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This open access book about the Zadeh Project demonstrates and explores a core question in clinical ethics: how can ethics consultants be accountable in the face of a robust plurality of ethical standpoints, especially those that underwrite practices and methods for doing ethics consultation as well as those viewpoints and values encountered in daily clinical ethics practice? Underscoring this question is the recognition that the field of clinical ethics consultation has arrived at a crucial point in its maturation. Many efforts are underway to more formally “professionalize” the field, with most aimed toward stabilizing a specific set of institutional considerations. Stretched between these institutional and practical initiatives resides a crucial set of of ethical considerations, chief among them the meaning and scope of responsibility for clinical ethics consultants. Developed around a long-form case scenario, the Zadeh Project provides a multi-layered series of “peer-reviews”: critique of the actions of the case scenario’s ethics consultant; reflection on clinical ethics method; examination of the many ways that commitments to method and practice can, and do, intersect, overlap, and alter one another. The design and format of this book thus models a key element for clinical ethics practice: the need and ability to provide careful and thoughtful explanation of core moral considerations that emerge among diverse standpoints. Specifically designed for those studying to become and those who are ethics consultants, this book, with its innovative and multi-layered approach, allows readers to share a peer-review-like experience that shows accountability to be what it is, an ethical, not merely procedural or administrative, undertaking.
This open access book about the Zadeh Project demonstrates and explores a core question in clinical ethics: how can ethics consultants be accountable in the face of a robust plurality of ethical standpoints, especially those that underwrite practices and methods for doing ethics consultation as well as those viewpoints and values encountered in daily clinical ethics practice? Underscoring this question is the recognition that the field of clinical ethics consultation has arrived at a crucial point in its maturation. Many efforts are underway to more formally "professionalize" the field, with most aimed toward stabilizing a specific set of institutional considerations. Stretched between these institutional and practical initiatives resides a crucial set of of ethical considerations, chief among them the meaning and scope of responsibility for clinical ethics consultants. Developed around a long-form case scenario, the Zadeh Project provides a multi-layered series of "peer-reviews" critique of the actions of the case scenario's ethics consultant; reflection on clinical ethics method; examination of the many ways that commitments to method and practice can, and do, intersect, overlap, and alter one another. The design and format of this book thus models a key element for clinical ethics practice: the need and ability to provide careful and thoughtful explanation of core moral considerations that emerge among diverse standpoints. Specifically designed for those studying to become and those who are ethics consultants, this book, with its innovative and multi-layered approach, allows readers to share a peer-review-like experience that shows accountability to be what it is, an ethical, not merely procedural or administrative, undertaking. This work was published by Saint Philip Street Press pursuant to a Creative Commons license permitting commercial use. All rights not granted by the work's license are retained by the author or authors.
Elements of Moral Experience in Clinical Ethics Training and Practice: Sharing Stories with Strangers is a philosophical and professional memoir of the education, training, and professional development of becoming a clinical ethics consultant. Utilizing a phenomenological and narrative lens, this book offers a fresh and energizing window into the field of healthcare ethics by pairing compelling clinical narratives of what it is like to do clinical ethics consultation with clear reflections and accessible introductions to key philosophical, professional, and humanistic roots for responsible practice. Each chapter contains a firsthand account of a clinical ethics encounter – with vivid detail, verbatim dialogue, and internal monologues that reveal the consultant’s reflections throughout the consultation. Following or at times woven into the clinical story, each chapter explores elements of practice by highlighting philosophical, professional, and humanistic resources that connect to and shape meaning in everyday clinical ethics work, drawing from phenomenologically and narratively oriented ethicists (Richard Zaner, Andrea Frolic, Mark Bliton, and Stuart Finder), influential thinkers in adjacent fields (Alfred Schutz, Kurt Wolff, and Pierre Bourdieu), and creative writers and artists (Barry Lopez, Joe Henry, Audre Lorde, Robert M. Pirsig, and Dar Williams). The innovative structure signposts and illustrates distinct elements of clinical ethics experience and practice, inviting the reader to move through the book in different ways, according to their own learning goals, as graduate students, advanced trainees, practicing clinical ethicists, or ethics educators. By focusing on themes identified in the unique instances or experiences of first-hand accounts, or by tracing the philosophical reflections on grounding and orienting texts from the field, readers can access different elements of clinical ethics practice while the book as a whole models a process for considering and interrogating these elements. Elements of Moral Experience in Clinical Ethics Training and Practice: Sharing Stories With Strangers invites readers to articulate, reflect on, share, and ultimately learn from their own experiences in clinical ethics consultation.
This book investigates how ethics generally precedes legal regulation, and looks at how changes in codes of ethics represent an unparalleled window into the research, innovation, and emerging technologies they seek to regulate. It provides case studies from the fields of engineering, science, medicine and social science showing how professional codes of ethics often predate regulation and help shape the ethical use of emerging technologies and professional practice. Changes in professional ethics are the crystallization of ongoing conversation in scientific and professional fields about how justice, privacy, safety and human rights should be realized in practice where the law is currently silent. This book is a significant addition to this area of practical and professional ethics and is of particular interest to practitioners, scholars, and students interested in the areas of practical and applied ethics.
