scholarly journals Trends of Publication in the Education and Practice Sections of the IJTMB: A Call to Action

2021 ◽  
Vol 14 (2) ◽  
pp. 1-4
Author(s):  
Ann Blair Kennedy, DrPH
Keyword(s):  
Ethical Issues ◽  
Massage Therapy ◽  
Interesting Case ◽  
Health Providers ◽  
Call To Action ◽  
Education Planning ◽  
Education Innovation ◽  
Competencies Development ◽  
Therapy Education ◽  
Organization Marketing

The scope of the IJTMB include not only publishing scientific research studies, but also to publish education innovation and practice-oriented approaches for all allied health providers whose practice include manually applied therapeutic massage and bodywork. The aims of the Practice and Education sections of the journal are described in this editorial. The Education section covers topics including curriculum and competencies development, instructional design and delivery, instructional technology, distance learning, and testing/evaluative procedures for both initial education as well as continuing education. Planning, organization, marketing, and management of a successful practice, the incorporation of new scientific findings and methods into clinical practice, new clinical approaches to prevention and treatment of specific health conditions, and ethical issues are included in the Practice section. In an effort to increase publication within these sections we have put forth this call to action. We invite educators and practitioners to submit manuscripts discussing innovations in massage therapy education, how schools and students dealt with the Covid-19 pandemic, practitioners and clients adapted to the pandemic, investigations of the massage therapy profession and about massage therapists, as well as interesting case studies.

scholarly journals ‘By the way….how’s your sex life?’ – A descriptive study reporting primary health care registered nurses engagement with youth about sexual health

2017 ◽  
Vol 9 (1) ◽  
pp. 22 ◽  
Author(s):  
Rhiannon Martel ◽  
Ruth Crawford ◽  
Helen Riden
Keyword(s):  
Health Care ◽  
New Zealand ◽  
Sexual Health ◽  
Registered Nurses ◽  
Online Survey ◽  
Ethical Issues ◽  
Descriptive Study ◽  
Health Providers ◽  
Cultural Issues ◽  
Structured Interviews

ABSTRACT INTRODUCTION Youth rates of sexually transmitted infections in New Zealand are among the highest in the Organisation for Economic Cooperation and Development. Registered nurses employed in primary healthcare settings (PHC RNs) may lack confidence engaging with youth about their sexual health. AIM To identify what facilitates PHC RNs to discuss sexual health with youth. METHODS This descriptive study was undertaken in two phases. In phase one, 23 PHC RNs completed an online survey. Phase two followed up the survey with semi-structured interviews with seven PHC RNs. RESULTS Most PHC RNs are female, aged between 40 and 60 years old and identify with New Zealand or other European ethnicity. Participants identified specific educational needs relating to youth sexual health that are not being met: legal and ethical issues (65%); cultural issues (65%); youth sexual (44%) and psychological (52%) development; and working with gay, lesbian, bisexual or transsexual youth (48%). Lack of time was cited as a barrier to engaging with youth about sexual health by 30% of the participants. Ongoing support practices such as regular debriefing, reflections of practice and case reviews with colleagues (74%); support from other sexual health providers (87%); and access to educational materials about youth sexual health aimed at health professionals (100%) were perceived to be useful to increase confidence in discussing sexual health with youth. DISCUSSION The PHC RNs lacked knowledge and confidence engaging with youth about sexual health. PHC RNs need resourcing to provide culturally safe, effective sexual health care to youth.

Awareness and Perception of Physical Therapy Education, Role in Patient Management and Health Promotion Held by Senior Medical Practitioners

2020 ◽  
pp. 13-17
Author(s):  
OJS Admin
Keyword(s):  
Health Promotion ◽  
Physical Therapy ◽  
Patient Management ◽  
Physical Therapists ◽  
Physical Therapist ◽  
Well Being ◽  
Physical Therapy Education ◽  
Health Providers ◽  
Medical Practitioners ◽  
Therapy Education

Physical therapists are integral part of health care system. In collaboration with other health providers, physical therapist can play an effective role in patient handling and well-being of individuals. The awareness and perception of senior medical practitioners is less known regarding physical therapy education, role in patient management and health promotion.

scholarly journals ‘Your country needs you’: the ethics of allocating staff to high-risk clinical roles in the management of patients with COVID-19

2020 ◽  
Vol 46 (7) ◽  
pp. 436-440 ◽  
Author(s):  
Michael Dunn ◽  
Mark Sheehan ◽  
Joshua Hordern ◽  
Helen Lynne Turnham ◽  
Dominic Wilkinson
Keyword(s):  
High Risk ◽  
Ethical Issues ◽  
Health Service Delivery ◽  
Careful Consideration ◽  
Health Providers ◽  
Individual Health ◽  
Staff Allocation ◽  
The Face ◽  
New Policies ◽  
Ethical Tension

As the COVID-19 pandemic impacts on health service delivery, health providers are modifying care pathways and staffing models in ways that require health professionals to be reallocated to work in critical care settings. Many of the roles that staff are being allocated to in the intensive care unit and emergency department pose additional risks to themselves, and new policies for staff reallocation are causing distress and uncertainty to the professionals concerned. In this paper, we analyse a range of ethical issues associated with changes to staff allocation processes in the face of COVID-19. In line with a dominant view in the medical ethics literature, we claim, first, that no individual health professional has a specific, positive obligation to treat a patient when doing so places that professional at risk of harm, and so there is a clear ethical tension in any reallocation process in this context. Next, we argue that the changing asymmetries of health needs in hospitals means that careful consideration needs to be given to a stepwise process for deallocating staff from their usual duties. We conclude by considering how a justifiable process of reallocating professionals to high-risk clinical roles should be configured once those who are ‘fit for reallocation’ have been identified. We claim that this process needs to attend to three questions that we consider in detail: (1) how the choice to make reallocation decisions is made, (2) what justifiable models for reallocation might look like and (3) what is owed to those who are reallocated.

