Nurses serving on clinical ethics committees

2012 ◽  
Vol 19 (3) ◽  
pp. 431-442 ◽  
Author(s):  
Bart Cusveller
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
The Netherlands ◽  
Clinical Ethics ◽  
Professional Ethics ◽  
Ethics Committees ◽  
Ethics Committee ◽  
Health Law ◽  
Structured Interviews ◽  
The Right

The competency profile underlying higher nursing education in the Netherlands states that bachelor-prepared nurses are expected to be able to participate in ethics committees. What knowledge, skills and attitudes are involved in this participation is unclear. In five consecutive years, groups of two to three fourth-year (bachelor) nursing students conducted 8 to 11 semi-structured interviews each with nurses in ethics committees. The question was what competencies these nurses themselves say they need to participate in such committees. This article reports the aggregate of the 52 interviews in these five studies. Regarding knowledge, the article reports on health law, ethics and professional knowledge. Regarding skills, communication is mentioned, as are professional skills and skills for ‘doing ethics’. An open and respectful attitude towards patients and fellow committee members is required, as well as commitment to patient care, committee work and professional ethics. The right attitude for a nurse in an ethics committee is said to include a reflective and perceptive attitude, along with an awareness of one’s own limitations and convictions. A detailed competency profile for nurses’ participation in ethics committees as outlined in the recommendations may serve nursing education, institutional committees and nurses themselves to meet the demands of nurses’ preparation for clinical ethics consultations.

scholarly journals Living bioethics, clinical ethics committees and children's consent to heart surgery

2021 ◽  
pp. 147775092110341
Author(s):  
Priscilla Alderson ◽  
Deborah Bowman ◽  
Joe Brierley ◽  
Martin J. Elliott ◽  
Romana Kazmi ◽  
...  
Keyword(s):  
Clinical Ethics ◽  
Heart Surgery ◽  
Social Research ◽  
Ethics Committees ◽  
Companion Paper ◽  
Ethics Committee ◽  
Research Report ◽  
Discussion Paper ◽  
Clinical Ethics Committee ◽  
Clinical Ethics Committees

This discussion paper considers how seldom recognised theories influence clinical ethics committees. A companion paper examined four major theories in social science: positivism, interpretivism, critical theory and functionalism, which can encourage legalistic ethics theories or practical living bioethics, which aims for theory–practice congruence. This paper develops the legalistic or living bioethics themes by relating the four theories to clinical ethics committee members’ reported aims and practices and approaches towards efficiency, power, intimidation, justice, equality and children’s interests and rights. Different approaches to framing ethical questions are also considered. Being aware of the four theories’ influence can help when seeking to understand and possibly change clinical ethics committee routines. The paper is not a research report but is informed by a recent study in two London paediatric cardiac units. Forty-five practitioners and related experts were interviewed, including eight members of ethics committees, about the work of informing, preparing and supporting families during the extended process of consent to children’s elective heart surgery. The mosaic of multidisciplinary teamwork is reported in a series of papers about each profession, including this one on bioethics and law and clinical ethics committees’ influence on clinical practice. The qualitative social research was funded by the British Heart Foundation, in order that more may be known about the perioperative views and needs of all concerned. Questions included how disputes can be avoided, how high ethical standards and respectful cooperation between staff and families can be encouraged, and how minors’ consent or refusal may be respected, with the support of clinical ethics committees.

The Case: Starving for Perfection

2012 ◽  
Vol 21 (3) ◽  
pp. 396-397 ◽  
Author(s):  
RUCHIKA MISHRA
Keyword(s):  
Clinical Ethics ◽  
Ethics Committees ◽  
Ethics Committee

To submit a case that has been reviewed by an ethics committee or to submit papers on related topics in clinical ethics, readers are invited to contact Ruchika Mishra, editor of “Ethics Committees and Consultants at Work,” at: [email protected].

Ethics Case Consultation in Primary Care: Contextual Challenges for Clinical Ethicists

2009 ◽  
Vol 18 (4) ◽  
pp. 397-405 ◽  
Author(s):  
ANNE SLOWTHER
Keyword(s):  
Primary Care ◽  
Clinical Ethics ◽  
Western Europe ◽  
Ethics Consultation ◽  
Ethics Committees ◽  
The United States ◽  
Health Maintenance Organizations ◽  
Ethics Committee ◽  
Health Maintenance ◽  
Case Consultation

