Healthcare Professionalism

Improving Practice through Reflections on Workplace Dilemmas
 
 
Standards Information Network (Verlag)
  • erschienen am 21. Februar 2017
  • |
  • 272 Seiten
 
E-Book | PDF mit Adobe DRM | Systemvoraussetzungen
978-1-119-04445-1 (ISBN)
 
Healthcare Professionalism: Improving Practice through Reflections on Workplace Dilemmas provides the tools and resources to help raise professional standards within the healthcare system. Taking an evidence and case-based approach to understanding professional dilemmas in healthcare, this book examines principles such as applying professional and ethical guidance in practice, as well as raising concerns and making decisions when faced with complex issues that often have no absolute right answer.
Key features include:
* Real-life dilemmas as narrated by hundreds of healthcare students globally
* A wide range of professionalism and inter-professionalism related topics
* Information based on the latest international evidence
Using personal incident narratives to illustrate these dilemmas, as well as regulatory body professionalism standards, Healthcare Professionalism is an invaluable resource for students, healthcare professionals and educators as they explore their own professional codes of behaviour.
1. Auflage
  • Englisch
  • USA
John Wiley & Sons Inc
  • Für Beruf und Forschung
  • 2,75 MB
978-1-119-04445-1 (9781119044451)
weitere Ausgaben werden ermittelt
About the authors
Lynn V. Monrouxe is Professor and Director of the Medical Education Research Centre at Chang Gung Memorial Hospital, Linkou, Taiwan.
Charlotte E. Rees is Professor and Director of Health Professions Educationand Education Research (HealthPEER), and Director of Curriculum (MBBS), Faculty of Medicine, Nursing & Health Sciences, Monash University, Melbourne, Australia.
1 - Title Page [Seite 5]
2 - Copyright Page [Seite 6]
3 - Contents [Seite 9]
4 - Foreword [Seite 13]
5 - About the Authors [Seite 15]
6 - Acknowledgements [Seite 17]
7 - Author Contributions [Seite 19]
8 - Chapter 1 Introduction [Seite 21]
8.1 - References [Seite 24]
9 - Chapter 2 What is Healthcare Professionalism? [Seite 27]
9.1 - Introduction [Seite 28]
9.2 - Who is Responsible for Setting Professionalism Codes of Conduct? [Seite 28]
9.3 - What is the Ethical Basis of Healthcare Professionalism? [Seite 30]
9.4 - How is Professionalism Understood Across Regulatory Bodies' Codes of Conduct? [Seite 32]
9.5 - How is Professionalism Linguistically Framed Across Healthcare Professionalism Codes of Conduct? [Seite 35]
9.6 - What are Stakeholders' Understandings of Professionalism Across Different Country Cultures? [Seite 36]
9.6.1 - Medical Professionalism Case Study [Seite 39]
9.7 - What are Students' Understandings of Professionalism Across Country Cultures? [Seite 39]
9.7.1 - Professionalism as Rules [Seite 41]
9.7.2 - Professionalism as Patient Centredness [Seite 41]
9.7.3 - Professionalism as Presentation [Seite 41]
9.7.4 - Professionalism as Attributes of the Individual [Seite 41]
9.7.5 - Professionalism as Competence [Seite 43]
9.7.6 - Final Thoughts [Seite 43]
9.8 - Professionalism: Embodied Identities? [Seite 43]
9.9 - Chapter Summary [Seite 45]
9.10 - References [Seite 46]
10 - Chapter 3 Teaching and Learning Healthcare Professionalism [Seite 51]
10.1 - Introduction [Seite 52]
10.2 - Why Teach and Learn Professionalism? [Seite 52]
10.3 - What is a Curriculum? [Seite 53]
10.4 - How is Professionalism Taught and Learnt? [Seite 55]
10.4.1 - How is Professionalism Taught Through Formal Curricula? [Seite 55]
10.4.2 - How is Professionalism Learnt through Informal Curricula? [Seite 57]
10.4.3 - How is Professionalism Learnt through Hidden Curricula? [Seite 59]