This volume brings together researchers from different European countries and disciplines who are involved in Clinical Ethics Consultation (CEC). The work provides an analysis of the theories and methods underlying CEC as well a discussion of practical issues regarding the implementation and evaluation of CEC. The first section deals with different possible approaches in CEC. The authors explore the question of how we should decide complex cases in clinical ethics, that is, which ethical theory, approach or method is most suitable in order to make an informed ethical decision. It also discusses whether clinical ethicists should be ethicists by education or rather well-trained facilitators with some ethical knowledge. The second chapter of this book focuses on practical aspects of the implementation of CEC structures. The analysis of experienced clinical ethicists refers to macro and micro levels in both developed and transitional countries. Research on the evaluation of CEC is at the centre of the final chapter of this volume. In this context conceptual as well as empirical challenges with respect to a sound approach to judgements about the quality of the work of CECs are described and suggestion for further research in this area are made. In summary this volumes brings together theorists and healthcare practitioners with expertise in CEC. In this respect the volume serves as good example for a multi- and interdisciplinary approach to clinical ethics which combines philosophical reasoning and empirical research.
Culturally Responsive Practices in Speech, Language, and Hearing Sciences, Second Edition provides an innovative perspective on cultural responsiveness in the field of communication sciences and disorders. It is imperative for clinicians and scientists to be aware of diverse aspects of globalization: how these aspects may affect their own knowledge, strengths, biases, and interventions, as well as the relationships between the communities, families, and individuals with whom they partner in care. This essential textbook will facilitate the creation of knowledge and the development of attitudes and skills that lead to culturally responsive practices. The text presents conceptual frameworks to guide readers toward cultural responsiveness by becoming critically engaged users of culturally responsive and globally engaged practices. The text is focused on speech, language, and hearing, but also draws from theoretical frameworks in other disciplines for an interprofessional, transdisciplinary, and macro practice perspective, and is appropriate for other allied health professions. New to the Second Edition: * Reorganized chapters and text for a greater flow of information. * Updated throughout to reflect the current state of research. * A thoroughly revised chapter on Culturally Responsive Practices using a Human Rights Approach through a Social Justice Lens (Chapter 4) * Material on Culture and Hearing (Chapter 6) has been updated and expanded * Key terms are now bolded throughout the text. * Content has been edited to be more concise for increased readability and comprehension. * New reflection focus with thought cloud graphic noted to target these areas throughout the book. Key Features: * Case studies facilitating knowledge and skills regarding culturally and linguistically responsive practices * Journal prompts and discussion questions challenging individuals to use critical and dialectical thinking * Real-life activities that can be completed inside or outside the classroom or therapeutic setting * Suggested readings from the current literature in cultural and linguistic responsiveness and global engagement to build knowledge and skills, and to influence student attitudes Disclaimer: Please note that ancillary content (such as study guides, flashcards, and additional readings) may not be included as published in the original print version of this book.
This book provides a robust analysis of the history of clinical ethics, the philosophical theories that support its practice, and the practical institutional criteria needed to become a practicing clinical ethicist. Featuring cases and a step-by-step approach, this book combines knowledge points associated with moral philosophy and medicine with general skill objectives for ethics consultants. The book aids in developing analytic moral reasoning skills for clinical ethicists, fostering the comprehensive education and professional development of clinical ethics consultants. In addition, it offers key components of how an ethics consultation curriculum manifest in an educational venue for clinical ethicists are illustrated. Adaptable and relevant for educating multiple disciplines in health care, this resource enables ethicists to understand the philosophical foundations and practical application of clinical ethics.
Peer Review in Nursing: Principles for a Successful Practice is the first nursing publication that approaches the definition and implementation strategies for peer review within an organizational setting. Using a professional model, with shared governance as a framework, the authors discuss the difference between manger initiated staff performance evaluation of the past and the true peer review aspects of professional practice for the future. This text follows in line with the Magnet program requiremet “that nurses at all levels use self appraisal performance review and peer review, including annual goal settings, for the assurance of competence and professional development” page 30 of the 2008 Magnet manual. This unique text teaches nurses the skills they need to demonstrate organizational processes, structures, and outcomes that help insure accountability, competence and autonomy.
​The goal of this open access book is to develop an approach to clinical health care ethics that is more accessible to, and usable by, health professionals than the now-dominant approaches that focus, for example, on the application of ethical principles. The book elaborates the view that health professionals have the emotional and intellectual resources to discuss and address ethical issues in clinical health care without needing to rely on the expertise of bioethicists. The early chapters review the history of bioethics and explain how academics from outside health care came to dominate the field of health care ethics, both in professional schools and in clinical health care. The middle chapters elaborate a series of concepts, drawn from philosophy and the social sciences, that set the stage for developing a framework that builds upon the individual moral experience of health professionals, that explains the discontinuities between the demands of bioethics and the experience and perceptions of health professionals, and that enables the articulation of a full theory of clinical ethics with clinicians themselves as the foundation. Against that background, the first of three chapters on professional education presents a general framework for teaching clinical ethics; the second discusses how to integrate ethics into formal health care curricula; and the third addresses the opportunities for teaching available in clinical settings. The final chapter, "Empowering Clinicians", brings together the various dimensions of the argument and anticipates potential questions about the framework developed in earlier chapters.