The hierarchy of values in Jewish bioethics

2011 ◽  
Vol 18 (4) ◽  
pp. 537-547 ◽  
Author(s):  
Chaya Greenberger
Keyword(s):  
Decision Making ◽  
Patient Autonomy ◽  
Ethical Issues ◽  
Ethical Code ◽  
Allocation Of Resources ◽  
Health Providers ◽  
Truth Telling ◽  
Red Flag

This article describes how ethical issues in health are approached and resolved within the framework of Jewish bioethics. Its main purpose is to explore the range of sources and methodologies used to determine the appropriate hierarchy of values for various ethical scenarios. Its major thrust is to illustrate how a divinely based but humanly negotiated ethical code stands firm upon ‘red flag’ principles, while at the same time, allowing for ‘shades of gray’ flexibility informed by given contexts. It provides significant insights and practical tools that can be instrumental in decision making for nurses and other health providers of all faiths. The following ethical domains are addressed: respect for patient autonomy, truth-telling and allocation of resources.

Ethical Considerations for Mental Health Providers Responding to Disasters and Emergencies

2018 ◽  
Author(s):  
Samuel B. Thielman ◽  
Glenn Goss
Keyword(s):  
Mental Health ◽  
Disaster Response ◽  
Ethical Issues ◽  
Psychosocial Interventions ◽  
Explanatory Models ◽  
Mental Health Providers ◽  
Health Providers ◽  
Ethical Guidelines ◽  
Ethical Considerations ◽  
Dual Agency

Ethical considerations in psychiatry may have spiritual dimensions that are not always apparent to mental health providers. The ethical issues faced by responders to disasters and emergencies can be particularly thorny because ethical guidelines from professional bodies frequently do not address particular situations that arise in disaster settings. This chapter discusses the issue of dual agency in disaster situations. It also addresses concerns about psychiatric competencies in disaster response, especially where no guidelines exist. It addresses concerns raised by the need for documentation and confidentiality and discusses the limits of psychiatric explanatory models during times of disaster. Additionally, the chapter reviews ethical and spiritual dimensions of specific psychosocial interventions when used with the general public affected by disasters in non-Western cultural settings.

The Requirement for Ethical Reasoning in Occupational Therapy Education

1992 ◽  
Vol 55 (11) ◽  
pp. 419-422 ◽  
Author(s):  
Lorraine Pinnington ◽  
Avril Bagshaw
Keyword(s):  
Occupational Therapy ◽  
Ethical Issues ◽  
Ethical Reasoning ◽  
Occupational Therapists ◽  
Learning Opportunities ◽  
Occupational Therapy Education ◽  
The Past ◽  
The Subject ◽  
Screening Procedures ◽  
Therapy Education

This first article outlines how student research projects have developed over the past 10 years, resulting in the subsequent need to expand the subject of ethical reasoning in the education of occupational therapists. The literature is examined in respect of providing learning opportunities on ethical matters for the student, particularly in the preparation of an investigative study, the formation and administration of ethical screening procedures with in a school of occupational therapy are described as a means of providing an experiential understanding of ethical issues for students. In a second article, the implications and outcome of this initiative are discussed.

scholarly journals Developing Capability: Transforming Massage Therapy Education through Inquiry-based Learning

2018 ◽  
Vol 11 (3) ◽  
pp. 10-14
Author(s):  
Amanda Baskwill, PhD(c), MSc, BEd, RMT
Keyword(s):  
Health Care ◽  
Learning Strategies ◽  
Health Care Professionals ◽  
Massage Therapy ◽  
Inquiry Based Learning ◽  
Therapy Program ◽  
Appropriate Care ◽  
Licensing Examination ◽  
Canadian Provinces ◽  
Therapy Education

Massage therapy education programs are responsible for preparing graduates for complex professional environments, while also ensuring graduates can access the profession by passing the regulatory body’s standardized certification or licensing examination. Massage therapists are regulated health care professionals in four Canadian provinces. They are autonomous practitioners and an integral part of the health care regime for patients with complicated health presentations. As such, they must think critically about patients’ presentations and determine the most appropriate care. This article describes the process undertaken by the faculty team of Humber College’s Massage Therapy Program in an effort to transform the existingteaching and learning strategies by incorporating principles of inquiry-based learning (IBL).

Ethics in Music Therapy Education: Four Points to Consider

2020 ◽  
Vol 38 (1) ◽  
pp. 42-50
Author(s):  
Lauren DiMaio ◽  
Becky Engen
Keyword(s):  
Music Therapy ◽  
Ethical Issues ◽  
Ethical Dilemmas ◽  
Cultural Bias ◽  
Music Therapists ◽  
Academic Setting ◽  
The Subject ◽  
Ethical Thinking ◽  
Therapy Education ◽  
Music Therapy Education

Abstract Ethical thinking in music therapy is a vital aspect of the profession. However, little is published on the subject of ethics in the music therapy academic setting. Therefore, this article explores the complex issues of ethics and ethical thinking in music therapy education from the perspective of two music therapists who have held various positions within academics in music therapy. The purpose of this article is to encourage integrity within music therapy education and to draw attention to the complex ethical issues within music therapy academics. Four points are described for music therapy educators: (1) Assess positions of power, (2) Explore your adaptability, (3) Assess possible infringement of rights, and (4) Consider cultural bias in your responses. These points are offered as recommendations inserted into the Dileo Model of Ethical Thinking for Music Therapists for people in academia when faced with ethical dilemmas.

Sign in / Sign up

Export Citation Format

Share Document