Values‐based practice: <scp>F</scp>ulford's dangerous idea

Fulford, K. W. M.

doi:10.1111/jep.12054

Cited by 28 publications

(11 citation statements)

References 27 publications

(46 reference statements)

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“…It explores both staff and service user values, recognizes conflict and power, as well as the negotiation and collaborative decision‐making processes involved. And although not without critique for its liberal democratic premise or its charge of cultural relativism (Brecher , Gupta ), a values‐based practice approach is argued to actively challenge normative assumptions and dominant hegemonies (Fulford ). Mental health nursing students enrolled on a values‐based practice module, as part of a 3‐year pre‐registration education programme, consistently evaluated the use of photography to explore their own culture and values as important.…”

Section: Introductionmentioning

confidence: 99%

“…In nursing education, the arts and humanities are prized for their ability to invoke and expand affective and empathetic connections between learning, health and illness (Eakin 2003, Staricoff 2004, Bolton 2008, Gibson 2010, Warne & McAndrew 2010, McCabe et al 2013, even though the strength or nature of the evidence base of the evidence base remains uncertain (Gallagher 2007, Leckey 2011. In mental health nurse education, the use of poetry, drawing, music and drama, along with fiction and narratives, is claimed to engage students emotionally, promote compassion, and encourage critical reflexivity as well as recovery and well-being (Crawford et al 2010, 2013, Galvin & Todres 2011, Grant et al 2012). Yet it is the indisputable presence of the visual in contemporary western society that has correspondingly increased its authority and utility as a method of learning and inquiry (Rose 2007).…”

Section: Introductionmentioning

confidence: 99%

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Let's go outside: using photography to explore values and culture in mental health nursing

Aranda

Goeas

Davies

et al. 2015

Psychiatric Ment Health Nurs

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Creative and imaginative approaches to mental healthcare education are known to help students explore emotions, empathy and others' experiences, as well as address ambivalence and ambiguity. Very few studies in mental health nursing education specifically utilise photography as a participatory pedagogic tool, with even fewer utilising photography to explore understandings of culture, values and diversity. Photography makes visible complex, collaborative forms of learning and previously unidentified, unarticulated ideas about culture and values. Photography as a critical pedagogic method helps develop critical, politicized understandings of culture and values. Increasing culturally diverse populations means complex and conflicting values have become a common feature in mental health nursing. In education the need to critically examine such topics necessitates creative and engaging pedagogy, and visual methods are readily acknowledged as such. Yet while many studies advocate and demonstrate the value of art-based methods in student learning, very few studies in mental health nursing specifically utilize photography as a participatory pedagogic tool, and fewer still use photography to explore understandings of culture, values and diversity. In this paper, we discuss a qualitative study where mental health nursing students used photography to create images in order to explore their own and often dominant culture and attendant values. Findings suggest that photography makes visible situated, relational and collaborative learning, and surfaces previously unidentified, unarticulated ideas about culture and values. These practices mimic important processes central to mental health nursing practice and contemporaneous understandings of diverse cultures. We argue that photography provides an important resource with which to unearth subjugated knowledge, promote critical understandings of culture and values, and thereby help address inequalities in mental health care.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Let's go outside: using photography to explore values and culture in mental health nursing

Aranda

Goeas

Davies

et al. 2015

Psychiatric Ment Health Nurs

View full text Add to dashboard Cite

show abstract

“…While these definitions do have some important differences, it seems safe to say that none of them have room for the practice of relying on ‘ratings made by an equally large group of people representing the general public’ to determine a particular patient's values, in place of communicating with the patient. Based on this diverse selection of definitions, it is clear that such practices would not be patient‐centred, providing another reason to prefer Fulford's account, in which communication with the actual individual patient or other stakeholder in question is paramount [15]. Of course, for compliance with PCC to count as a reason to prefer the VBP account of values to the EBM account, we must assume that PCC is a worthy goal.…”

Section: Comparing Ebm and Vbp On Patient Valuesmentioning

confidence: 99%

‘What the patient wants’: an investigation of the methods of ascertaining patient values in evidence‐based medicine and values‐based practice

Wieten

2015

Evaluation Clinical Practice

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Evidence-Based Medicine (EBM), Values-Based Practice (VBP) and Person-Centered Healthcare (PCH) are all concerned with the values in play in the clinical encounter. However, these recent movements are not in agreement about how to discover these relevant values. In some parts of EBM textbooks, the prescribed method for discovering values is through social science research on the average values in a particular population. VBP by contrast always investigates the individually held values of the different stakeholders in the particular clinical encounter, although the account has some other difficulties. I argue that although average values for populations might be very useful in informing questions of resource distribution and policy making, their use cannot replace the individual solicitation of patient (and other stakeholder) values in the clinical encounter. Because of the inconsistency of the EBM stance on values, the incompatibility of some versions of the EBM treatment of values with PCH, and EBM's attempt to transplant research methods from science into the realm of values, I must recommend the use of the VBP account of values discovery.

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“…Hence, the decision-making processes are based on mutual respect-thorough and thoughtful discussions linking theory and practice. 28 Specifically, values-based practice is a framework of shared values. 28 Instead of capitalizing on certain traits of professionalismas a means to project the whole concept of professionalism -we may need to relook at the traits of professionalism as values.…”

Section: Is Values-based Practice Theory the Answer?mentioning

confidence: 99%

“…28 Specifically, values-based practice is a framework of shared values. 28 Instead of capitalizing on certain traits of professionalismas a means to project the whole concept of professionalism -we may need to relook at the traits of professionalism as values. Value, in sociology, is defined as something ultimately good, proper, or desirable in human life.…”

Section: Is Values-based Practice Theory the Answer?mentioning

confidence: 99%

Implementing professionalism by deprofessionalized strategies: A moral quandary

Ahmadi

Hasan

2017

Currents in Pharmacy Teaching and Learning

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Monetary fine proceedings has been one of the methods of upholding professionalism amongst health care professionals. Professionalism as a concept is multifaceted and fragmented and it has become symbolic to the extent that, unfortunately, some traits of professionalism showcase the whole concept. It seems fair to interpret the symbolic views on the concept of professionalism as means to capitalize on certain aspects of professions such as commercial profitability for the employer and respected status for the profession. Evaluation of professionalism is often implicit and inadequate; and assessing professionalism by relying on abstract and idealized definitions implies that professionalism is a compounded composite of certain set of stable traits. We suggest to refer to the theory of values-based practice so as to achieve collocated views on professionalism among employers and health academics. Instead of capitalizing on certain traits of professionalism to project the whole concept of professionalism, we may need to relook at the traits of professionalism as values. It is extremely crucial to internalize the values of the health profession in the future health professionals, so that the future health professionals imbibe the professionalism through dialog and democratic methods of sharing values during the course of professional development.

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Values‐based practice: Fulford's dangerous idea

Cited by 28 publications

References 27 publications

Let's go outside: using photography to explore values and culture in mental health nursing

Let's go outside: using photography to explore values and culture in mental health nursing

‘What the patient wants’: an investigation of the methods of ascertaining patient values in evidence‐based medicine and values‐based practice

Implementing professionalism by deprofessionalized strategies: A moral quandary

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