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At least 973 records · Page 54Linked to original sources
PubMed1978

Drug research, development and expenditure - what about the future?

Drug research and development today is an undertaking requiring special skills and understanding, formidable financial resources and the closely co-ordinated co-operation of everyone concerned with the drug programme in all its aspects. Incorrect results, wrong deductions or decisions and unrealistic delays due to bureaucratic obstructions, all have an adverse effect in the final analysis. The price (financially and otherwise) we have to pay for the end-product is invariably intimately related to what happened during the entire development process. Everyone connected with drug development, in whatever capacity, has a moral obligation to ensure that the development programme follows a path which is as smooth as possible.

Forecasting↗
PubMed1995

The Greek medical texts and the sexual ethos of ancient Athens.

After at least a century of institutionalized pederasty Athenian society developed legal and moral sanctions against this practice at the end of the fifth century BC as the indirect result of the introduction of medicine. Viewing the sex drive as a bodily need, analogous to hunger and thirst, it cast a disparaging light on the role played by the passive partner. It is here argued that the principal catalyst of the transformation of biology into prescriptive ethics was Democritus of Abdera, whose preoccupation with medicine is known. Democritus probably influenced Aristotle, who articulated the harshest condemnation of pederasty found in Greek texts.

Female↗
PubMed1994

Performance-based assessment of moral reasoning and ethical judgment among medical students.

BACKGROUND: An assessment technique was developed to measure the abilities of medical students to deal with moral and ethical issues. METHOD: Assessments of ability in moral reasoning and ethical judgement were administered in July and August of 1991 and 1992 to 511 fourth-year students from five northeastern U.S. medical schools. Five behavioral parameters were measured during each student's encounter with a standardized patient (SP), who graded the student's performance. Immediately following the encounter, each student was asked to describe at least two moral conflicts in a short essay, which was graded by the authors of the study. Statistical analysis used chi-square, Fisher's exact test, and Spearman rank correlation. RESULTS: Poor performance on the interactive tasks with the SP was observed among 11% of the students; on the written (analytical) tasks, among 14.1%; and on both portions of the assessment, among 2.3%. Little relationship existed between performances on the interactive and written portions. CONCLUSION: That a low degree of relationship was found between the students' performances on the interactive and written portions of the assessment suggests that the two portions measure different skills. To address student differences, the authors formulated a model for categorizing students that would be useful in individualizing remedial strategies.

Attitude of Health Personnel↗
PubMed2001

An ethics core curriculum for Australasian medical Schools.

Teaching ethics incorporates teaching of knowledge as well as skills and attitudes. Each of these requires different teaching and assessment methods. A core curriculum of ethics knowledge must address both the foundations of ethics and specific ethical topics. Ethical skills teaching focuses on the development of ethical awareness, moral reasoning, communication and collaborative action skills. Attitudes that are important for medical students to develop include honesty, integrity and trustworthiness, empathy and compassion, respect, and responsibility, as well as critical self-appraisal and commitment to lifelong education.

Australia↗
PubMed1985

Adolescents: why they can be so obnoxious.

This paper describes examples of adolescent behavior which parents and school personnel find obnoxious. It attempts to explain why intelligent, reasonable and well-adjusted teenagers periodically behave in this way, as something that is developmentally inevitable given the uneven development of competencies in several important areas. Adolescent incompetencies in four areas (cognitive, social cognition, moral judgment, and knowledge of the world) are discussed and exemplified by resulting behavior (including the current Cabbage Patch doll fad). Suggestions for dealing positively with the sometimes difficult and exasperating behavior of adolescents are offered.

Adolescent↗
PubMed1993

Emotions, care and particularity.

The main intention of this article is to illuminate the normative foundation of caring in nursing. I will focus on the debate between an ethics of care and an ethics of universal principles which has evolved both in nursing ethics and moral philosophy during the last decade. In spite of what a number of people have claimed, I shall argue that a care-based ethics is compatible with judgment based on universal, impartial principles. However, an ethics of care articulates other important aspects of morality and moral behavior than the justificational ones that are central to prevailing impartialist ethics. The paper explains why and how moral perception, sensitivity and emotional capacities are important for a modern professional nursing ethics. It focuses on capacities and preconditions for principle-based reflection and action by arguing that moral perception and certain emotional qualities are prerequisites for moral judgment and action. Achieving perceptual awareness and emotional sensitivity in understanding the situation and its particulars are genuine moral tasks in nursing. These qualities are essential in discovering the morally salient features of the situation. This perspective on an ethics of care also recognizes an important place to central positions in traditional nursing ethics, where developing personal qualities and altruistic capabilities have always been a fundamental normative claim.

Emotions↗
PubMed1998

Childhood personality influences on social-cognitive development: a longitudinal study.

