Framework For Ethical Practice Research Articles

Supporting Human Dignity in a Collapsing Field: Gestalt Approach in the Social and Political Contexts

Supporting Human Dignity in a Collapsing Field: Gestalt Approach in the Social and Political Contexts

Service Navigators in the Workforce: an ethical framework for practice

Aim and Context: This paper explores the current growth of service navigators in complex health and human services and details the development of the Service Navigation Relational Autonomy Framework as a guide to assist practitioners and managers implementing this role. 
 Approach: The framework was developed using a research into action process. The three-stage process included knowledge inquiry: bringing together existing knowledge in practice fields and research; knowledge synthesis:debate and exchange of practitioner insights and messages from research; and knowledge framework: framework creation based on the key elements of evidence-informed best practice. Main findings: The framework centres on four practice domains: reinforcing ethical practices; fostering self-determination; supporting transitions and wellbeing; and mobilising service systems. It incorporates the concept of relational autonomy as a foundation for navigator practice by recognising the nature of relationships and power dynamics in the provision of care, and the central importance of self-determination. Conclusions: A navigation framework is critical for practice guidance and to ensure service navigators and organisations have the capacity to meet the needs of service users and their families. The framework presented in this paper seeks to encourage debate about service navigation, its implementation, and its future in health and human service organisations.

Service Navigators in the Workforce: an ethical framework for practice

Service Navigators in the Workforce: an ethical framework for practice

PA7 Developing a culture of medication safety in the palliative care home setting - supporting choices in place of care and death.

It is common informal practice in Australia for carers to be trained to administer PRN subcutaneous medications, especially in the last few days of life. A safe, legal and ethical framework for practice was needed to support end of life decision-making. To develop a culture of safety in the palliative care home setting by applying a Health Promoting Palliative Care philosophy, Kellehear (1999), to enable choice in place of care and death. Team brainstorming and literature review - developed: Carer education programme to evaluate a carer's preparedness to administer subcutaneous medications. Guideline Evaluation and Communication strategy Support Focus Ease of access to equipment Piloted 2009 RESULTS: Pilot 93% participants achieved wish to die at home - consistent at approximately 90% medication errors reduced. Carer confidence increased to confident and most confident. Hospital admissions reduced - remains approximately 8-10% of all days on service spent in hospital. Staff safety and satisfaction increased with reduction in after-hours home visits - averages remain at one or two per year. After-hours phone calls did not increase in response to practice changes. Health promotion, enablement and promotion of autonomy and support rather than control and disablement are powerful determinants of carer's ability to cope when caring for the dying, and enduring bereavement. This project is now standard practice and has transformed community practice of palliative care empowering consumers and health professionals with such potential. However, in response to criticism of this practice the carer's perspective will be captured in a carer survey.

Nursing students as research participants: A framework for ethical practice

The aim is to discuss a new framework that can aid ethical decision making in educational nursing research. Nurse researchers have a significant amount of guidance to inform their ethical decision making in relation to research. However, research governance and professional guidance only go so far in promoting ethical research practice. Nurse researchers who work in higher education institutes face particular ethical challenges when nursing students are used as research participants. We explore the complexities of educational research and introduce a framework that can help nurse researchers to make ethically sound research decisions. We draw inspiration from Wendler and Grady (2008) [Wendler, D., Grady, C., 2008. What should research participants understand to understand they are participants in research? Bioethics, 22(4), 203-208] who explored the issue of informed consent in bioethical research. They proposed three key issues that researchers need to consider: research contribution; research relationship and research impact. Inspired by their work, we have developed the Framework for Ethical Research Practice for use in a nursing context. Using examples from our research, we show how the framework can be a useful tool for nurse researchers to assist them in making ethically sound research decisions. This new framework should appeal to researchers seeking innovative ways of enhancing the ethical realm of their practice.

The Process is the Outcome

Ethics are the key to what WAC is all about. It is our stated responsibility as WAC members to help shed the dark disciplinary past and forge a future archaeology of solidarity with the aim of fostering equality (but not sameness) among people everywhere. The present Forum section of Archaeologies showcases the scope and depth of the discussions surrounding this core aspect of WAC, which took place at the first meeting of the Committee on Ethics (henceforth CoE) at Stanford Archaeology Center (California, USA) from April 19th to 21st 2007. It is an invitation to WAC members and others to partake in the process of drafting a “General Code of Ethics” for WAC, a process that ultimately is much more about inclusive discussions and decisions on a framework for ethical practice than about writing a text or proscribing how to behave.

Service Navigators in the Workforce: an ethical framework for practice

Aim and Context: This paper explores the current growth of service navigators in complex health and human services and details the development of the Service Navigation Relational Autonomy Framework as a guide to assist practitioners and managers implementing this role.  Approach: The framework was developed using a research into action process. The three-stage process included knowledge inquiry: bringing together existing knowledge in practice fields and research; knowledge synthesis:debate and exchange of practitioner insights and messages from research; and knowledge framework: framework creation based on the key elements of evidence-informed best practice. Main findings: The framework centres on four practice domains: reinforcing ethical practices; fostering self-determination; supporting transitions and wellbeing; and mobilising service systems. It incorporates the concept of relational autonomy as a foundation for navigator practice by recognising the nature of relationships and power dynamics in the provision of care, and the central importance of self-determination. Conclusions: A navigation framework is critical for practice guidance and to ensure service navigators and organisations have the capacity to meet the needs of service users and their families. The framework presented in this paper seeks to encourage debate about service navigation, its implementation, and its future in health and human service organisations.