10.5 - What Curricula-related Professionalism Dilemmas do Healthcare Students Experience? [Seite 62]
10.6 - Chapter Summary [Seite 65]
10.7 - References [Seite 66]
11 - Chapter 4 Assessing Healthcare Professionalism [Seite 71]
11.1 - Introduction [Seite 72]
11.2 - Why Assess Professionalism? [Seite 72]
11.3 - How is Professionalism Assessed? [Seite 73]
11.3.1 - Professionalism Action: does [Seite 74]
11.3.2 - Professionalism Performance: shows how [Seite 75]
11.3.3 - Professionalism Competence: knows how [Seite 75]
11.3.4 - Professionalism Knowledge: knows [Seite 76]
11.4 - What are the Key Challenges Facing Professionalism Assessment? [Seite 76]
11.5 - What Assessment-related Professionalism Dilemmas are Learners Experiencing? [Seite 78]
11.5.1 - Receiving Unjust Professionalism Assessments [Seite 78]
11.5.2 - The Student's Dilemma: Fear of being Failed [Seite 80]
11.5.3 - The Student's Dilemma: Receiving Abusive Feedback in the Workplace [Seite 80]
11.5.4 - The Assessor's Dilemma: Fear of Failing [Seite 83]
11.6 - Chapter Summary [Seite 85]
11.7 - References [Seite 87]
12 - Chapter 5 Identity-related Professionalism Dilemmas [Seite 91]
12.1 - Introduction [Seite 91]
12.2 - How do Professional Identities Relate to Learning? [Seite 92]
12.3 - Are Professional Identities Easily Developed? [Seite 93]
12.4 - What are the Consequences of Professional Identities? [Seite 94]
12.5 - What are Identity-related Professionalism Dilemmas? [Seite 95]
12.6 - What Identity-related Professionalism Dilemmas Occur Across the Pre-university to Year 1 Transition? [Seite 96]
12.7 - Identity Dilemmas Across Undergraduate Healthcare Education [Seite 98]
12.8 - Identity Dilemmas Across Transitions into Practice [Seite 101]
12.9 - Emotional impact and resistance [Seite 102]
12.10 - Chapter Summary [Seite 103]
12.11 - References [Seite 105]
13 - Chapter 6 Consent-related Professionalism Dilemmas [Seite 109]
13.1 - Introduction [Seite 110]
13.2 - What is Consent and Why Does it Matter? [Seite 110]
13.2.1 - What are the Ethical, Legal, Relational and Safety Bases of Consent? [Seite 111]
13.3 - What are the Common Myths about Patient consent for student involvement in their care? [Seite 113]
13.3.1 - Myth 1: Patients will Refuse Consent for Students to be Involved in their Care if Asked [Seite 113]
13.3.2 - Myth 2: Patients will not Consent to Students Performing a Procedure on them for the First Time [Seite 114]
13.3.3 - Myth 3: Consent for Student Involvement in Patient Care is Unnecessary in Certain Settings [Seite 116]
13.4 - What are Common Consent-related Professionalism Dilemmas? [Seite 117]
13.4.1 - Students Witnessing Qualified Colleagues not Eliciting Valid Patient Consent for Interventions [Seite 118]
13.4.2 - Students' Involvement in Patient Care Activities Without Valid Consent [Seite 118]
13.4.3 - Students' Involvement in Learning Activities on Patients Without Valid Consent for them to do so as Students [Seite 118]
13.5 - What is the Impact of Consent-related Professionalism Dilemmas? [Seite 120]
13.6 - How do Students Act in the Face of Consent-related Professionalism Dilemmas? [Seite 122]
13.7 - Chapter summary [Seite 123]
13.8 - References [Seite 125]
14 - Chapter 7 Patient Safety-related Professionalism Dilemmas [Seite 129]
14.1 - Introduction [Seite 130]
14.2 - How Have Patient Safety and Associated Terms been Defined? [Seite 130]
14.3 - What are the Factors that can Influence Patient Safety in the Workplace? [Seite 131]
14.4 - What Types of Patient Safety-related Dilemmas Occur Across Different Healthcare Professions? [Seite 133]
14.4.1 - Dilemmas Around Patient Safety Errors [Seite 133]