The relation of childhood personality to the development of friendship understanding and moral judgment in adolescence was considered in a longitudinal study. Personality at age 7, assessed with the California Child Q-Set, was characterized in terms of ego-resiliency and ego-control. IQ and social class were also measured. Friendship understanding was assessed when the participants were ages 7, 9, 12, 15, and 19, and moral judgment was elicited when the participants were 12, 15, and 19. Ego-resiliency was found to predict social-cognitive development in adolescence, even after the effects of IQ and childhood measures of social-cognitive development were controlled for. Analyses indicate that the effects of ego-resiliency on social-cognitive development are largely unmediated by the ability to focus attention or by social participation.

Adolescent↗
PubMedDate not supplied

The moral context of oncology nursing.

Current work environments in health care are hierarchical social systems built around disease-oriented medical goals and procedures. Expansion of biomedical technologies and cost-containment policies have increased the ethical concerns and problems of nurses and other providers. Yet, nurses often are not included as major contributors in deliberations about solutions to these ethical problems. A patriarchal pattern of decision making reflects the paternalistic organization of patient care settings and discounts the reality that multiple providers from many disciplines and specialties provide patient care. To foster ethical practice as a shared activity, ways are needed to build work environments that foster interdependent practice and facilitate moral discourse among all participants. Actions to promote the development of work environments as moral contexts require systematic attention to conceptual, structural, process, and leadership issues that foster collaboration, open communication, and person-centered care.

Cost Control↗
PubMed2000

Moral distress in perinatal nursing.

This work focuses on an emerging concept in nursing ethics--moral distress. Unlike an ethical dilemma where one does not know the right thing to do, in contrast, moral distress occurs when one knows the right thing to do but is constrained by the institution or one's coworkers in doing it. Moral distress is a process that involves recognition that a decision is difficult to act upon; the experience of emotional distress inherent in that situation; choosing strategies; and then acting. Whistle blowing and collaborative practice models both provide strategies for moral action in moral distress situations. Less dramatic and quieter forms of moral action will also be examined. Finally, developing the strength to move from moral distress to moral action will be discussed, as well as research implications for this emerging ethical issue.

Conflict, Psychological↗
PubMed1990

Moral learning in nursing education: a discussion of the usefulness of cognitive-developmental and social learning theories.

The preparation of students for ethically sound practice is an essential concern for nurse educators. The theories of cognitive development and social learning theory are discussed as explanations of moral learning. The implications of the application of each of these theories to nursing education are discussed and the usefulness of each theory to nurse educators is reviewed. It is argued that neither theory is entirely satisfactory for application to nursing education and it is concluded that a pragmatic eclecticism is desirable in the approach to moral education in nursing.

Codes of Ethics↗
PubMed1998

Care: from theory to orientation and back.

In this paper, I urge that the very real lessons Carol Gilligan's work in moral psychology offer to moral philosophy can best be appreciated if we take seriously the gap between the two disciplines. The care and justice perspectives Gilligan explores are psychological orientations, and orientations are defined as much by matters of emphasis, selectivity of interpretation, and gestalt as they are by propositional commitment. As such, I argue, their contribution to moral theory is best seen as stances from which to do theory, rather than as constituting ready-made theories themselves. In pursuing this train of thought, I examine how Gilligan's work has developed over time and how, in the end, we should understand the juxtaposition between the two orientations.

Empathy↗
PubMed2004

Living with conflicts-ethical dilemmas and moral distress in the health care system.

During the last decade, the Swedish health care system has undergone fundamental changes. The changes have made health care more complex and ethics has increasingly become a required component of clinical practice. Considering this, it is not surprising that many health care professionals suffer from stress-related disorders. Stress due to ethical dilemmas is usually referred to as "moral distress". The present article derives from Andrew Jameton's development of the concept of moral distress and presents the results of a study that, using focus group method, identifies situations of ethical dilemmas and moral distress among health care providers of different categories. The study includes both hospital clinics and pharmacies. The results show that all categories of staff interviewed express experiences of moral distress; prior research has mostly focused on moral distress experienced by nurses. Second, it was made clear that moral distress does not occur only as a consequence of institutional constraints preventing the health care giver from acting on his/her moral considerations, which is the traditional definition of moral distress. There are situations when the staff members do follow their moral decisions, but in doing so they clash with, e.g. legal regulations. In these cases too, moral distress occurs. Hitherto research on moral distress has focused on the individual health care provider and her subjective moral convictions. Our results show that the study of moral distress must focus more on the context of the ethical dilemmas. Finally, the conclusion of the study is that the work organization must provide better support resources and structures to decrease moral distress. The results point to the need for further education in ethics and a forum for discussing ethically troubling situations experienced in the daily care practice for both hospital and pharmacy staff.

Conflict, Psychological↗