Ethical dilemmas in clinical practice: Confidentiality Issues in a Sexually Active, Acting Out Adolescent

1994 ◽  
Author(s):  
William A. Rae ◽  
Frances Worchel
Keyword(s):  
Clinical Practice ◽  
Ethical Dilemmas ◽  
Sexually Active ◽  
Acting Out

Ethical dilemmas in clinical practice

1993 ◽  
Author(s):  
William A. Rae ◽  
Frances Worchel
Keyword(s):  
Clinical Practice ◽  
Ethical Dilemmas

scholarly journals The placebo effect

2006 ◽  
Vol 30 (5) ◽  
pp. 185-188 ◽  
Author(s):  
Sundararajan Rajagopal
Keyword(s):  
Clinical Practice ◽  
Psychiatric Disorders ◽  
Placebo Effect ◽  
Ethical Dilemmas ◽  
Medical Conditions ◽  
Wide Range ◽  
The Common

The placebo effect is a fascinating phenomenon in clinical practice. Studies have shown that there is a significant placebo effect in a wide range of medical conditions including psychiatric disorders. This article looks at the background of the placebo effect, defines the common terms used, describes the various hypotheses that have been put forward to explain this seemingly inexplicable phenomenon and also covers the issue of using placebos in research trials, highlighting the important ethical dilemmas involved. Throughout, specific emphasis is given to psychiatry.

scholarly journals Nursing students’ experience of learning ethical competence and person-centred care through simulation

2021 ◽  
Vol 11 (2) ◽  
pp. 1-13
Author(s):  
Tone K. Knudsen Oddvang ◽  
◽  
Anne-Lise G. Loftfjell ◽  
Liv Mari Brandt ◽  
Kristin Sørensen ◽  
...  
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Learning Strategy ◽  
Ethical Dilemmas ◽  
Research Question ◽  
Ethical Reflection ◽  
Ethical Competence ◽  
Clinical Scenarios ◽  
Starting Point

Background: Ethics is a difficult subject for nursing students to grasp and learn but, like person-centredness, it has an important role in the relationship between nurses and patients. Simulation has been found to be a suitable method for learning nursing procedures and actions, and the researchers wanted to explore whether it could be a suitable learning strategy for acquiring ethical skills, which are a prerequisite for delivering person-centred care. Aim: In response to the research question How can nursing students develop ethical competence through simulation? the study sought to consider how students could learn ethical reflection and decision making through simulated ethical dilemmas, and whether this could enhance their ability to deliver person-centred care. Design: The study was qualitative and exploratory, and based on students acting in scenarios representing general ethical dilemmas in nursing. There were four focus group interviews with nine nursing students in their second year, during their clinical practice. Students were recruited by self-selection. Data were transcribed and analysed using Graneheim and Lundman’s content analysis. Findings: The students gained experience through participation and acting in simulation exercises. The shared experience was a good starting point for guided reflection on ethical and tacit knowledge, and the acquired experience led to knowledge that is transferable to similar situations in clinical practice. Conclusion: This study shows that simulation is a valuable method for learning ethical reflection in nursing education. It found simulation to be suitable for developing ethical awareness that helps prepare nursing students to deliver person-centred practice. It has become a permanent learning strategy within nursing training at Nord University. Implications for practice: • Nursing students benefit from learning to practise critical ethical thinking as early as possible in order to become ethically aware and reflective during their training and later as nurses • Simulation is a valuable way to practise personal relationships with patients and colleagues • Simulated clinical scenarios improve competence in critical thinking and ethical conduct, and help prepare nurses to deliver person-centred practice. They can be used in all healthcare settings.

Ethics and old age psychiatry

2013 ◽  
Author(s):  
Julian C. Hughes
Keyword(s):  
Clinical Practice ◽  
Old Age ◽  
Final Section ◽  
Ethical Dilemmas ◽  
Ethical Reasoning ◽  
Assisted Dying ◽  
Ethical Theories ◽  
Ethical Concerns ◽  
Ethical Decisions ◽  
Old Age Psychiatry

This chapter starts by reviewing four of the main ethical theories – consequentialism, deontology, principlism, and virtue ethics – looking at their relevance to old age psychiatry. Next comes a practical framework, which can be used to deal with particular ethical dilemmas. The chapter goes on to consider the report on dementia produced by the Nuffield Council on Bioethics in 2009, with its emphasis on the importance of personhood and solidarity. In the final section arguments around assisted dying are discussed. Throughout the chapter the aim is to locate clinical practice in the broader field of ethical concerns, in which the person’s inter-relatedness with the broader social context is emphasized. Clinical decisions need to be seen as ethical decisions, which are either right or wrong, and which reflect the fundamental nature of ethical reasoning.

Ethical dilemmas in clinical practice

1994 ◽  
Author(s):  
William A. Rae ◽  
Frances F. Worchel
Keyword(s):  
Clinical Practice ◽  
Ethical Dilemmas

Ethical dilemmas in clinical practice

1992 ◽  
Author(s):  
William A. Rae ◽  
Frances Worchel
Keyword(s):  
Clinical Practice ◽  
Ethical Dilemmas

Systemic thinking and values-based practice

2009 ◽  
Vol 15 (6) ◽  
pp. 470-478 ◽  
Author(s):  
Gwen Adshead
Keyword(s):  
Clinical Practice ◽  
Ethical Dilemmas ◽  
Mental Healthcare ◽  
Value Systems ◽  
Health Practice ◽  
Systemic Thinking ◽  
Mental Health Practice ◽  
New Approach ◽  
Similarities And Differences ◽  
To Come

SummaryValues-based practice is a new approach to working with complex and conflicting values in mental health practice. Theoretically, it argues that many clinical and ethical dilemmas in psychiatry arise because of the different value perspectives taken by the players involved. By exploring the differences in value systems ‘held’ by each player, it may be possible to come to a richer consensus that can incorporate both similarities and differences. In particular, values-based practice suggests that, traditionally, the value perspective of the patient is often either not considered or is ignored, and that by giving it voice, clinical practice will become more patient-centred. In this article, I will compare values-based practice with other types of systemic thinking in mental healthcare and I will discuss some areas of clinical practice where values-based practice may be difficult to apply.

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