14.5 - How can Healthcare Learners' Actions and Roles Develop a Positive Workplace Culture of Patient Safety? [Seite 139]
14.6 - Chapter Summary [Seite 142]
14.7 - References [Seite 143]
15 - Chapter 8 Patient Dignity-related Professionalism Dilemmas [Seite 147]
15.1 - Introduction [Seite 148]
15.2 - What is Patient Dignity? [Seite 148]
15.3 - Why Does Patient Dignity Matter? [Seite 149]
15.4 - What are Dignity Violations and How do they Arise? [Seite 150]
15.5 - What Patient Dignity-related Professionalism Dilemmas do Healthcare Learners Witness or Participate in? [Seite 153]
15.5.1 - Communication Violations [Seite 153]
15.5.2 - Physical Violations [Seite 157]
15.5.3 - Privacy Violations [Seite 157]
15.6 - What is the Impact of Patient Dignity?related Professionalism Dilemmas? [Seite 159]
15.7 - How do Learners Act in the Face of Patient Dignity-related Professionalism Dilemmas? [Seite 160]
15.8 - Chapter Summary [Seite 162]
15.9 - References [Seite 163]
16 - Chapter 9 Abuse-related Professionalism Dilemmas [Seite 165]
16.1 - Introduction [Seite 166]
16.2 - What are Equality, Diversity and Dignity at Work and Why Do They Matter? [Seite 166]
16.3 - What is Workplace Abuse and its Relationship with Power? [Seite 169]
16.4 - What are the Causes of Workplace Abuse? [Seite 171]
16.5 - What are the Consequences of Workplace Abuse? [Seite 172]
16.6 - What Abuse-related Professionalism Dilemmas do Healthcare Learners Experience? [Seite 172]
16.7 - How can Workplace Abuse be Prevented and Managed? [Seite 178]
16.8 - Chapter Summary [Seite 180]
16.9 - References [Seite 181]
17 - Chapter 10 E-professionalism-related Dilemmas [Seite 187]
17.1 - Introduction [Seite 188]
17.2 - What are the Benefits of OSNs for Professionalism? [Seite 188]
17.3 - What are the Challenges of OSNs for Professionalism? [Seite 189]
17.4 - What is E-professionalism and Why is it Important? [Seite 190]
17.5 - What E-professionalism Lapses do Healthcare Learners Commit? [Seite 192]
17.5.1 - Maintaining Confidentiality, Privacy and Dignity [Seite 192]
17.5.2 - Boundary-crossing [Seite 192]
17.5.3 - Lack of Respect [Seite 195]
17.5.4 - Honesty and Transparency [Seite 196]
17.6 - What are the Repercussions for E-professionalism?related Lapses? [Seite 196]
17.7 - What are the Psychological, Social and Technological Factors Associated with Social Media Use? [Seite 197]
17.8 - What are the Regulatory Recommendations for the Prevention and Management of E-professionalism Lapses? [Seite 200]
17.8.1 - Maintaining Patient Confidentiality, Privacy and Dignity [Seite 200]
17.8.2 - Boundary-crossing [Seite 200]
17.8.3 - Honesty and Transparency [Seite 200]
17.8.4 - Raising Concerns [Seite 200]
17.9 - Chapter Summary [Seite 201]
17.10 - References [Seite 202]
18 - Chapter 11 Professionalism Dilemmas Across National Cultures [Seite 207]
18.1 - Introduction [Seite 208]
18.2 - What is Culture? [Seite 208]
18.3 - What Different Cultural Dimensions are there? [Seite 209]
18.4 - What are Eastern and Western Cultural Spaces? [Seite 211]
18.4.1 - Individualism vs. Collectivism [Seite 212]
18.5 - How can we Develop Cultural and Intercultural Capability? [Seite 215]
18.5.1 - Responses to Cultural Difference [Seite 216]
18.5.2 - Negotiating 'Reality' [Seite 217]
18.6 - What are the Professionalism Dilemmas Across Different Cultural Spaces? [Seite 218]
18.6.1 - Culturally-interpreted and Constrained Dilemmas: Same Event, Different Dilemma [Seite 218]
18.6.2 - Culturally-specific Dilemmas [Seite 220]
18.6.3 - Socio-economic Dilemmas [Seite 221]
18.7 - How are Situations Culturally Interpreted? Intercultural Dilemmas on Medical Electives by Western Students [Seite 222]
18.8 - Chapter Summary [Seite 224]
18.9 - References [Seite 225]
