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  1. Enriching Our Views on Clinical Ethics: Results of a Qualitative Study of the Moral Psychology of Healthcare Ethics Committee Members. [REVIEW]Eric Racine - 2008 - Journal of Bioethical Inquiry 5 (1):57-67.
    The contribution of healthcare ethics committee (HEC) members to HECs is fundamental. However, little is known about how HEC members view clinical ethics. We report results from a qualitative study of the moral psychology of HEC members. We found that contrary to the existing Kohlberg-based studies, HEC members hold a pragmatic non-expert view of clinical ethics based mainly on respect for persons and a commitment to the patient’s good. In general, HEC members hold deflationary views regarding moral theory. Ethical principles (...)
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  • HEC Member Perspectives on the Case Analysis Process: A Qualitative Multi-Site Study. [REVIEW]Eric Racine - 2007 - HEC Forum 19 (3):185-206.
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  • Do Organizational and Clinical Ethics in a Hospital Setting Need Different Venues?Reidun Førde & Thor Willy Ruud Hansen - 2014 - HEC Forum 26 (2):147-158.
    The structure of ethics work in a hospital is complex. Professional ethics, research ethics and clinical ethics committees (CECs) are important parts of this structure, in addition to laws and national and institutional codes of ethics. In Norway all hospital trusts have a CEC, most of these discuss cases by means of a method which seeks to include relevant guidelines and laws into the discussion. In recent years many committees have received more cases which have concerned questions of principle. According (...)
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  • Identifying Disincentives to Ethics Consultation Requests Among Physicians, Advance Practice Providers, and Nurses: A Quality Improvement All Staff Survey at a Tertiary Academic Medical Center.Yiran Zhang, Laura Dibsie, Cassia Yi, Lawrence Friedman, Edward Cachay, Jamie Nicole LaBuzetta & Lynette Cederquist - 2021 - BMC Medical Ethics 22 (1):1-8.
    BackgroundEthics consult services are well established, but often remain underutilized. Our aim was to identify the barriers and perceptions of the Ethics consult service for physicians, advance practice providers, and nurses at our urban academic medical center which might contribute to underutilization.MethodsThis was a cross-sectional single-health system, anonymous written online survey, which was developed by the UCSD Health Clinical Ethics Committee and distributed by Survey Monkey. We compare responses between physicians, APPs, and nurses using standard parametric and non-parametric statistical methods. (...)
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  • Views Regarding the Training of Ethics Consultants: A Survey of Physicians Caring for Patients in ICU.E. Chwang, D. C. Landy & R. R. Sharp - 2007 - Journal of Medical Ethics 33 (6):320-324.
    Background: Despite the expansion of ethics consultation services, questions remain about the aims of clinical ethics consultation, its methods and the expertise of those who provide such services.Objective: To describe physicians’ expectations regarding the training and skills necessary for ethics consultants to contribute effectively to the care of patients in intensive care unit .Design: Mailed survey.Participants: Physicians responsible for the care of at least 10 patients in ICU over a 6-month period at a 921-bed private teaching hospital with an established (...)
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  • Hospital Ethics Committees in Israel: Structure, Function and Heterogeneity in the Setting of Statutory Ethics Committees.N. S. Wenger - 2002 - Journal of Medical Ethics 28 (3):177-182.
    Objectives: Hospital ethics committees increasingly affect medical care worldwide, yet there has been little evaluation of these bodies. Israel has the distinction of having ethics committees legally required by a Patients' Rights Act. We studied the development of ethics committees in this legal environment.Design: Cross-sectional national survey of general hospitals to identify all ethics committees and interview of ethics committee chairpersons.Setting: Israel five years after the passage of the Patients' Rights Act.Main measurements: Patients' rights and informal ethics committee structure and (...)
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  • Clinical Ethics Committees and the Formulation of Health Care Policy.L. Doyal - 2001 - Journal of Medical Ethics 27 (90001):44i-49.
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  • Das klinische Ethikkomitee des Erlanger Universitätsklinikums: Institutionalisierung, Arbeitsweise, Perspektiven.Axel Weidtmann & Jochen Vollmann - 2003 - Ethik in der Medizin 15 (3):229-238.
