scholarly journals Covid-19: NHS trusts declare “critical incidents” because of staff shortages

BMJ ◽  
2022 ◽  
pp. o3
Author(s):  
Gareth Iacobucci
Keyword(s):  
Critical Incidents

Critical incidents in the shaping of medical education in the U. S

JAMA ◽  
1965 ◽  
Vol 194 (7) ◽  
pp. 715-718 ◽  
Author(s):  
W. F. Norwood
Keyword(s):  
Medical Education ◽  
Critical Incidents

scholarly journals Incidents and critical incidents

1995 ◽  
Vol 75 (4) ◽  
pp. 505
Author(s):  
A Lack ◽  
M Stuart-Taylor
Keyword(s):  
Critical Incidents

OUTREACH WORKERS’ PERCEPTIONS OF POSITIVE AND NEGATIVE CRITICAL INCIDENTS: CHARACTERISTICS ASSOCIATED WITH SUCCESSFUL AND UNSUCCESSFUL VIOLENCE INTERRUPTION

2013 ◽  
Vol 41 (2) ◽  
pp. 200-217 ◽  
Author(s):  
Allison B. Dymnicki ◽  
David Henry ◽  
Elena Quintana ◽  
Elise Wisnieski ◽  
Candice Kane
Keyword(s):  
Critical Incidents ◽  
Outreach Workers

scholarly journals Negotiating Ethics-in-Action in a Long-term Research Relationship with a Young Child

Human Arenas ◽  
2021 ◽  
Author(s):  
Niina Rutanen ◽  
Raija Raittila ◽  
Kaisa Harju ◽  
Yaiza Lucas Revilla ◽  
Maritta Hännikäinen
Keyword(s):  
Early Childhood ◽  
Young Child ◽  
Data Collection ◽  
Critical Incidents ◽  
Relational Ethics ◽  
Spatial Context ◽  
Childhood Education ◽  
Research Relationship ◽  
Education And Care

AbstractThis article continues the discussions of relational ethics put forward in Human Arenas in “Arena of Ethics” (Hilppö et al., 2019). Our aim in this article is to explore and discuss relational ethics, as ethics-in-action, in a long-term research relationship with a child. Our question is: How is ethics-in-action negotiated during critical incidents in the construction of a research space that involves a long-term research relationship with a young child? This article is based on a research project that focused on children’s transitions in early childhood education and care (ECEC). These transitions include the transition from home care to ECEC as well as transitions from child groups or settings to other ECEC groups or settings, and the transition to pre-primary education. We apply a particular lens to the corpus of data, analyzing and reflecting critical incidents vis-à-vis a negotiation of ethics-in-action during the construction of our research space, which involved a long-term research relationship with a child. Our results show that critical incidents in our study’s negotiation of ethics-in-action included (a) the focus child’s spontaneous contributions to the study’s interviews, (b) interdependencies between the child and diverse researchers, and (c) the child’s evolving expertise in data collection, which restructured our study’s research space. We conclude that ethical questions cannot be separated from the mutually constituted relationships or socio-spatial context in where they emerge; thus, they are relationally and spatially embedded.

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