19 - Chapter 12 Professionalism Dilemmas Across Professional Cultures [Seite 227]
19.1 - Introduction [Seite 228]
19.2 - What are the Roles of Different Healthcare Professionals? [Seite 229]
19.3 - How do Professionalism Dilemmas Compare Across Healthcare Students? [Seite 231]
19.3.1 - Medical Students and Patient Consent [Seite 231]
19.3.2 - Nursing Students and Physical Dignity (Patient and Self) [Seite 231]
19.3.3 - Dental Students and Patient Safety [Seite 233]
19.3.4 - Pharmacy Students and Identities [Seite 233]
19.3.5 - Physiotherapy Students and Emotion [Seite 233]
19.4 - Interprofessional Dilemmas: Hierarchies, Roles and Conflict [Seite 234]
19.4.1 - Interprofessional Hierarchies [Seite 234]
19.4.2 - Interprofessional Roles [Seite 235]
19.4.3 - Interprofessional Conflict [Seite 237]
19.5 - How do Dilemmas Around Role Boundaries Come About? [Seite 238]
19.6 - What are Students' Reactions and Actions in the Face of Interprofessional Dilemmas? [Seite 239]
19.7 - How can Interprofessional Conflict be Managed? [Seite 240]
19.7.1 - Preventing Interprofessional Conflict? [Seite 240]
19.7.2 - Managing Interprofessional Conflict [Seite 241]
19.8 - Chapter Summary [Seite 242]
19.9 - References [Seite 244]
20 - Chapter 13 Conclusions [Seite 247]
20.1 - Power, Hierarchy, Conformity and Resistance [Seite 247]
20.2 - Negative Emotions, Empathy and Moral Distress [Seite 248]
20.3 - Looking Forward: Education, Training and Practice [Seite 249]
20.4 - Looking Forward: Research [Seite 251]
20.5 - Looking Back: Researcher Reflexivity [Seite 252]
20.6 - Coda [Seite 253]
20.7 - References [Seite 254]
21 - Afterword: Healthcare Professionalism: Improving Practice through Reflections on Workplace Dilemmas [Seite 257]
21.1 - References [Seite 259]
22 - Index [Seite 261]
23 - EULA [Seite 273]
'...excellent layout and presentation, especially the way the text is broken up into boxes to highlight common themes throughout each chapter, such as learning outcomes for reflective sessions and case study narratives. Each chapter is also rounded off with a summary, discussion points, learning activities and recommended reading, which helps the reader to draw conclusions at each stage to consolidate learning...there is much learning to be gained from the insightful reflections of a wider, multidisciplinary body of students' - Nursing Standard

'This book explores important professionalism dilemmas, including patient safety errors, consent and confidentiality ... The chapters include thought-provoking narratives on personal incidents and case studies that clearly link theory with practice. Detailed referencing provides an evidence-based, robust approach to tackling professionalism dilemmas.' - Surgeons' News, The Royal College of Surgeons of Edinburgh

"This book presents a valuable and realistic structure for teaching and learning how to become and develop as professional in any healthcare discipline. The usefulness of this book lies in the approach to guiding and developing the student's professional identify and the educator's teaching strategies to promote corrective actions based on reflections shaped by professional dilemmas founded on failures of professionals in various healthcare disciplines" Linda S. Hansen, MSN, RN, Michigan State University College of Nursing on behalf of Doody's Aug 17



'The key strength of this book is that it continually links the theory of professionalism to the reality of day-to-day practice ... the authors do an excellent job of exposing the commonalities and differences in the perspectives of the various health care professions.' Anesthesia and Analgesia

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