writing and design a generic reflection scheme for identifying dimensions of reflective thinking. Drawing on the theoretical scheme, another aim was to design and validate a questionnaire to measure students’ perceptions of their reflective writing experiences. The last aim was to quantitatively measure (...)
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  6.  35
    In-verse reflection: structured creative writing exercises to promote reflective learning in medical students.David McLean, Neville Chiavaroli, Charlotte Denniston & Martin Richardson - 2022 - Journal of Medical Humanities 43 (3):493-504.
    Medical educators recognize the value of reflection for medical students and the role creative writing can play in fostering this. However, direct creative writing tasks can be challenging for many students, particularly those with limited experience in the arts and humanities. An alternative strategy is to utilize an indirect approach, engaging students with structured tasks that obliquely encourage reflection. This paper reports one such approach. We refer to this approach as in-verse reflection, playing on both the structure (...)
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  7.  55
    Essays as “clinical” pedagogy: a Hegelian approach to essay writing.Marc Johnson & Laura Bradley - 2024 - The Law Teacher 58 (4):515-534.
    Current debates in Clinical Legal Education (CLE) exclude essay writing as a legitimate form of ‘clinical’ pedagogy. This article argues that essay writing should be classified as a form of CLE due to its potential to mirror legal practice and enhance students' reflective capacities. By incorporating Hegelian dialectical reasoning, the paper proposes a structured approach to legal essay writing that includes thesis, antithesis, and synthesis. This method encourages students to engage deeply with legal arguments, reflecting on their merits (...)
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  8.  30
    Reflective based learning for nursing ethical competency during clinical practices.Isabel Font Jiménez, Laura Ortega Sanz, Juan Luis González Pascual, Pilar González Sanz, Maria Jesús Aguarón García & María F. Jiménez-Herrera - 2023 - Nursing Ethics 30 (4):598-613.
    Background A combination of theoretical and practical approaches is required to learn and acquire ethical competencies in caring. Occasionally, reflection on practical action differs from theoretical learning. In the context of reflective learning, issues such as ethical values can be discussed since they evoke conflict among nursing students. Aim To identify ethical conflicts encountered by nursing students during clinical placements and to determine their cooperation strategies. Research design Qualitative study with a content analysis according to Elo and Kinglas (...)
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  9.  75
    Reflexivity and habitus: opportunities and constraints on transformative learning.Stuart Nairn, Derek Chambers, Susan Thompson, Julie McGarry & Kristian Chambers - 2012 - Nursing Philosophy 13 (3):189-201.
    This paper will explore the relationship between Mezirow's concept of reflexivity and Bourdieu's theory of habitus in order to develop a more robust framework within which critical reflection can take place. Nurse educators have sought to close the theory practice gap through the use of critical reflection. However, we are not convinced that this has produced the depth and quality of reflection required. Furthermore, the contexts in which critical reflection takes place is often sidelined or (...)
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  10.  8
    Bioethics in the Clinic: Hippocratic Reflections.Grant Gillett - 2004 - JHU Press.
    Selected by Choice Magazine as an Outstanding Academic Title What is so special about human life? What is the relationship between flesh and blood and the human soul? Is there a kind of life that is worse than death? Can a person die and yet the human organism remain in some real sense alive? Can souls become sick? What justifies cutting into a living human body? These and other questions, writes neurosurgeon and philosopher Grant Gillett, pervade hospital wards, clinical (...)
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  11.  14
    Positive Psychology Interventions as an Opportunity in Arab Countries to Promoting Well-Being.Asma A. Basurrah, Mohammed Al-Haj Baddar & Zelda Di Blasi - 2022 - Frontiers in Psychology 12:793608.
    Positive Psychology Interventions as an Opportunity in Arab Countries to Promoting Well-being AbstractIn this perspective paper, we emphasize the importance of further research on culturally-sensitive positive psychology interventions in the Arab region. We argue that these interventions are needed in the region because they not only reduce mental health problems but also promote well-being and flourishing. To achieve this, we shed light on the cultural elements of the Arab region and how the concept of well-being differs from that of Western (...)