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  • Physicians' Access to Ethics Support Services in Four European Countries.Samia A. Hurst, Stella Reiter-Theil, Arnaud Perrier, Reidun Forde, Anne-Marie Slowther, Renzo Pegoraro & Marion Danis - 2007 - Health Care Analysis 15 (4):321-335.
    Clinical ethics support services are developing in Europe. They will be most useful if they are designed to match the ethical concerns of clinicians. We conducted a cross-sectional mailed survey on random samples of general physicians in Norway, Switzerland, Italy, and the UK, to assess their access to different types of ethics support services, and to describe what makes them more likely to have used available ethics support. Respondents reported access to formal ethics support services such as clinical ethics committees (...)
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  • Die Entwicklung emotionaler Kompetenz in einzelfallbezogenen LernarrangementsDevelopment of emotional competence in trainings in medical ethics.Uwe Fahr - 2007 - Ethik in der Medizin 20 (1):26-39.
    ZusammenfassungDer Beitrag diskutiert Möglichkeiten emotionalen Lernens in einzelfallbezogenen Lernarrangements wie etwa klinische Ethikberatungen und Workshops, die mit Einzelfällen arbeiten. Es wird ein didaktisches Rahmenkonzept entwickelt, das vor allem auf die Ermöglichung emotionalen Lernens abzielt. Dabei werden entsprechende Lernziele formuliert, emotionale Themen in diesen Lernarrangements benannt und Methoden dargestellt, wie Erwachsenenbildner diese emotionalen Themen so bearbeiten können, dass ein emotionales Lernen ermöglicht wird. Dabei wird auch ein konzeptueller Rahmen für diese Lernarrangements benannt, der von einem deliberativen Ethikverständnis ausgeht. Emotionales Lernen als (...)
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  • Rounding: How Everyday Ethics Can Invigorate a Hospital’s Ethics Committee. [REVIEW]Evan G. DeRenzo, Nneka Mokwunye & John J. Lynch - 2006 - HEC Forum 18 (4):319-331.
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  • How Physicians Face Ethical Difficulties: A Qualitative Analysis.S. A. Hurst - 2005 - Journal of Medical Ethics 31 (1):7-14.
    Next SectionBackground: Physicians face ethical difficulties daily, yet they seek ethics consultation infrequently. To date, no systematic data have been collected on the strategies they use to resolve such difficulties when they do so without the help of ethics consultation. Thus, our understanding of ethical decision making in day to day medical practice is poor. We report findings from the qualitative analysis of 310 ethically difficult situations described to us by physicians who encountered them in their practice. When facing such (...)
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  • Clinical Essentialising: A Qualitative Study of Doctors' Medical and Moral Practice. [REVIEW]Kari Milch Agledahl, Reidun Førde & Åge Wifstad - 2010 - Medicine, Health Care and Philosophy 13 (2):107-113.
    While certain substantial moral dilemmas in health care have been given much attention, like abortion, euthanasia or gene testing, doctors rarely reflect on the moral implications of their daily clinical work. Yet, with its aim to help patients and relieve suffering, medicine is replete with moral decisions. In this qualitative study we analyse how doctors handle the moral aspects of everyday clinical practice. About one hundred consultations were observed, and interviews conducted with fifteen clinical doctors from different practices. It turned (...)
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  • Die Entwicklung emotionaler Kompetenz in einzelfallbezogenen Lernarrangements.Dr Phil Uwe Fahr - 2008 - Ethik in der Medizin 20 (1):26-39.
    Der Beitrag diskutiert Möglichkeiten emotionalen Lernens in einzelfallbezogenen Lernarrangements wie etwa klinische Ethikberatungen und Workshops, die mit Einzelfällen arbeiten. Es wird ein didaktisches Rahmenkonzept entwickelt, das vor allem auf die Ermöglichung emotionalen Lernens abzielt. Dabei werden entsprechende Lernziele formuliert, emotionale Themen in diesen Lernarrangements benannt und Methoden dargestellt, wie Erwachsenenbildner diese emotionalen Themen so bearbeiten können, dass ein emotionales Lernen ermöglicht wird. Dabei wird auch ein konzeptueller Rahmen für diese Lernarrangements benannt, der von einem deliberativen Ethikverständnis ausgeht. Emotionales Lernen als (...)
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