Nursing Ethics

Fry, Sara T.

doi:10.1007/1-4020-2127-5_21

Cited by 8 publications

(4 citation statements)

References 40 publications

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“…(3) Care can also refer to care-filled, responsible, specific attention to precise competencies or exact skills. (4) Caring about concerns a particular person and her growth (Reich 2004;Jecker and Reich 2004;Fry 2004)-explored in Gilligan's critique of Kohlberg's androcentrism (Gilligan, 1982).…”

Section: Who Cares? Fragmented Care Is Inadequatementioning

confidence: 98%

Can the Communion of Saints Help the Search for Justice in Dying well (Enough), “In Abraham's Arms, Where Lazarus is Poor no Longer”?

Buckley

2013

Linacre Q

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How can we practice dying in community? What communal practices nourish positive acts that make dying well (enough)-more than prudent caution in avoiding causing death (killing)? What part of our common ecclesial life as Catholics enables us to accompany dying persons as a gracious return to God? We are twice haunted: most first world deaths result from foreseen end-stage illnesses; mortality is less feared than burdensomeness for caregivers from vulnerable dependence. Of those who die in the hospital, many deaths result from decisions to withhold and withdraw treatments. From ten kinds of desolation about dying, ten parallel consolations are discerned in hopes and outcomes-based best practices.

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Section: Who Cares? Fragmented Care Is Inadequatementioning

confidence: 98%

Can the Communion of Saints Help the Search for Justice in Dying well (Enough), “In Abraham's Arms, Where Lazarus is Poor no Longer”?

Buckley

2013

Linacre Q

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“…Japanese nursing ethics education also imitated the practice of nursing education in the United States. For instance, the ‘Model theory of ten stage steps’ by Joyce E. Thompson and Henry O. Thompson (see Thompson & Thompson, 1985) and the ‘Decision making model of nursing’ by Sara T. Fry and Megan‐Jane Johnstone (see Fry, 1995) are frequently cited.…”

Section: Ethics Education For Nurses In Japanmentioning

confidence: 99%

Ethics Education for Professionals in Japan: A critical review

Maruyama

Ueno

2010

Educational Philosophy and Theory

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Ethics education for professionals has become popular in Japan over the last two decades. Many professional schools now require students to take an applied ethics or professional ethics course. In contrast, very few courses of professional ethics for teaching exist or have been taught in Japan. In order to obtain suggestions for teacher education, this paper reviews and examines practices of ethics education for engineers and nurses in Japan that have been successfully implemented. The paper concludes that difficulties in professional ethics education in Japan are caused by the fact that both teachers and students lack experience in leading and participating in discussion-based classes and misunderstand the effectiveness of a case-based pedagogy. It also suggests that we need to offer teachers systematic opportunities to be trained to be proficient in enabling students to be active and critical in class._ 484 438..447

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“…It involves the identification and description, based on empirical methodologies, of the ethical decisions nurses actually make or are involved in. Finally, nursing ethics is a subject or part of a subject that is taught on undergraduate and postgraduate nursing programmes (Fry, 1995; Yeo & Moorhouse, 1996, pp. 2–23).…”

Section: What Is Nursing Ethics?mentioning

confidence: 99%

A pluralist view of nursing ethics

McCarthy

2006

Nursing Philosophy

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This paper makes the case for a pluralist, contextualist view of nursing ethics. In defending this view, I briefly outline two current perspectives of nursing ethics - the Traditional View and the Theory View. I argue that the Traditional View, which casts nursing ethics as a subcategory of healthcare ethics, is problematic because it (1) fails to sufficiently acknowledge the unique nature of nursing practice; and (2) applies standard ethical frameworks such as principlism to moral problems which tend to alienate or undermine nursing ethical concerns. Alternatively, the Theory View, which aims to build an independent and comprehensive theory of nursing ethics, is also found wanting because it (1) fails to sufficiently acknowledge the heterogeneous nature of nursing practices; (2) overemphasizes the differences and undervalues the similarities between nurses and other health professionals; and (3) assumes that one ethical framework can be meaningfully applied across diverse moral problems and contexts. My alternative, is to argue that nursing ethics inquiry should take a pluralist and critical stance towards available ethical frameworks and the negotiation of the ethical realm. On this view, the search for moral consensus or a unique ethical framework for nursing is replaced by the task of working strategically with multiple frameworks in order to expand the moral agency of nurses and empower them to positively engage with moral uncertainty as an inevitable feature of living a moral life. I conclude by indicating some of the implications that this has for the teaching of nursing ethics.

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Nursing Ethics

Cited by 8 publications

References 40 publications

Can the Communion of Saints Help the Search for Justice in Dying well (Enough), “In Abraham's Arms, Where Lazarus is Poor no Longer”?

Can the Communion of Saints Help the Search for Justice in Dying well (Enough), “In Abraham's Arms, Where Lazarus is Poor no Longer”?

Ethics Education for Professionals in Japan: A critical review

A pluralist view of nursing ethics

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