Guidelines for recognition of occupational cancers in Korea: the results of scientific review by Korean Society of Occupational and Environmental Medicine (2013–2016)

Song, Jaechul; Woo, Kuck Hyun; Kim, Yang Ho

doi:10.1186/s40557-018-0223-2

Cited by 4 publications

(2 citation statements)

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“…Reflection on action is embedded in ethics frameworks, 3 , 29 in moral reasoning, 10 and has been identified as a starting point to bridge theory to practice in nursing ethics education. 30 The ESA facilitated a continued self-reflection of the learner’s commitment to a brave space and engagement in the classroom. Despite the perceived lack of direct influence of ESA on the commitment to a brave space by participants, the reflective component provided some merit to assessing learning within a brave space.…”

Section: Discussionmentioning

confidence: 99%

Brave spaces in nursing ethics education: Courage through pedagogy

2023

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Background Nursing students must graduate prepared to bravely enact the art and science of nursing in environments infiltrated with ethical challenges. Given the necessity and moral obligation of nurses to engage in discourse within nursing ethics, nursing students must be provided a moral supportive learning space for these opportunities. Situating conversations and pedagogy within a brave space may offer a framework to engage in civil discourse while fostering moral courage for learners. Research Objective The aim of this research is to explore the influence of a structured self-assessment tool called the ESA “Engagement Self-Assessment” on the alignment and creation of a brave space in a nursing ethics course. Research Design This study used an exploratory, cross-sectional survey design. Participants and Study Setting Data from 39 undergraduate nursing students enrolled in a nursing healthcare ethics & law course using the ESA were recruited. Ethical Considerations Participation was voluntary and informed without coercion. Written consent was obtained prior to participation. Research ethics approval was obtained by the Institutional Research Ethics Board of the recruited participants (Ethics # 2022-23-03). Findings The ESA provided structured self-reflection on the impact of shared vulnerability within a brave space. However, commitment to a brave space was not strongly influenced by the ESA, but rather by a mutual “commitment to others.” Conclusion A teaching tool such as an ESA can be used to facilitate instructor expectations of civil discourse and discussion of difficult topics. Rules of engagement such as those found in brave spaces can help transform fear of vulnerability into authentic growth for learners. A morally supportive learning space can support critical opportunities for ethical development. This study provides insight into how self-assessment and the use of a brave space in nursing ethics education can facilitate a morally supportive learning space.

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Section: Discussionmentioning

confidence: 99%

Brave spaces in nursing ethics education: Courage through pedagogy

2023

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“…After publication of the original article [ 1 ] the authors flagged that the spelling of author YangHo Kim was incorrect. It is published on the original manuscript as Yang Ho Kim, but should be spelt YangHo Kim.…”

Section: Correctionmentioning

confidence: 99%

Correction to: Guidelines for recognition of occupational cancers in Korea: the results of scientific review by Korean Society of Occupational and Environmental Medicine (2013–2016)

Song

Woo²,

Kim

2018

Ann of Occup and Environ Med

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Dynamic characteristics of threshold values and extension field selections for a vacuum-blowing cleaning system

Yuan

Dai

Zhang

et al. 2021

Trans. Can. Soc. Mech. Eng.

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To provide theoretical guidelines for threshold value selections on performance characteristics of extension field, the flow characteristic in the vacuum-blowing cleaning system was simulated using the average velocity and pressure of the front inlet surface, and the average velocity of the outlet surface, as indices to evaluate the effect of the extension field’s structural parameters. It is found that the extension field parameters have implications for the simulation calculation, and that each parameter has a corresponding threshold. If the structural parameter is greater than the corresponding threshold, the calculation result is not affected, and the threshold values are analyzed by using computational fluid dynamics (CFD). The dimensions of the front, back, left, and right extension fields are recommended as follows: lf=lb=ll=lr=210 mm and θf =θb =θl =θr =55 degree. The flow field distribution characteristic does not have a distinct difference with or without the extension field corner. The extension field with a corner can be used if high accuracy is required. However, to reduce the amount of grid computation and shorten the calculation time, the corner extension field model is not recommended. Finally, the simulation results are verified experimentally and can be used to improve the calculation accuracy and reduce the required computational resources.

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Guidelines for recognition of occupational cancers in Korea: the results of scientific review by Korean Society of Occupational and Environmental Medicine (2013–2016)

Abstract: This thematic collection includes the articles to review eleven occupational cancer related risks or working conditions and to propose the guidelines of S. Korea.

Cited by 4 publications

References 0 publications

Brave spaces in nursing ethics education: Courage through pedagogy

Brave spaces in nursing ethics education: Courage through pedagogy

Correction to: Guidelines for recognition of occupational cancers in Korea: the results of scientific review by Korean Society of Occupational and Environmental Medicine (2013–2016)

Dynamic characteristics of threshold values and extension field selections for a vacuum-blowing cleaning system

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