Search

Interviews with senior professionals in accident and emergency (A&E) healthcare, policing and social services to map the ethical dimensions of interagency collaboration suggest that the main ethical themes for systematic research are information sharing and confidentiality, consent, professional values and autonomy, human rights, formal (organisational) accountability, staff safety and public interest collaboration. An emerging specific issue is the extent of A&E disclosure to the police and to the social services and its legal and ethical parameters. [ABSTRACT FROM AUTHOR]

Examines the effectivity of peer-group tutoring on student learning in a problem-based setting. Description of problem sets; Comparison with traditional staff tutoring; Comparative assessment of student and staff tutors.

Focuses on the project of the European Commission on the study of codes of ethics in nursing within its Quality of Life and Management of Living Resources Program started on January 1, 2002. Duration of the project; Goal of the project; List of research centres of Europe involved in the project; Reasons for the development of codes of ethics for nurses in Europe.

Presents an abstract of the study which aimed to describe the norms and values in the nursing profession from international comparative ethical and legal perspectives. Research problem; Research question; Significance of the research problem.

Although codes of ethics are thought to be an important element of nursing ethics curriculum research focusing on nurses' codes is scarce and negligible in the area of education. This study explores Finnish nurse educators' teaching of codes of ethics. A total of 183 nurse educators from polytechnics providing basic nursing education in Finland answered a structured questionnaire with one open-ended question. The data was analysed statistically by SPSS and by content analysis. The responding educators' teaching of the codes was rather extensive. The focus of teaching was on the nurse-patient relationship. Nursing in a wider social context was less emphasized. Integrated teaching was the prevalent teaching format. Educators' use of teaching and evaluation methods was fairly narrow aiming at a student-centred approach. Educators' knowledge of the codes was mainly based on informal learning. The majority assessed their knowledge as adequate for teaching the codes. Educators who were motivated to build their knowledge voluntarily also taught the codes more. Educators assessed nursing students' knowledge and ability to apply the codes as mediocre. Organization of integrated teaching, objective assessment of nurse educators' competence to teach the codes, and evaluation of student outcomes need further exploring., (Copyright 2009 Elsevier Ltd. All rights reserved.)