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  12.  8
    Nurturing inclusivity among Durban University of Technology students through reflective writing.Rhoda T. I. Abiolu, Linda Z. Linganiso & Hosea O. Patrick - 2022 - HTS Theological Studies 78 (2):7.
    Reflective writing is unarguably an essential component in experiential learning. For this reason, its usefulness as a communicative tool in nurturing students’ inclusivity, agency and sense of belonging needs further academic engagement. Additionally, the surrounding access, participation and success of students in higher education and the importance of reflective writing require adequate exploration within the South African space, thereby necessitating this study. This article is an inferential experiential discourse on the use of reflective writing as an important skillset acquired by (...)
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  13.  26
    Occupational therapy in emergency departments: Australian practice.Anne Cusick, Lucinda Johnson & Michelle Bissett - 2009 - Journal of Evaluation in Clinical Practice 15 (2):257-265.
  14. Evidence and Ethics in Occupational Therapy.Justine Shaw & David Shaw - 2011 - British Journal of Occupational Therapy 74 (5):254-256.
    Reagon, Bellin and Boniface argue that traditional models of evidence-based practice focus too much on randomised controlled trials and neglect 'the multiple truths of occupational therapy'. This opinion piece points out several flaws in their argument, and suggests that it is unethical to rely on weaker evidence sources when higher quality evidence exists. Ironically, the evidence that they provide to support their argument regarding different types of evidence is itself very weak.
     
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  15.  25
    Ethical problems in practice as experienced by Malawian student nurses.Eva Merethe Solum, Veronica Mary Maluwa & Elisabeth Severinsson - 2012 - Nursing Ethics 19 (1):128-138.
    Student nurses are confronted by many ethical challenges in clinical practice. The aim of the study was to explore Malawian students’ experiences of ethical problems during their clinical placement. A phenomenological hermeneutic design comprising interviews and qualitative content analysis was used. Ten students were interviewed. Three main themes emerged: 1) Conflict between patient rights and the guardians’ presence in the hospital; 2) Conflict between violation of professional values and patient rights caused by unethical behaviour; and 3) Conflict between (...)
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  16.  23
    Closing the gap: collaborative learning as a strategy to embed evidence within occupational therapy practice.Amanda Welch & Pamela Dawson - 2006 - Journal of Evaluation in Clinical Practice 12 (2):227-238.
  17.  98
    Through students' eyes: ethical and professional issues identified by third-year medical students during clerkships: Table 1.Lauris C. Kaldjian, Marcy E. Rosenbaum, Laura A. Shinkunas, Jerold C. Woodhead, Lisa M. Antes, Jane A. Rowat & Valerie L. Forman-Hoffman - 2012 - Journal of Medical Ethics 38 (2):130-132.
    Backround Education in ethics and professionalism should reflect the realities medical students encounter in the hospital and clinic. Method We performed content analyses on Case Observation and Assessments (COAs) written by third-year medical students about ethical and professional issues encountered during their internal medicine and paediatrics clinical clerkships. Results A cohort of 141 third-year medical students wrote 272 COAs. Content analyses identified 35 subcategories of ethical and professional issues within 7 major domains: decisions regarding treatment (31.4%), communication (21.4%), professional (...)
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  18. Les enjeux éthiques de l’enseignement en ergothérapie : des pistes de solutions.Marie-Josée Drolet, Karoline Girard & Rébecca Gaudet - 2021 - Canadian Journal of Bioethics / Revue canadienne de bioéthique 4 (1):29-46.
