Scientific view of modern theoretical, ethical and sociological concepts in nursing and other healthcare professions

Subject:

Scientific view of modern theoretical, ethical and sociological concepts in nursing and other healthcare professions

Module:

Health Care Sciences

Holder of subject:

Dr Alvisa Palese, Associate Professor
Dr Fiona Murphy, Associate Professor

Education providers:

• Dr Fiona Murphy, Associate Professor
• Dr Alvisa Palese, Associate Professor
• Dr Walter Sermeus Professor

Contact hours - lectures:

20

Contact hours - seminar:

30

Contact hours - exercises:

Individual student work:

75

ECTS:

5

Level of study:

Third cycle study program Health Care Sciences

Semester:

Summer

Language:

Slovene/English

Subject specific competences:

The student:

• Analyses established treatment models at certain filed;
• Learns about and compares treatment models` influence on individuals` functioning in social environment, quality of life and health;
• Thinks about implementation of more effective models;
• Gets skills to use resources in treatment process;
• Critically monitors known factors and knows how to transform new knowledge in practice;
• Independently evolves new knowledge and expands scientific context.

Mandatory  and recommended references:

Mandatory references:

• Glanz, K., Rimer, B.K. & Viswanath, K., eds., 2008. Health behavior and health education: theory, research, and practice. 4th ed. San Francisco: Jossey Bass.
• Chinn, P.L. & Kramer, M.K., 2012. Integrated Theory & Knowledge Development in Nursing. St. Louis: Elsevier.
• Fawcett, J. & DeSanto-Madeya, S., 2013. Contemporary Nursing Knowledge: Analysis and Evaluation of Nursing Models.
• Allan, H., Traynor, M., Kelly, D. & Smith, P., Understanding Sociology in Nursing. SAGE.
• Harrington Meyer, M., Daniele, A.E., Gerontology: Changes, Challenges, and Solutions. 
• Rowe Kaakinen, J., Padgett Coehlo, D., Steele, R., Tabacco, A., May, S. & Hanson, H., Family Health Care Nursing: Theory, Practice, and Research. Philadelphia: Davis Company.
• Graham, D., Rowles, P.B. Teaster. Long-Term Care in an Aging Society: Theory and Practice. New York: Springer.
• Browne, A., 1993. A conceptual clarification of respect.  Journal of Advanced Nursing, 18(2), pp. 211-217.  DOI: 10.1046/j.1365-2648.1993.18020211.x 
• Farah, M.J. & Heberlein, A.S., 2007. Personhood and neuroscience: Naturalizing or nihilating?  American Journal of Bioethics – Neuroscience,  7(1), pp. 37-48. http://repository.upenn.edu/neuroethics_pubs/19 
• Kiger, A., 2015. ‘Mercy killing’:  when is it justified, and what is the nurse’s ethical responsibility?  Obzornik zdravstvene nege,  49(1), pp. 4-8.  http://dx.doi.org/10.14528/snr.2015.49.1.58 
• Schroeder, D., 2008. Dignity:  Two Riddles and Four Concepts.  Cambridge Quarterly of Healthcare Ethics,  17(1), pp. 230-238.  http://hdl.handle.net/11343/28265 
• Skela-Savič, B. & Kiger, A., 2015. Self-assessment of clinical nurse mentors as dimensions of professional development and the capability of developing ethical values at nursing students: A correlational research study. Nurse Education Today,  35(10), pp. 1044-1051.  doi:10.1016/j.nedt.2015.04.003  
• Test, new issue due for publication April 2016:
• Devettere, R.J. Practical Decision Making in Health Care Ethics: Cases, Concepts, and the Virtue of Prudence , 4th ed.  Washington D.C.: Georgetown University Press.

Conditions for the inclusion in the study:

No prerequisits.

Assessment methods:

• Active cooperation at lectures and seminars
• Presentation of contextual seminar work
• Applied contextual project 
• Original scientific article publication before finished thesis proposal 
• Written coursework for ethics:
• 1) Critical review of a selected article, approximately 1000 words (20% of ethics)
• 2) 2500-word essay (60% of ethics)
• Participation in class seminars (20% of ethics)

Teaching methods:

Introduction lectures, Literature review, Discussion (problem learning), Experiential learning (practice case), Field work (thematic researches), Group work, Lecture, Seminar with group work and student presentations, Self-directed study – reading and critical analysis of source material.