Home About us Contact
|
Home About us Contact | ||
|
|
||
Own Values (own + value)
Selected AbstractsPerspectives on professional values among nurses in TaiwanJOURNAL OF CLINICAL NURSING, Issue 10 2009Fu-Jin Shih Aim., The purpose of this study was to identify the most important contemporary professional nursing values for nursing clinicians and educators in Taiwan. Background., Nursing values are constructed by members of political and social systems, including professional nursing organisations and educational institutions. Nurses' personal value systems shape the development of these professional values. An understanding of nurses' perceptions of professional values will enable the profession to examine consistencies with those reflected in existing and emerging educational and practice environments. Design., A qualitative descriptive study was conducted using the focus-group discussion method. Methods., A purposive sample of 300 registered nurses in Taiwan, consisting of 270 nursing clinicians and 30 faculty members, participated in 22 focus-group interviews. Data were analysed using a systematic process of content analysis. Results., Six prominent values related to professional nursing were identified: (a) caring for clients with a humanistic spirit; (b) providing professionally competent and holistic care; (c) fostering growth and discovering the meaning of life; (d) experiencing the ,give-and-take' of caring for others; (e) receiving fair compensation; and (f) raising the public's awareness of health promotion. Four background contexts framed the way participants viewed the appropriation of these values: (a) appraising nursing values through multiple perspectives; (b) acquiring nursing values through self-realisation; (c) recognising nursing values through professional competency and humanistic concerns and (d) fulfilling nursing values through coexisting self-actualisation. A conceptual framework was developed to represent this phenomenon. Conclusion., The most important professional nursing values according to the perspectives of nurses in Taiwan were identified. These values reflect benefits to society, to nurses themselves and to the interdisciplinary team. Relevance to clinical practice., Nurses' awareness of their own values and of how these values influence their behaviour is an essential component of humanistic nursing care. Nursing educators need to develop better strategies for reflection and integration of both personal and professional philosophies and values. [source] Managing complex workplace stress in health care organizations: leaders' perceived legitimacy conflictsJOURNAL OF NURSING MANAGEMENT, Issue 8 2009LOTTA DELLVE RN, MScPH Aim, To conceptualize how health care leaders' strategies to increase their influence in their psychosocial work environment are experienced and handled, and may be supported. Background, The complex nature of the psychosocial work environment with increased stress creates significant challenges for leaders in today's health care organizations. Method, Interviews with health care leaders (n = 39) were analysed in accordance with constructivist grounded theory. Results, Compound identities, loyalty commitments and professional interests shape conditions for leaders' influence. Strategies to achieve legitimacy were either to retain clinical skills and a strong occupational identity or to take a full leadership role. Ethical stress was experienced when organizational procedural or consequential legitimacy norms were in conflict with the leaders' own values. Leadership support through socializing processes and strategic support structures may be complementary or counteractive. Conclusions, Support programmes need to have a clear message related to decision-making processes and should facilitate communication between top management, human resource departments and subordinate leaders. Ethical stress from conflicting legitimacy principles may be moderated by clear policies for decision-making processes, strengthened sound networks and improved communication. Implications for nursing management, Supportive programmes should include: (1) sequential and strategic systems for introducing new leaders and mentoring; (2) reflective dialogue and feedback; (3) team development; and (4) decision-making policies and processes. [source] Socioscience and ethics in science classrooms: Teacher perspectives and strategiesJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 4 2006Troy D. Sadler This study explored teacher perspectives on the use of socioscientific issues (SSI) and on dealing with ethics in the context of science instruction. Twenty-two middle and high school science teachers from three US states participated in semi-structured interviews, and researchers employed inductive analyses to explore emergent patterns relative to the following two questions. (1) How do science teachers conceptualize the place of ethics in science and science education? (2) How do science teachers handle topics with ethical implications and expression of their own values in their classrooms? Profiles were developed to capture the views and reported practices, relative to the place of ethics in science and science classrooms, of participants. Profile A comprising teachers who embraced the notion of infusing science curricula with SSI and cited examples of using controversial topics in their classes. Profile B participants supported SSI curricula in theory but reported significant constraints which prohibited them from actualizing these goals. Profile C described teachers who were non-committal with respect to focusing instruction on SSI and ethics. Profile D was based on the position that science and science education should be value-free. Profile E transcended the question of ethics in science education; these teachers felt very strongly that all education should contribute to their students' ethical development. Participants also expressed a wide range of perspectives regarding the expression of their own values in the classroom. Implications of this research for science education are discussed. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 353,376, 2006 [source] Adolescent Homosexuality and Culturally Competent NursingNURSING FORUM, Issue 3 2000Leslie G. Dootson Nursing is striving for cultural competency. Cultural competency includes the ability to deliver care to disenfranchised and marginalized people. The adolescent gay, lesbian, or bisexual person is at risk for violence, disease, harassment, and problems with identity development. Ethnic/minority youth who are also gay, lesbian, and bisexual suffer from prejudice and disenfranchisement within their ethnic community as well as in the dominant white culture. Healthcare workers exhibit homophobia and heterosexism in the delivery of care to patients. Nursing needs to evaluate its own values and prejudices and incorporate sexual orientation into culturally valid tools of assessment to provide competent care. [source] "Our Usable Past": A Historical Contextual Approach to Administrative ValuesPUBLIC ADMINISTRATION REVIEW, Issue 5 2009Donald P. Moynihan In responding to Professor Lynn's criticism that the field of public administration has been insufficiently attentive to law, this article offers an alternative perspective on the source of administrative legitimacy. Leonard White understood that public administration is shaped by its broader context. It does not assert its own values but, in an effort to maintain legitimacy, reflects the political and cultural values of its environment. In White's time, the extraordinary challenges that the state faced, and its subsequent transformation, demanded a management capacity that previously had not existed. While the role of law as a formal means of control is generally accepted, it must take its place with management and other administrative values in the exercise of legal discretionary behavior. Asserting law, or any other single administrative value, as dominant undercuts other values that act as sources of legitimacy. [source] Faculty-development activity to promote effective communication between instructors and studentsTHE CLINICAL TEACHER, Issue 2 2010Netta Notzer Summary Background:, Educators claim that conflicts and teacher,student miscommunications interfere in achieving optimal learning outcomes. Context:, Conflicts arise when clinical instructors communicate in a patronising fashion, expressing values that are not those of their medical students. This paper presents our approach of coping with such conflicts. It is based on the notion that language is comprised of developmental levels. The objective is to switch the instructor's lower level of language from an uncontrolled reaction to a high level of efficient communication. Innovation:, During our faculty-development workshops, we piloted sessions consisting of vignettes depicting instructor,student conflicts. The workshop participants were asked to react and discuss questions on their feelings in similar conflicts, and their immediate speech reaction to students. The workshop's facilitator pointed out that there was no one right solution. She singled out the reaction that takes into account the student's personality, avoiding imposing solutions. The feedback on these sessions was very favourable, indicating a high level of satisfaction. Implications:, The positive feedback is very encouraging. We believe that our workshops amplify the desired effective instructor,student communication, and suggest that the success of this intervention is partly achieved by selecting problematic issues of communication, and adjusting them to the current needs of our faculty members. In order to reproduce our approach, we suggest that other institutions should define their own values and communication code. We recommend them to use the same technique of intervention among a small group in an empowering atmosphere of discussion, using their own situations. [source] Tracing Foreign Policy Decisions: A Study of Citizens' Use of HeuristicsBRITISH JOURNAL OF POLITICS & INTERNATIONAL RELATIONS, Issue 4 2009Robert Johns Public opinion researchers agree that citizens use simplifying heuristics to reach real, stable preferences. In domestic policy, the focus has been on citizens delegating judgement to opinion leaders, notably political parties. By contrast, citizens have been held to deduce foreign policy opinions from their own values or principles. Yet there is ample scope for delegation in the foreign policy sphere. In this exploratory study I use a ,process-tracing' method to test directly for delegation heuristic processing in university students' judgements on the Iranian nuclear issue. A substantial minority sought guidance on foreign policy decisions, either from parties, international actors or newspapers. This was not always simple delegation; some used such heuristics within more complex decision-making processes. However, others relied on simple delegation, raising questions about the ,effectiveness' of their processing. [source] | ||||||||||