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  1. Moral dilemmas involving anthropological and ethical dimensions in healthcare curriculum.Ignacio Macpherson, María Victoria Roqué & Ignacio Segarra - 2020 - Nursing Ethics 27 (5):1238-1249.
    Background Currently a variety of novel scenarios have appeared within nursing practice such as confidentiality of a patient victim of abuse, justice in insolvent patients, poorly informed consent delivery, non-satisfactory medicine outputs, or the possibility to reject a recommended treatment. These scenarios presuppose skills that are not usually acquired during the degree. Thus, the implementation of teaching approaches that promote the acquisition of these skills in the nursing curriculum is increasingly relevant. Objective The article analyzes an academic model which integrates (...)
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  • Contributions of neo-Aristotelian phronesis to ethical medical practice.Blaine J. Fowers, Lukas F. Novak, Marah Selim, Latha Chandran & Kristján Kristjánsson - forthcoming - Theoretical Medicine and Bioethics:1-16.
    Virtue-based ethics prioritizes _phronesis_ (practical wisdom) because, as rules have become less action-guiding, good judgment (_phronesis_) becomes more necessary as a guiding meta-virtue. The view of _phronesis_ that MacIntyre proposed in _After Virtue_ (hereafter, AV _phronesis_) has been applied in medical ethics despite his substantial deviations from his source (Aristotle) in _After Virtue_. In this paper, we clarify the differences between the neo-Aristotelian and AV _phronesis_ views and argue for a neo-Aristotelian _phronesis_ with four functions (constitutive, adjudicative, emotion regulative, and (...)
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  • Education and the soul of medicine.Henk ten Have & Bert Gordijn - 2019 - Medicine, Health Care and Philosophy 22 (2):165-166.
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