Towards a competency assessment tool for nurses in ethics meetings

Cusveller, Bart; Schep-Akkerman, Annemiek

doi:10.1177/0969733014567170

Cited by 10 publications

(24 citation statements)

References 8 publications

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“…The first focus area of the studies had a conceptual approach as they were defining (Jormsri et al, ; Kulju, Stolt, Suhonen, & Leino‐Kilpi, ), analyzing (Kulju et al, ), and exploring the construct of the concept of ethical competence (Lechasseur, Caux, Dollé, & Legault, ). The studies also focused on describing healthcare managers’ (Barkhordari‐Sharifabad et al, ) and research nurses’ ethical competencies (Höglund et al, ) as well as on the competences needed in participation in ethics committees (Cusveller, ) and meetings (Cusveller & Schep‐Akkerman, ).…”

Section: Resultsmentioning

confidence: 99%

“…(Cusveller, .) This competency profile regarding competencies needed in participating in ethics committees was further established in a latter study (Cusveller & Schep‐Akkerman, ).…”

Section: Resultsmentioning

confidence: 99%

“…The majority of the studies used statistical analysis methods, followed by content analysis. Description of the data analysis process was not provided or the description was vague in three studies (Cusveller & Schep‐Akkerman, ; Lechasseur et al, ; Schaefer & Vieira, ).…”

Section: Resultsmentioning

confidence: 99%

“…General discussion about study validity without any specific criterion was provided in six studies. Six studies provided no reliability or validity assessments, or the discussion on these matters was vague (Cusveller & Schep‐Akkerman, ; Höglund et al, ; Lechasseur et al, ; Peter et al, ; Schaefer & Vieira, ).…”

Section: Resultsmentioning

confidence: 99%

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Healthcare professionals’ ethical competence: A scoping review

et al. 2018

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AimThe aim of this study was to examine the extent and nature of the available research literature on healthcare professionals’ ethical competence and to summarize the research findings in this field.DesignA scoping review guided by Arksey and O'Malleys methodological framework was conducted.MethodsSix databases including Pubmed/Medline, CINAHL, Web of Science Core Collection, PsycInfo, Philosophers’ Index, and Scopus were searched systematically. Of 1,476 nonduplicate citations, 17 matched the inclusion criteria.ResultsFindings revealed that healthcare professionals’ ethical competence is a limited but topical research area. The focus areas of the studies were conceptualization, measuring, and realization of the ethical competence. The studies provided varying definitions and constructions for ethical competence and a few instruments to measure ethical competence were identified. Research in this area seems to be in a transition phase from theorization to empirical measurement. Methodologically, the research was rather heterogeneous and mainly focused on nurses.

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Section: Resultsmentioning

confidence: 99%

“…(Cusveller, .) This competency profile regarding competencies needed in participating in ethics committees was further established in a latter study (Cusveller & Schep‐Akkerman, ).…”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Healthcare professionals’ ethical competence: A scoping review

et al. 2018

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“…Apply theory With increasing clinical experience and responsibility, midwives are typically not only able to decide autonomously, but are also more involved in interdisciplinary decisions, either in informal discussions or formal ethics meetings or committees (Cusveller and Schep-Akkerman 2016). Complex cases need to be framed with the help of ethical theories to recognize the core of the conflict.…”

Section: Description Of Different Levelsmentioning

confidence: 99%

Increasing midwives’ ethical competence: a European educational and practice development project

Oelhafen

Hölzli

Häsänen

et al. 2017

International Journal of Ethics Education

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Midwives, like other health professionals, are confronted with ethical issues on a daily basis and acting ethically is a core competence within professional conduct. In midwifery in particular, the complexity of ethical problems is increasing e.g., due to new medical options in diagnostics and reproductive medicine, the increasing diversity of life styles or the high number of preterm births. The main purpose of the current project was to develop effective interventions to increase midwives' ethical competence in educational and practical settings. To reach this goal, we conducted 43 individual semi-structured and 6 focus group interviews with midwives, lecturers and midwifery students to explore their views on ethics education and the support needed in practice to develop ethical competence. Based on the analysis of these interviews, a set of 15 interventions was designed and piloted in educational and clinical settings. The piloted interventions were then evaluated with an online questionnaire. Results from the interviews, the online questionnaire as well as the lessons learnt from piloting the interventions and the current literature on ethics education were integrated in a spiral curricular model for increasing

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Managing Ethical Difficulties in Healthcare: Communicating in Inter-professional Clinical Ethics Support Sessions

et al. 2016

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Several studies show that healthcare professionals need to communicate inter-professionally in order to manage ethical difficulties. A model of clinical ethics support (CES) inspired by Habermas' theory of discourse ethics has been developed by our research group. In this version of CES sessions healthcare professionals meet inter-professionally to communicate and reflect on ethical difficulties in a cooperative manner with the aim of reaching communicative agreement or reflective consensus. In order to understand the course of action during CES, the aim of this study was to describe the communication of value conflicts during a series of inter-professional CES sessions. Ten audio- and video-recorded CES sessions were conducted over eight months and were analyzed by using the video analysis tool Transana and qualitative content analysis. The results showed that during the CES sessions the professionals as a group moved through the following five phases: a value conflict expressed as feelings of frustration, sharing disempowerment and helplessness, the revelation of the value conflict, enhancing realistic expectations, seeing opportunities to change the situation instead of obstacles. In the course of CES, the professionals moved from an individual interpretation of the situation to a common, new understanding and then to a change in approach. An open and permissive communication climate meant that the professionals dared to expose themselves, share their feelings, face their own emotions, and eventually arrive at a mutual shared reality. The value conflict was not only revealed but also resolved.

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Towards a competency assessment tool for nurses in ethics meetings

Abstract: This may be helpful to recruit and prepare nurses for professional ethics in nursing care, and to develop a tool to assess to what extent nurses actually possess competence for ethics meetings.

Cited by 10 publications

References 8 publications

Healthcare professionals’ ethical competence: A scoping review

Healthcare professionals’ ethical competence: A scoping review

Increasing midwives’ ethical competence: a European educational and practice development project

Managing Ethical Difficulties in Healthcare: Communicating in Inter-professional Clinical Ethics Support Sessions

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