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PubMed2006

Explaining the emergence of euthanasia law in the Netherlands: how the sociology of law can help the sociology of bioethics.

The debate over the legalisation of voluntary euthanasia is most often seen to be the result of three changes in society: individualisation, diminished taboos concerning death and changes in the balance of power in medicine. The fact that these changes occurred in many western countries but led to legalisation in only a few makes this claim problematic. I examine whether socio-legal propositions, with respect to the emergence of laws which focus on social control, offer a better approach to understanding the development of rules allowing and governing euthanasia. After a short sketch of the history of the Dutch law regulating euthanasia, I discuss these three societal changes in the light of shifts in the social control of medical behaviour that shortens life. I show that the Dutch relaxation of the prohibition of euthanasia goes together with new forms of social control: doctors' self control is complemented with second-party control (by patients), professional third-party control and governmental control. My work calls attention to the fact that bioethics is part of larger systems of social control.

Attitude to Death↗
PubMed2006

Tales of sociology and the nursing curriculum: revisiting the debates.

The relationship between nursing and sociology has been extensively debated for more than two decades [Cox, C.A., 1979. Who cares? Nursing and sociology: the development of a symbiotic relationship. Journal of Advanced Nursing 4, 237-252; Cooke, H., 1993. Why teach sociology? Nurse Education Today 13, (3) 210-216; Sharpe, K., 1994. Sociology and the nursing curriculum: a note of caution. Journal of Advanced Nursing 20, (2) 391-395; Sharpe, K., 1995. Why indeed should we teach sociology? A response to Hannah Cooke. Nurse Education Today 15, (1) 52-55; Sharpe, K., 1996. Feedback - sociology and the nursing curriculum: a reply to Sam Porter. Journal of Advanced Nursing 23, (7) 1275-1278; Balsamo, D., Martin, S.I., 1995a. Developing the sociology of health in nurse education: towards a more critical curriculum. Part 1. Andragogy and sociology in Project 2000. Nurse Education Today 15, 427-432; Balsamo, D., Martin, S.I., 1995b. Developing the sociology of health in nurse education: towards a more critical curriculum. Part 2. Linking methodology and epistemology. Nurse Education Today 15, 427-432; Porter, S., 1995. Sociology and the nursing curriculum: a defence. Journal of Advanced Nursing 21, (6) 1130-1135; Porter, S., 1996. Why teach sociology? A contribution to the debate. Nurse Education Today, 16, 170-174; Porter, S., 1997. Sociology and the nursing curriculum: a further comment. Journal of Advanced Nursing 26, (1) 214-218; Porter, S., 1998. Social Theory and Nursing Practice. Macmillan, Basingstoke; Corlett, J., 2000. The perceptions of nurse teacher, student nurses and preceptors of the theory-practice gap in nurse education. Nurse Education Today 20, 499-505; Allen, D., 2001. Review article: nursing and sociology: an uneasy marriage?. Sociology of Health and Illness 23, (3) 386-396; Pinikahana, J., 2003. Role of sociology within the nursing enterprise: some reflections on the unfinished debate. Nursing and health Sciences 5, (2) 175-180; Holland, K., 2004. Sociology and the nursing curriculum; editorial. Nurse Education in Practice 4, 81-82; Mowforth, G., Harrison, J., Morris, M., 2005. An investigation into adult nursing students' experience of the relevance and application of behavioural sciences (biology, psychology and sociology) across two different curricula. Nurse Education Today 25, 41-48]. Much attention has been given to the role, utility and value of sociology mostly within pre-registration but also post-registration nursing curricula. Through an initial analysis of a series of letters appearing in The Nursing Times over a 12 week period in 2004, and using an analytical framework of four tales (realist, critical, deconstructive and reflexive) we revisit this relationship. Unlike previous debates our argument is that this relationship is more usefully viewed as emblematic of the legitimation crisis inherent in all modern projects. We argue that in order to move beyond the 'utility' discussion, an interrogation of the knowledge claims of both nursing and sociology is required.

