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The article is a contribution in the debate about knowledge in science and knowledge in practice. The first part is a historical retrospect of ideas about ethical responsibility and ethical values for nurses as they have been represented in textbooks for nurses. The second part illuminates how knowledge in science and knowledge in practice appear in the educational thinking today. The third part focus on how ethical knowledge can be developed according to the theory about ethical decision making in practice. Ethical knowledge is about ethical sensitivity and moral reasoning ability. Ethical theory can help in developing ethical knowledge but it is not a guarantee for ethical and moral responsibility in practicing nursing.
The article elaborates on contradictions between the authors’ empirical findings from a nursing school and the educational political decisions of the 2001-reform that implemented the bachelor profession. The intention is to examine how educational political decisions appear in the scholastic part of the bachelor profession. Likely consequences are analysed as an academisation of the profession. The article draws specific attention to risks involved in this process described as an „as-if“ academisation with unforeseen consequences for the clinical work of nurses.
This article deals with nursing to drug abusers and especially with the stigmatization, this group often experiences. Based on a discourse analytical approach, the article shows how existing discourses in the realm of nursing can cause stigmatization of drug abusers and result in different kinds of discrimination and violation. The discourses of stigmatization conflict with the ideals of good nursing because they reflect that the power, responsibility, and trust in the relation are not managed in a morally decent way. The consequences may be that the relationship of trust is broken, and that the integrity and dignity of the drug abuser are violated. This underlines the necessity of further discussion and elaboration of the care for this patients.
For almost 20 years Breathing Stimulating Embrocation (BSE) has stood the test in nursing practice in Germany; today the method is known in Denmark as well in connection with Basic Stimulation in Nursing. BSE is one of the most frequent investigated nursing initiatives in the German speaking world. In practice – and unfortunately also in theory – however, there are differences in how BSE is carried out. The article describes the original version of BSE developed by Christel Bienstein pointing out possible variations and errors.
This article presents a critical analysis of the concept of recovery which is currently the focus of attention within psychiatry. The concept is significant for the registered nurses’ role as helper and the way nursing is prioritized and performed.
The question raised in this article is whether the constructivistic perspective can be used as a guideline for nursing practice. In addition the author questions whether the friendly relationship between the patient and the nurse is realistic in practice.
Some identified issues regarding nursing education and professional development are discussed. As a theoretical framework for the discussion the SECI-model is used. The conclusion is that a new form of professional co-operation is needed – a co-operation between all the various sectors involved in nursing education. This new form should be characterized by collaborating units which stimulate and motivate the involved sectors to carry out studies with focus on content and methods in nursing education with the purpose of creating coherence between nursing science and nursing profession.
The central issues of this article are how to establish a workshop with the purpose of improving communication in a group of staff nurses, and how to develop a methodology of research into practice. As theoretical basis of the exercises used at the workshop Ole Vedfelt’s psychological theory of subconscious intelligence: creative visualization, drawing, storytelling, and photos was applied. The participants’ theoretical considerations, their reflections and resolutions are described.
In the years to come nurses in the primary sector will face new requirements. In addition to requirements presented in the departmental order of the professional bachelor degree, the article looks at the consequences of the increasing qualifications among the social and health care ward sisters. Moreover, the article describes the concept of educational clinics and explains the importance of a nursing study environment which focus on development. With educational clinics the future demands made on nurses will be considered as well as the concept of development in study environments.