Since Corporate Social Responsibility (CSR) and business ethics are principles that sustainable organizations cannot ignore in the 21st century several international organizations (ILO, OECD, and EU) have established business, social and ethical standards and guidelines, which are no longer optional but mandatory. To earn stakeholders interests and fulfil the requirements of abovementioned regulation the corporate governance should be transparent and honest. The aim of current article is to introduce a new approach to the ethics audit which can provide to the stakeholders more adequate information about the company's real values and CSR performances. This article describes a new approach to the ethics audit, improved by the author, which can help managers in evaluating how well the company has fulfilled its economic, legal and ethical obligations, discover or prevent ethical risks and plan CSR activities strategically to satisfy stakeholder interests. To avoid hypocrisy between declared values, mission and CSR reports corporate management should be transparent keeping in mind that decisions are made and enforced in a manner that follows the real rules and procedures. This article bases on author's doctoral theses: Ethics audit: a management tool for assessing of corporate social responsibility and preventing ethical risks.
Aim The aim of the paper is to compare the quality of nursing documentation in the Children's Hospital before and after the NANDA‐I nursing diagnoses training. Methods Research employed the interventional study design, and pre–post study design. Before and after the NANDA‐I nursing diagnoses training, 50 nursing records were analyzed in the interventional pre–post study, using D‐Catch instrument. Results The most often documented problem‐centered nursing diagnosis before training was anxiety and after the training, hyperthermia. The most common risk diagnoses before and after the training was risk of infection. Before the training, one health promotion diagnosis was determined in the nursing records, and after the training the number increased to four. The highest value was given to readability of the nursing documentation both before and after the training. The lowest score before the training was given to the quality determiners of the accurate nursing diagnoses and after the training given to the determiners of the results’ quantity. The sum score of documenting the nursing interventions was the most inconsistent before the training and after the training. The most consistent was the readability of the nursing records before and after the training. Statistically significant differences in the improvement of quality were revealed in all areas except for the readability of the nursing documentation and the quantity of nursing assessment. Conclusions The results of the study revealed that following the training, the quality of nursing documentation improved, the wording of the nursing diagnoses improved, and the number of accurate nursing diagnoses had increased. Implications for Nursing Practice Results of the research provide an overview of the importance of the training in improving the quality of nursing documentation and aid the educators in planning the trainings, focusing more on the challenges in the documentation.
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The process of carrying out simulation training within mental health nursing is part of a teaching method used to increase a student's understanding of mental illness, allowing them to develop the required empathic practices that will form part of their skillset. Simulation training has proven to be an effective teaching method within the nursing curriculum. Simulation training provides assistance in the alleviation of societal stigma and general fear and anxiety when communicating with patients who have mental health disorders. The aim of this research is to study student emotions and feelings that may have arisen within the context of mental health simulation training. The current research was conducted by making use of a cohort of undergraduate nursing students in the field of mental health who were undertaking mental health simulation training in a healthcare college. Student feedback was analysed using qualitative content analysis, based on a process of self-reflection by the students themselves. The analysis focused on emotions that had arisen during the study process, and emotional management processes that had been adopted by the students. The results of the research confirmed the supposition that the students had undergone emotional tension during mental health simulation training. Based on the results of the analysis, a model could be designed, which would provide the required emotional preparation and support during a mental health simulation training. This consists of a series of recommendations, which will assist in the emotional preparation of students who are undertaking simulation training.
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