The development of ethics case consultation over the past 30 years, initially in North America and recently in Western Europe, has primarily taken place in the secondary or tertiary healthcare settings. The predominant model for ethics consultation, in some countries overwhelmingly so, is a hospital-based clinical ethics committee. In the United States, accreditation boards suggest the ethics committee model as a way of meeting the ethics component of the accreditation requirement for payment by Health Maintenance Organizations (HMOs), and in some European countries, there are legislatory requirements or government recommendations for hospitals to have clinical ethics committees. There is no corresponding pressure for primary care services to have ethics committees or ethics consultants to advise clinicians, patients, and families on the difficult ethical decisions that arise in clinical practice.

scholarly journals Clinical ethics committees in nursing homes: what good can they do? Analysis of a single case consultation

2021 ◽  
pp. 096973302110032
Author(s):  
Morten Magelssen ◽  
Heidi Karlsen
Keyword(s):  
Nursing Home ◽  
Nursing Homes ◽  
Clinical Ethics ◽  
Ethics Committees ◽  
Ethics Committee ◽  
Clinical Ethics Committee ◽  
Clinical Ethics Committees ◽  
Home Context ◽  
Case Consultation ◽  
Research Interviews

Background: Ought nursing homes to establish clinical ethics committees (CECs)? An answer to this question must begin with an understanding of how a clinical ethics committee might be beneficial in a nursing home context – to patients, next of kin, professionals, managers, and the institution. With the present article, we aim to contribute to such an understanding. Aim: We ask, in which ways can clinical ethics committees be helpful to stakeholders in a nursing home context? We describe in depth a clinical ethics committee case consultation deemed successful by stakeholders, then reflect on how it was helpful. Research design: Case study using the clinical ethics committee’s written case report and self-evaluation form, and two research interviews, as data. Participants and research context: The nursing home’s ward manager and the patient’s son participated in research interviews. Ethical considerations: Data were collected as part of an implementation study. Clinical ethics committee members and interviewed stakeholders consented to study participation, and also gave specific approval for the publication of the present article. Findings/results: Six different roles played by the clinical ethics committee in the case consultation are described: analyst, advisor, support, moderator, builder of consensus and trust, and disseminator. Discussion: The case study indicates that clinical ethics committees might sometimes be of help to stakeholders in moral challenges in nursing homes. Conclusions: Demanding moral challenges arise in the nursing home setting. More research is needed to examine whether clinical ethics committees might be suitable as ethics support structures in nursing homes and community care.

scholarly journals Global Nursing - A Qualitative Case Study of Tanzanian Nursing Students' Experiences of Student Exchange in Sweden

2020 ◽  
Author(s):  
Tara Alden-Joyce ◽  
Elina Scheers-Andersson ◽  
Jane Rogathi ◽  
Paulo Kidayi ◽  
Jenny Cadstedt ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Low Income ◽  
Qualitative Content Analysis ◽  
Inductive Reasoning ◽  
Low Income Countries ◽  
Structured Interviews ◽  
Global Perspectives ◽  
Purposeful Sampling ◽  
Student Exchange

Abstract Background: Due to globalization and a shift in population demographics, needs within healthcare are changing and nurses require new skills and knowledge. Nursing education needs to facilitate these new demands and student exchange programmes provide an opportunity to develop necessary skills.Aim: The aim of this study was to explore Tanzanian nursing students' experiences of student exchange in Sweden. Method: A qualitative design was used for this empirical study. Semi-structured interviews were conducted with six Tanzanian nursing students who had participated in student exchange in Sweden. The participants were recruited by purposeful sampling. Inductive reasoning and qualitative content analysis were applied.Results: The findings revealed that the students experienced new approaches in Sweden, allowing them to develop skills and competences. Furthermore, they increased their global perspectives on nursing and interest in working with global health issues. However, they also experienced challenges in the new environment.Conclusion: The present study showed that the Tanzanian nursing students benefitted from their student exchange, both personally, as well as for their future careers as nurses. More research is needed examining nursing students from low-income countries participating in student exchange in high-income countries.

The Case: The “Ashley Treatment” Revisited

2010 ◽  
Vol 19 (3) ◽  
pp. 407-407 ◽  
Author(s):  
RUCHIKA MISHRA
Keyword(s):  
Clinical Ethics ◽  
Ethics Committees ◽  
Ethics Committee

To submit a case that has been reviewed by an ethics committee or to submit papers on related topics in clinical ethics, readers are invited to contact Ruchika Mishra, editor of “Ethics Committees at Work,” at: [email protected].

