Planning of a Specialized Pedagogic Environment and Defining Ethical Requirements in Educational Practice for Healthcare Quality

Planning of a Specialized Pedagogic Environment and Defining Ethical Requirements in Educational Practice for Healthcare Quality

Vassiliki Ioannidi (University of Peloponnese, Greece), Antonios K. Travlos (University of Peloponnese, Greece), Sofia Vasileiadou (University of Athens “Attikon” Hospital, Greece) and Evangelia Loukidou (Loughborough University, UK)
DOI: 10.4018/978-1-61350-120-7.ch008
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Abstract

In this social and cultural framework, the role of Nurse Science becomes very significant, as health is considered to be the means of well being. Didactical interventions are important to that aim. On the other hand, research is significant for the improvement of health and quality of life. Science and technology are rapidly improving, and legislation is following on an attempt to cover major issues on ethics and deontology. Nurses’ and other health scientists’ and officers’ views, perceptions and attitude on the concept of health and health promotion, as well as on other basic parameters, are critical. The philosophy of the present chapter consists of the following ideas: Presentation and discussion of theoretical pedagogic and ethical dimensions on health care and safety; Research and analysis of special didactical methods in a sustainable administration of health, aiming at ethics and education for health, quality and safety in health care.
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Introduction

Human health depends on a multifaceted combination of conditions; for instance, public health is linked to society, culture, economy and politics. Consequently, all acts related to health acquisition, maintenance and promotion should be based on the principle of sympathy and not exploitation. Homelessness, unemployment, poverty, racism, discrimination, social and cultural stereotypes have a negative effect on individual and public health. In order to minimise such phenomena and to protect and promote citizens’ health, there is a need for coordinated social efforts, individual as well as group action and active interest for the ethical standards that exist in the health-care domain (see also Johnstone, 1999).

In the existing social and cultural framework, the nursing science role becomes vital in respect to the new conceptualization of health as a means for “well-being”. Educational interventions can play a major role in the conquest of “well-being”. On the other hand, research is very important for the improvement of health and quality of life. Science and technology are rapidly progressing, whilst legislation follows in an attempt to cover major arising issues of ethics and deontology. To this direction, the beliefs, perceptions and attitudes of nurses, and health professionals in general, regarding health, health promotion and other basic parameters is of major significance1.

Based on the above, the rationale that underlies the present chapter was developed through the association of the following concepts:

  • Discussion and presentation of pedagogical and ethical dimensions of health care and health safety,

  • Research and analysis of specialized didactical techniques in the context of sustainable health management aiming at ethics and education for health, as well as quality and safety in health care.

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Searching For A Theoretical Model Of Nurse Educational Intervention For Healthcare Quality

Guiding Principles

Teaching and learning are the two cornerstones of nurse education, both at clinical and theoretical level. They promote the evolution of the existing knowledge, produce new knowledge and cultivate new abilities and skills on nursing practice and management. Nursing education, as well as of any discipline, is diversified according to the aims that it sets and the approaches that it employs in order to achieve those aims. According to Karseth (2004) education may be oriented towards knowledge mastery or the development of professionals who would fit the needs of a particular job-market or, lastly, towards the moral and ethical aspects of a specific profession.

We are aiming at:

  • Guiding, sensitizing and informing students about their personal aptitudes and interests, professional options and opportunities, social data and job market requirements, etc,

  • Connecting students’ scientific activity with the wider scientific, professional and social orientations of nurse education, research and practice,

  • Developing students’ confidence, in terms of helping them to assume responsibility for their education.

In order to achieve such goals, there is a need not only to teach students about the ethical values upon which nursing research and practice are (or should be) based, but to do so through active listening to their needs, interests and inclinations.

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