    This article presents the second part of the results of a study our team conducted on the ethical issues in occupational therapy education and their solutions. While the first article in 2020 highlighted these issues, this article focuses on ways to address them. The occupational therapist who teaches occupational therapy students is sooner or later confronted with ethical issues. However, these issues are not well documented in the literature, nor are the solutions used or considered by (...) therapists educators. In this qualitative study, eleven occupational therapist educators from four francophone universities in Quebec who are preparing the next generation of occupational therapists shared their success stories. Ten units of meaning related to these solutions emerge from the results, which have been grouped according to Glaser’s three domains of ethics (micro, meso and macro). The four micro-environmental solutions include: a) developing ethical skills; b) peer support; c) developing task-related skills; and d) self-care. The four meso-environmental solutions are: a) creating spaces for discussion; b) providing ethics training; c) doing meso advocacy; and d) changing the academic culture. The two macro-environmental solutions are: a) macro-level advocacy; and b) working in partnership with clinical settings. Although some of the solutions documented in the literature were not discussed by the participants, those discussed by the participants were consistent with the solutions discussed in the literature. The results indicate that ethics has a limited place in the preparation and continuing education of occupational therapy educators and that the organizational context, i.e., the culture of academia in general and research in particular, is likely to create ethical issues of concern. (shrink)
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  19.  49
    An investigation into ethical issues in occupational therapists in adult with physical disabilities: Using the qualitative approach.Hassan Vahidi & Narges Shafaroodi - 2021 - Clinical Ethics 16 (3):205-212.
    Background Occupational therapists may be encountered with a variety of ethical issues. The aim of this study was to explore ethical issues of Occupational therapist’s practice in adult physical dysfunction field. Methods Ten graduated Occupational therapists were selected by purposive sampling method. Data were gathered by semi-structured interview. Data were analyzed by content analysis approach. Results Data analysis ultimately leads to the emergence of three themes which reflects Ethical issues in Occupational Therapy. These themes include: unethical (...)
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  20.  11
    Affective Behavior in Parent Couples Undergoing Couple Therapy: Contrasting Case Studies.Esther Liekmeier, Joëlle Darwiche, Lara Pinna, Anne-Sylvie Repond & Jean-Philippe Antonietti - 2021 - Frontiers in Psychology 12:634276.
    Being in a romantic relationship is characterized by a high degree of intimacy and affective involvement. Affective behavior indicates the emotional content in couple interactions and therefore promotes an understanding of the evolution of romantic relationships. When couples are also parents, their affective behavior reflects their romantic and coparental bonds. In this paper, we present an observation of parent couples’ affective behavior during a coparenting conflict discussion task to document whether and how much it improved during couple therapy. Two contrasting (...)
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  21. Becoming a Reflective Practitioner.Christopher Johns - 2000 - Wiley. Edited by Sally Burnie.
    Exploring reflection -- Writing self : the 1st dialogical movement -- Surfing the reflective spiral : the 2nd dialogical movement -- Framing insights -- The dance with Sophia : the 3rd dialogical movement -- Guiding reflection : the 4th dialogical movement -- Weaving narrative and performance : the 5th & 6th dialogical movements -- The reflective curriculum -- Reflections on touch and the environment -- Reflections on caring -- Life begins at 40 -- Balancing the wind or a (...)
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  22.  19
    Avatar Therapy and Clinical Care in Psychiatry: Underlying Assumptions, Epistemic Challenges, and Ethical Issues.Raffaella Campaner & Marina Lalatta Costerbosa - 2023 - In Monika Michałowska (ed.), Humanity In-Between and Beyond. Springer Verlag. pp. 43-61.
    In the last few years, avatars have been increasingly used in treating persistent persecutory auditory verbal hallucinations. The digital representation (an avatar) of persecutory hallucinations is voiced by the therapist and engages the patient in a dialogue, progressively conceding its power and, hence, reducing the stress experienced by the patient. Such attempts at integrating digital representations and cognitive behavior therapy raise a range of philosophical questions, which this chapter tackles along two trajectories. From an epistemological standpoint, we inquire what notion (...)
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  23.  14
    A Lasting Effect: Reflections on Music and Medicine: Bryan Sisk, 2011, self-published.Charles Leduc - 2014 - Journal of Bioethical Inquiry 11 (3):399-400.
    My relationship to the guitar can be characterized by the Friday evening distortion of Kirk Hammett (of Metallica) and Dan Auerbach (of The Black Keys) and Sunday morning’s soaring chords of classical musicians Julian Bream and Rafael Andia to anything in between the rest of the week. I have, however, kept my writing and my music away from my professional practice. I am one of those for whom music and poetry offer a refuge, a source of compensation for the emotions (...)