Attitude of Health Personnel↗
PubMed2001

Teaching sociology within the speech and language therapy curriculum.

In the United Kingdom, the Royal College of Speech and Language Therapists suggests that sociology should be included within the speech and language therapy curriculum. However, in spite of this, sociology is seldom given priority. Although the role of sociology with the curricula of other professions has been discussed, the role of sociology within speech and language therapy has not. Given the contemporary climate of competence-based training, the position of subjects such as sociology is being compromised. This paper sets out three reasons in support of including sociology within speech and language therapy by drawing on the distinction between a "personal education" and a "semantic conjunction" model of the relationship between theory and professional practice. First, it is argued that sociology makes a valid contribution to an holistic approach to care--which is rapidly becoming the cornerstone of speech and language therapy practice. Second, this paper suggests that the inherent reflexivity within the discipline provides health professionals with an invaluable tool with which to engage in reflexive practice. Finally, it is argued that given the global emphasis on evidence-based practice, the study of sociology and sociological research methods equips therapists to interpret and conduct empirical research. This paper concludes by arguing that sociology should be viewed as an essential component of the speech and language therapy curriculum.

Journal Article↗
PubMed1979

Who cares? Nursing and sociology: the development of a symbiotic relationship.

The paper has three aims: to illustrate ways in which sociology may help nurses to achieve their primary objective: good patient care; to show how nursing can contribute to sociology; and to indicate some conditions for a healthy relationship between the two activities. After a brief discussion of the nature of sociology, intended for non-sociologists, four examples of ways in which sociology may be relevant to nursing are discussed: (i) Implications for nursing of changing patterns of disease, dependency and death; (ii) Social and cultural variations in perceptions of, and responses to, pain and disease; (iii) Organizational analyses, with particular reference to the importance of nurse-patient communication; (iv) Sociological studies of inter-personal relationships, illustrated by a study of student nurse training. Nursing is described as the major caring profession; as such it has inherent interest for sociologists interested in health care. However, its sociological interest is enhanced by the fact that it is permeated by paradoxes. Reference is also made to current debate on the most appropriate model for health care: the traditional medical model places relatively greater emphasis on cure than does nursing, with its relatively greater involvement with care. It is suggested that current patterns of disease and dependency increase the importance of the care model, and that nursing could play a crucial role in such a shift of emphasis. Having shown that sociology can make positive contributions to nursing, attention is drawn to certain dangers. Nursing should thus make sure that the sociology which it welcomes into its domain is academically sound, and not ideology in disguise. It is also suggested that nursing education should encourage more critical thinking, to enliven nurses' appreciation of what sociology has to offer, and to improve their ability to evaluate the quality of health care.

Culture↗
PubMed2006

Classical sociology and cosmopolitanism: a critical defence of the social.

It is frequently argued that classical sociology, if not sociology as a whole, cannot provide any significant insight into globalization, primarily because its assumptions about the nation-state, national cultures and national societies are no longer relevant to a global world. Sociology cannot consequently contribute to a normative debate about cosmopolitanism, which invites us to consider loyalties and identities that reach beyond the nation-state. My argument considers four principal topics. First, I defend the classical legacy by arguing that classical sociology involved the study of 'the social' not national societies. This argument is illustration by reference to Emile Durkheim and Talcott Parsons. Secondly, Durkheim specifically developed the notion of a cosmopolitan sociology to challenge the nationalist assumptions of his day. Thirdly, I attempt to develop a critical version of Max Weber's verstehende soziologie to consider the conditions for critical recognition theory in sociology as a necessary precondition of cosmopolitanism. Finally, I consider the limitations of some contemporary versions of global sociology in the example of 'flexible citizenship' to provide an empirical case study of the limitations of globalization processes and 'sociology beyond society'. While many institutions have become global, some cannot make this transition. Hence, we should consider the limitations on as well as the opportunities for cosmopolitan sociology.

Culture↗