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Cilji in predmetno
specifične kompetence:
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Študent:
- preučuje uveljavljene modele obravnave na konkretnem področju;
- spoznava in primerja vpliv modelov obravnave na funkcioniranje posameznika v socialnem okolju, kakovost življenja in zdravja;
- razmišlja o implementaciji učinkovitejših modelov;
- pridobi sposobnosti in veščine za izrabo resursov v procesu obravnave;
- kritično spremlja znane dejavnike ter zna transformirati nove znanje v prakso;
- samostojno razvija nova spoznanja in razširja znanstveno polje delovanja.
Študenti bodo sposobni:
- izraziti in pojasniti tradicionalna etična načela in teorije;
- razpravljati o zgodovinski in filozofski utemeljenosti etičnega mišljenja;
- kritično analizirati ključne koncepte vključene v etiko zdravstvene nege in zdravstva;
- prepoznavanje primerov, kjer so ključni etični koncepti pomembni za zdravstvo in zdravstveno nego, managementa, administracije in raziskovanja na ravneh posameznega zdravnika, lokalne institucije, regionalnih/nacionalnih teles in globalnih agencij;
- prenesti razumevanje zgoraj naštetega v kritiko sodobnih tematik v zdravstvu in zdravstveni negi.
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Obvezna literatura:
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- 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.
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