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  24.  83
    Practical Guidance for Charting Ethics Consultations.Courtenay R. Bruce, Martin L. Smith, Olubukunola Mary Tawose & Richard R. Sharp - 2014 - HEC Forum 26 (1):79-93.
    It is generally accepted that appropriate documentation of activities and recommendations of ethics consultants in patients’ medical records is critical. Despite this acceptance, the bioethics literature is largely devoid of guidance on key elements of an ethics chart note, the degree of specificity that it should contain, and its stylistic tenor. We aim to provide guidance for a variety of persons engaged in clinical ethics consultation: new and seasoned ethics committee members who are new to ethics consultation, students and (...)
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  25.  19
    Fostering Medical Students’ Commitment to Beneficence in Ethics Education.Philip Reed & Joseph Caruana - 2024 - Voices in Bioethics 10.
    PHOTO ID 121339257© Designer491| Dreamstime.com ABSTRACT When physicians use their clinical knowledge and skills to advance the well-being of their patients, there may be apparent conflict between patient autonomy and physician beneficence. We are skeptical that today’s medical ethics education adequately fosters future physicians’ commitment to beneficence, which is both rationally defensible and fundamentally consistent with patient autonomy. We use an ethical dilemma that was presented to a group of third-year medical students to examine how ethics education might be (...)
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  26.  24
    Critical Reflections on Ethical Practice.Lindsay Hobson - 2012 - Ethics and Social Welfare 6 (1):80-87.
    This paper critically reflects on a social work student placement experience at an Improving Access to Psychological Therapies (IAPT) service. It utilises ethical concepts to analyse the goals and working methods of the medical-dominated service alongside the professional and personal values taken to the role. Discussion focuses on the organisation's assessment process and use of Cognitive Behaviour Therapy (CBT), concluding that the utilitarian and managerialist principles embodied in their procedure conflict with anti-oppressive social work ethics. Particular attention is given to (...)
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  27.  32
    King’s College London Student Clinical Ethics Committee case discussion: A patient changes her mind about surgery – should her later refusal be respected?Carolyn Johnston, Michael Baty & Comfort Adewole - 2015 - Clinical Ethics 10 (1-2):34-36.
    Members of the Student Clinical Ethics Committee discussed the ethical and legal issues arising in a case referred for consideration – a female patient in her mid-60s, who had a very long history of multiple sclerosis, withdrew her previous consent to treatment following discussion with her son. The case study summarises the reflections of the Committee and focusses on: the meaning and practical application of respect for patient autonomy; whether a refusal of clinically indicated treatment may challenge the notion (...)
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  28.  32
    Leadership in Ethical Practice: Students Learning Outcomes.Caitlyn Blaich, Belinda Kenny & Yobelli Jimenez - 2023 - Journal of Academic Ethics 21 (4):719-741.
    Health science students frequently experience ethical dilemmas on clinical placements, yet ethics education rarely prepares students with the ethical leadership skills required. The Leadership in Ethical Practice (LEP) program is an ethics education resource designed to enhance health science students’ knowledge and skills in ethical leadership to prepare them for clinical placements and future professional practice. This qualitative study aimed: to explore the nature of students’ ethical leadership goals; determine whether a specific, measurable, achievable, relevant, and time-bound (SMART) (...)
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  29.  1
    Racism during clinical placement, the perpetrators, impact, advocating and reporting.Hila Ariela Dafny, Nicole Snaith, Christine McCloud, Nasreena Waheed, Paul Cooper & Stephanie Champion - forthcoming - Nursing Ethics.
    Background: The experience of racism in healthcare is particularly challenging to address due to misunderstandings of the definition, the complex interplay of other potential discriminations and, at some level, the denial that it occurs. Limited studies have reported racism as an aspect of workplace violence toward nurses and nursing students from both patients and staff. Research aims: To understand nursing students’ experience of unethical behaviour, including racism during clinical placement, the perpetrators, impacts, advocating and reporting. Research design: An interpretive, (...)
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  30.  36
    King’s College London Student Clinical Ethics Committee case discussion: Is it appropriate to insert a percutaneous endoscopic gastrostomy for an elderly man who has already pulled out a naso-gastric tube?Carolyn Johnston, Michael Baty & Greg Dollman - 2015 - Clinical Ethics 10 (1-2):37-40.
