Holt, J and Long, T ORCID: https://orcid.org/0000-0003-2726-8798
1999,
'Moral guidance; moral philosophy; and moral issues in practice'
, Nurse Education Today, 19 (3)
, pp. 246-249.
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Abstract
Approaches to teaching ethics to nurses have been debated in literature for some years. Three issues in particular are commonly addressed: the intentions of such teaching; the value of examples and case studies; and the compatibility of philosophical approaches with the clinical reality experienced by students. It is argued here that moral guidance as a strategy is unacceptable, and that a basic introduction to philosophical methods is the key to effective learning of the skills required for autonomous analysis and decision making. A means for including the use of personal experiences and case study material is presented which relies upon the provision of a framework of analysis to facilitate structured thinking and the pursuit of justifiable arguments. The approach suggested is compatible with students’ existing experiences and work-context, and enhances the integration of ethical reasoning into the multi-faceted totality of clinical practice.
Item Type: | Article |
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Themes: | Health and Wellbeing |
Schools: | Schools > School of Health and Society > Centre for Applied Research in Health, Welfare and Policy |
Journal or Publication Title: | Nurse Education Today |
Publisher: | Elsevier |
Refereed: | Yes |
ISSN: | 0260-6917 |
Depositing User: | Professor Tony Long |
Date Deposited: | 15 May 2012 09:53 |
Last Modified: | 16 Feb 2022 14:19 |
URI: | http://usir.salford.ac.uk/id/eprint/22695 |
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