The Case

2012 ◽  
Vol 21 (2) ◽  
pp. 281-281 ◽  
Author(s):  
RUCHIKA MISHRA
Keyword(s):  
Clinical Ethics ◽  
Ethics Committees ◽  
Ethics Committee

To submit a case that has been reviewed by an ethics committee or to submit papers on related topics in clinical ethics, readers are invited to contact Ruchika Mishra, editor of “Ethics Committees and Consultants at Work,” at: [email protected].

scholarly journals Physicians’ and nurses’ expectations and objections toward a clinical ethics committee

2013 ◽  
Vol 20 (7) ◽  
pp. 771-783 ◽  
Author(s):  
Maximiliane Jansky ◽  
Gabriella Marx ◽  
Friedemann Nauck ◽  
Bernd Alt-Epping
Keyword(s):  
Clinical Ethics ◽  
Ethical Issues ◽  
Ethics Consultation ◽  
Ethics Committees ◽  
Ethics Committee ◽  
University Hospital ◽  
Sufficient Information ◽  
Interprofessional Communication ◽  
Clinical Ethics Committee ◽  
Ethical Conflicts

The study aimed to explore the subjective need of healthcare professionals for ethics consultation, their experience with ethical conflicts, and expectations and objections toward a Clinical Ethics Committee. Staff at a university hospital took part in a survey (January to June 2010) using a questionnaire with open and closed questions. Descriptive data for physicians and nurses (response rate = 13.5%, n = 101) are presented. Physicians and nurses reported similar high frequencies of ethical conflicts but rated the relevance of ethical issues differently. Nurses stated ethical issues as less important to physicians than to themselves. Ethical conflicts were mostly discussed with staff from one’s own profession. Respondents predominantly expected the Clinical Ethics Committee to provide competent support. Mostly, nurses feared it might have no influence on clinical practice. Findings suggest that experiences of ethical conflicts might reflect interprofessional communication patterns. Expectations and objections against Clinical Ethics Committees were multifaceted, and should be overcome by providing sufficient information. The Clinical Ethics Committee needs to take different perspectives of professions into account.

An introduction to clinical ethics in psychiatry

2020 ◽  
Vol 27 (1) ◽  
pp. 20-25
Author(s):  
Gwen Adshead ◽  
Jeremy Cave
Keyword(s):  
Professional Development ◽  
Royal College ◽  
Clinical Ethics ◽  
Ethical Dilemmas ◽  
Continuing Professional Development ◽  
Ethics Committees ◽  
Ethics Committee ◽  
Psychiatric Practice ◽  
Clinical Ethics Committee ◽  
Ethics In Psychiatry

SUMMARYThe Royal College of Psychiatrists’ continuing professional development (CPD) module on clinical ethics in psychiatry by Pearce & Tan describes some common ethical dilemmas in psychiatric practice and the work of clinical ethics committees in analysing these dilemmas. In this article we build upon their work and offer additional exploration of the nature of ethical dilemmas in psychiatry. We also build upon the models of reasoning that are described in the module and suggest ways for psychiatrists to think about ethical dilemmas when a clinical ethics committee is not available.

scholarly journals Students’ Views of Classroom Debates as a Strategy to Enhance Critical Thinking and Oral Communication Skills

2020 ◽  
Vol 10 (2) ◽  
pp. 130-145
Author(s):  
Asih Nurakhir ◽  
Fiqih Nindya Palupi ◽  
Cornelia Langeveld ◽  
Devi Nurmalia
Keyword(s):  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Communication Skills ◽  
Learning Strategy ◽  
Oral Communication ◽  
Willingness To Participate ◽  
Structured Interviews ◽  
Qualitative Research Design ◽  
The Face

Background: The skills in effective communication and critical thinking are essential for nurses to apply appropriate judgments in the delivery of patient care. Classroom debates are evident to be an effective strategy that can be used to improve such skills. Unfortunately, research focusing on classroom debates to promote critical thinking and oral communication skills among nursing students has not been extensively explored.   Purpose: This study aimed to explore nursing students’ views of classroom debates as a learning strategy to enhance critical thinking and oral communication skills.Methods: A descriptive qualitative research design was employed in this study. Twelve students of the undergraduate program in nursing with classroom debate experiences and willingness to participate were purposively recruited for semi-structured interviews. Open-ended questions were used, and probing questions were also generated from the participants to get more detailed information. The interviews were transcribed verbatim and analyzed using the inductive content analysis. Results: The results of the study identified five themes, including the acquisition of new knowledge, awareness and responsiveness to diverse viewpoints and arguments, learning structuring ideas and appropriate ways of presentation, development of other necessary skills, and challenges of classroom debates in nursing education.  Conclusion: Classroom debates promoted the development of critical thinking and oral communication skills, and offered students an opportunity to develop other necessary skills in the face of today’s complex healthcare. Classroom debates can be integrated into the curriculum and teaching practices of any nursing educational institutions.  

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