    Members of the Student Clinical Ethics Committee discussed whether tube feeding should be instigated for a man who had indicated through his actions that he may be refusing it, although his family stated that he would have wanted to be kept alive in such a situation. The Committee considered the key issues of capacity and best interests, which in this case were confounded by lack of clarity about whether the patient’s actions amounted to a valid refusal of life sustaining (...)
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  31.  18
    Self-Reflective Talk and Modern Anxiety.Bart Pattyn - 1998 - Ethical Perspectives 5 (2):144-154.
    CONCLUSION :Whoever wants to pursue just social reforms, breathe new life into political democracy, and improve the welfare of the weak will have to do more than convince people to speak differently about themselves. The first ailment that must be cured is not an improper use of language, but the anxiety that gives rise to that language.Anxiety cannot be removed by socially uninspired philosophies. Anxiety is not a problem of individuals but of society’s consciousness. The individualistic attitude of the dominant (...)
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  32.  25
    A Practitioner's Guide to Rational-Emotive Behavior Therapy.Raymond A. DiGiuseppe, Kristene A. Doyle, Windy Dryden & Wouter Backx - 2013 - Oxford University Press USA.
    Extensively updated to include clinical findings over the last two decades, this third edition of A Practitioner's Guide to Rational-Emotive Behavior Therapy reviews the philosophy, theory, and clinical practice of Rational Emotive Behavior Therapy. This model is based on the work of Albert Ellis, who had an enormous influence on the field of psychotherapy over his 50 years of practice and scholarly writing. Designed for both therapists-in-training and seasoned professionals, this practical treatment manual and guide introduces the basic (...)
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  33.  51
    How Fool Is a "Holy Fool"?Agneta Schreurs - 2006 - Philosophy, Psychiatry, and Psychology 13 (3):205-210.
    In lieu of an abstract, here is a brief excerpt of the content:How Fool Is a "Holy Fool"?Agneta Schreurs (bio)The editors asked me to write a short response to your commentaries. They asked me to do that as a set; therefore, I respond to your texts as a whole.First, I thank you for your comments. I appreciate very much that you took the time to read and reflect on my article. I am really very happy with your positive evaluation of (...)
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  34.  38
    Health science, natural science, and clinical knowledge.R. John Bench - 1989 - Journal of Medicine and Philosophy 14 (2):147-164.
    The epistemological status of health science, natural science, and clinical knowledge is explored. It is shown that ‘health science’, a term increasingly used in association with the clinical knowledge of the therapies, nursing, and other health occupations, is not fully a science in the sense of the natural sciences. It is rather a hybrid which relates applications of natural science, behavioral science, and the humanities to problems in health. The same may be said of clinical knowledge which (...)
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  35.  36
    Novel ethical dilemmas arising in geriatric clinical practice.Elisa Constanza Calleja-Sordo, Adalberto de Hoyos, Jorge Méndez-Jiménez, Nelly F. Altamirano-Bustamante, Sergio Islas-Andrade, Alejandro Valderrama, Carmen García-Peña & Myriam M. Altamirano-Bustamante - 2015 - Medicine, Health Care and Philosophy 18 (2):229-236.
    The purpose of this study is to determine empirically the state of the art of the medical care, when healthcare personal is confronted with ethical dilemmas related with the care they give to the geriatric population. An observational, longitudinal, prospective and qualitative study was conducted by analyzing the correlation between healthcare personnel–patient relationship, and ethical judgments regarding dilemmas that arise in daily clinical practice with geriatric patients. Mexican healthcare personnel with current active practices were asked to write up an (...)
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  36.  34
    Ethical Reasoning in Baccalaureate Nursing Students.Lynn Clark Callister, Karlen E. Luthy, Pam Thompson & Rae Jeanne Memmott - 2009 - Nursing Ethics 16 (4):499-510.
    Nurses are encountering an increasing number of ethical dilemmas in clinical practice. Ethics courses for baccalaureate nursing students provide the opportunity for the development of critical thinking skills in order to deal with these effectively. The purpose of this descriptive qualitative study was to describe ethical reasoning in 70 baccalaureate nursing students enrolled in a nursing ethics course. Reflective clinical journals were analyzed as appropriate for qualitative inquiry. The overriding theme emerging from the data was `in the process (...)
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  37.  23
    Call for Papers: The Game, a Gamified Tool for Teaching Scientific Writing in Engineering Students.Rosa Núñez-Pacheco, Elizabeth Vidal Duarte, Osbaldo Turpo-Gebera & Eveling Castro-Gutiérrez - 2023 - Human Review. International Humanities Review / Revista Internacional de Humanidades 21 (2):299-310.
    This paper presents the evaluation of the alpha version of a gamified tool called Call for Papers: The Game (CfP:TG), specially designed for teaching scientific writing in the training of future engineers. A non-probabilistic convenience sampling was carried out with the participation of engineering students from a Peruvian public university. The short version of the user experience questionnaire (UEQ) was applied, and usability was qualitatively evaluated. The main results indicate that the Pragmatic Quality of CfP:TG is in the neutral (...)
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  38.  73
    Reflection and clinical legal education: how do students learn about their ethical duty to contribute towards justice.Anna Cody - 2020 - Legal Ethics 23 (1-2):13-30.
    This article analyses teaching reflection skills as a means to inculcate students’ capacity to contribute to justice. Arising out of understandings of professionalism, the rule of law, as well as m...
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  39.  16
    Revealing ethnographic mediations through reflexive writing: A collaborative exploration of tarot and astrology as a not-knowing approach.Mónica Cornejo-Valle & Adam Wiesner - 2021 - Human Affairs 31 (3):252-261.
    In order to develop a collaborative experience of reflexive writing, this article explores the ethnographic process through two communication devices used by the authors in their respective fieldwork: tarot readings and evolutionary astrology. Reflecting on their distinct (if not opposing) backgrounds, the authors explore and interpret how their different backgrounds and conversational devices shape their ethnographic experience as a process of revealing the unknown, following the not-knowing approach (Anderson, 1997). The dialogic exchange also reveals how the not-knowing approach affects (...)
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  40.  8
    An open-hearted life: transformative methods for compassionate living from a clinical psychologist and a Buddhist nun.Russell L. Kolts - 2013 - Boston: Shambhala. Edited by Thubten Chodron.
    A beloved Buddhist teacher and a psychologist specializing in Compassion-Focused Therapy (CFT) provide practical methods for living a life filled with compassion. A life overflowing with compassion. It sounds wonderful in theory, but how do you do it? This guide provides practical methods to living with this wonderful quality, based on traditional Buddhist teachings and on methods from modern psychology particularly a technique called Compassion-Focused Therapy (CFT). The methods presented by the two authors--a psychotherapist and a Tibetan Buddhist nun--turn (...)
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  41.  60
    Framing Reflexivity in Quality Improvement Devices in the Care for Older People.Esther van Loon & Teun Zuiderent-Jerak - 2012 - Health Care Analysis 20 (2):119-138.
    Health care organizations are constantly seeking ways to improve quality of care and one of the often-posed solutions to deliver ‘good care’ is reflexivity. Several authors stress that enhancing the organizations’ and caregivers’ reflexivity allows for more situated, and therefore better care. Within quality improvement initiatives, devices that guarantee quality are also seen as key to the delivery of good care. These devices do not solely aim at standardizing work practices, but are also of importance in facilitating (...)
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  42.  60
    Framing Reflexivity in Quality Improvement Devices in the Care for Older People.Esther Loon & Teun Zuiderent-Jerak - 2012 - Health Care Analysis 20 (2):119-138.
    Health care organizations are constantly seeking ways to improve quality of care and one of the often-posed solutions to deliver ‘good care’ is reflexivity. Several authors stress that enhancing the organizations’ and caregivers’ reflexivity allows for more situated, and therefore better care. Within quality improvement initiatives, devices that guarantee quality are also seen as key to the delivery of good care. These devices do not solely aim at standardizing work practices, but are also of importance in facilitating (...)
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  43.  8
    Enlivening the Self: The First Year, Clinical Enrichment, and the Wandering Mind.Joseph D. Lichtenberg, Frank M. Lachmann & James L. Fosshage - 2015 - Routledge.
    In psychoanalysis, enlivenment is seen as residing in a sense of self, and this sense of self is drawn from and shaped by lived experience. _Enlivening the Self: The First Year, Clinical Enrichment, and the Wandering Mind _describes the vitalizing and enrichment of self-experience throughout the life cycle and shows how active experience draws on many fundamental functional capacities, and these capacities come together in support of systems of motivation; that is, organized dynamic grouping of affects, intentions, and goals. (...)
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  44.  29
    Engaging Tomorrow’s Doctors in Clinical Ethics: Implications for Healthcare Organisations.Laura L. Machin & Robin D. Proctor - 2020 - Health Care Analysis 29 (4):319-342.
    Clinical ethics can be viewed as a practical discipline that provides a structured approach to assist healthcare practitioners in identifying, analysing and resolving ethical issues that arise in practice. Clinical ethics can therefore promote ethically sound clinical and organisational practices and decision-making, thereby contributing to health organisation and system quality improvement. In order to develop students’ decision-making skills, as well as prepare them for practice, we decided to introduce a clinical ethics strand within an undergraduate (...)
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  45.  26
    After 20 years, some reflections and farewell!Raanan Gillon - 2001 - Journal of Medical Ethics 27 (2):75-77.
    Gripped by an odd blend of excited liberation at forthcoming retirement and the sadness of impending loss, I've been skimming past issues of the JME looking for themes, for developments, for ideas, for this valedictory editorial after twenty years as its editor. A few may be worth offering. First some general impressions. The enthusiasm that medical ethics still seems to inspire in those who write about it leaps out of the JME's pages. So does the enormous breadth of the subject, (...)
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  46.  75
    Clinical Decision-Making, Gender Bias, Virtue Epistemology, and Quality Healthcare.James A. Marcum - 2017 - Topoi 36 (3):501-508.
    Robust clinical decision-making depends on valid reasoning and sound judgment and is essential for delivering quality healthcare. It is often susceptible, however, to a clinician’s biases such as towards a patient’s age, gender, race, or socioeconomic status. Gender bias in particular has a deleterious impact, which frequently results in cognitive myopia so that a clinician is unable to make an accurate diagnosis because of a patient’s gender—especially for female patients. Virtue epistemology provides a means for confronting gender bias (...)
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  47.  15
    Nursing students’ perspective on a caring relationship in clinical supervision.Leena Honkavuo - 2020 - Nursing Ethics 27 (5):1225-1237.
    Background Nursing students spend approximately half of their time in clinical practice. It is important that clinical supervisors understand nursing students’ path of learning and can support their growth and development during the different and multifaceted learning situations offered in the clinical-practice period. Objective Based on nursing students’ perspective and rooted in the didactics of caring science, to examine how a learning and constructive caring relationship between nursing students and supervisors in clinical practice can be formed. (...)
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  48. Mental health research through clinical innovation or quality improvement—a reflection on the ethical aspects.M. Cleary, G. E. Hunt, M. Robertson & P. Escott - 2009 - Journal of Ethics in Mental Health 4:1-3.
    When clinical services aspire to quality improvement, creative and innovative approaches to old problems are needed to drive such change. Whilst new ef orts should be applauded, information on this topic can be somewhat grey from an ethical and research point of view. Within the mental health profession there is currently an expectation to routinely evaluate care and disseminate i ndings. The notion of service enhancements under the guise of routine practice is an interesting and untested ethical issue. (...)
     
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  49.  24
    Relationship between pre‐discharge occupational therapy home assessment and prevalence of post‐discharge falls.Kylie Johnston, Sarah Barras & Karen Grimmer-Somers - 2010 - Journal of Evaluation in Clinical Practice 16 (6):1333-1339.
  50.  24
    Moral distress in medical student reflective writing.Mary Camp & John Sadler - 2019 - AJOB Empirical Bioethics 10 (1):70-78.
    Purpose: Moral distress occurs when one identifies an ethically appropriate course of action but cannot carry it out. In this conceptualization, medical students may be particularly vulnerable to m...
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