Search Results

1 - 10 of 132 items :

  • "argumentation" x
Clear All
Cheating is the Name of the Game - Conventional Cheating Arguments Fail to Articulate Moral Responses to Doping

., Savulescu, J. (2007). Ethics of Performance Enhancement in Sport: Drugs and Gene Doping. In R. E. Ashcroft, A. Dawson, H. Draper, and J. R. McMillan (Eds.), Principles of Health Care Ethics (pp. 511-519). London: John Wiley and Sons. Gardner, R. (1989). On Performance-Enhancing Substances and the Unfair Advantage Argument. Journal of the Philosophy of Sport , 16(1), 59-73 Green, S.P. (2004). Cheating Law and Philosophy , 23, 137-85. Hamilton, T., Coyle, D. (2012). The Secret Race . Bantam, USA. Hardie, M

Open access
Sudden Death Between Morphological Arguments And Assumptions- Case Report

Abstract

Sudden deaths have very many different causes, but what unites them all is that they are unexpected and consequently unanticipated. We present a particular case that involves the strong connection between pathology department and the forensic assumptions, based on scientific acknowledgments. Lung adenocarcinoma is a malignant epithelial neoplasm that ranks second frequency in Romania (25%). We bring out a case of a papillary adenocarcinoma which is a subtype of invasive adenocarcinoma. What differentiates this layout is that pure lung papillary adenocarcinoma represents only 3-10% of lung adenocarcinoma, so is a rare tumor that not only evolves rapidly, but almost entirely is not diagnosed promptly for treating the patient, therefore most of this medical cases become forensic objectives. The role if this paper is to highlight the importance of identifying the concrete cause of a sudden death. In this regard, must be mentioned the work and cooperation with other departments, which can offer essential investigative data

Open access
Blind Flight into the eHealth World? Deficits in the education of health professionals hamper process of professionalization. Contribution to the HoGe conference 2018 „Digital learning and teaching“ / Blindflug in die eHealth-Welt? Bildungsdefizite machen Professionalisierungsbemühungen der Gesundheitsberufe zunichte. Beitrag zur HoGe–Tagung 2018 „Digitales Lernen und Lehren“

Arbeitsplätze) über das ganze Behandlungsspektrum betroffen sind. Viele Gesundheitsfachpersonen haben allerdings nebst den bereits eingangs genannten Bedenken ganz grundsätzliche Einwände gegen die Zusammenarbeit mit intelligenten Systemen und lernenden Maschinen, weil sie einen Widerspruch zum Berufsethos und zur guten Praxis sehen. Ein Argument, mit dem sich Digitalisierungs-Skeptiker noch am ehesten anfreunden können, verweist auf die Zeitgewinne, die dank digitalen Helfern entstehen. Als Chance wird verkündet, dass Health Professionals wieder mehr Zeit haben werden für

Open access
Communication and perioperative care of elderly patients

Abstract

Communication is one of the basic human needs, it builds trust and facilitates people-to-people contacts. This is widely understood exchange of information as well as feelings, it is both; discussion and argumentation.

The basis for effective treatment is proper communication between the medical staff and the patient. Nurses, medical careers working with elderly people are often in a situation where it is difficult for them to communicate with the patient. Ignorance of the physiology of human aging, difficulties and diagnostic limitations may lead to errors of medical personnel.

The objective of the article is to draw attention to the role of communication among nurses, supported by medical caregivers, who deal with an elderly patient in pre-, peri- and postoperative period, as well as to point out that nursing staff is insufficiently involved in creating standards of medical care.

Lack of training, outlines and guidelines in the field of communication and geriatrics, in the treatment and care of elderly patients result in ignorance, intuitive, incomplete and accidental action, without intentional continuity, what may result in deterioration of care and may contribute to an increase in perioperative mortality of older people.

Open access
Critical thinking as an indispensable component of the Polish nurses’ education process and a necessary condition for the development of nursing

Thinking and Evidence-Based Practice. Journal of Professional Nursing. 2005; 21(6), 364-366. 6. Cottrell S. Critical Thinking Skills. Developing Effective Analysis and Argument. New York: New York Plagrave MacMillan; 2005. 7. Kalbarczyk T. Nauka krytycznego myślenia. Analiza i Egzystencja. 2014; 25: 7-18. 8. Górniak-Kocikowska K. Krytyczne myślenie a krytyczne słuchanie. Przyczynek do dydaktyki filozofii. Analiza i Egzystencja. 2014; 25: 19-30. 9. Schank M. Wanted: Nurses with Critical Thinking Skills. Journal of Continuing Education. 1990; 21

Open access
Do fair and just systems require compensation for the disadvantages of the natural lottery? a discussion on society's duties on the provision of gene therapy

Rawls' [ 10 ] theory of justice and the difference principle, there is another argument that supports compensation for disadvantages resulting from bad luck in the social lottery. This argument emphasizes the core position of individual responsibility and puts forth that if a disadvantage is as a result of an individual's own behavior, then it is not society's responsibility to compensate for that disadvantage [ 14 ]. However, if the disadvantages happen to find an individual due to bad luck in the natural lottery, then justice requires that society eliminate these

Open access
Interprofessional education – structural and didactical challenges / Interprofessionelles Lehren, Lernen und Handeln – Strukturelle und didaktische Herausforderungen

Mitgliedern des IPE-Ausschusses und Lehrenden, die an der Revision mitgewirkt haben. Literatur Barr, H., Koppel, I., Reeves, S., Hammick, M., & Freeth, D. (2005). Effective Interprofessional Education: Argument, Assumption and Evidence. Oxford: Blackwell Publishing. Barr H. Koppel I. Reeves S. Hammick M. Freeth D. 2005 Effective Interprofessional Education: Argument, Assumption and Evidence Oxford: Blackwell Publishing Cameron, A. (2011). Impermeable boundaries? Developments in professional and inter-professional practice. J Interprof Care, 25(1), 53

Interprofessional health care - field of study with future and challenges / Interprofessionelle Versorgung – Ein Studiengebiet mit Zukunft und Herausforderungen

-36. Anner S. 2005 Technische Hilfen aus Sicht ambulanter Dienste und Beratungsstellen. In Deutsche Alzheimer Gesellschaft e.V. (Hrsg.): Technische Hilfen für Demenzkranke, Orientierungshilfen für den Umgang mit technischen Unterstützungsmöglichkeiten bei der Betreuung Demenzkranker Berlin Deutsche Alzheimer Gesellschaft e.V., 3. Aufl 31 36 Barr, H., Koppel, I., Reeves, S., Hammick, M. & Freeth, D. (2005). Effective interprofessional education: argument, assumption and evidence. Oxford: Blackwell. Barr H. Koppel I. Reeves S. Hammick M. Freeth D. 2005 Effective

Interprofessional Education of Allied Health Professionals – Perspectives of Experts / Interprofessionelles Lehren und Lernen in den Gesundheitsprofessionen aus Sicht von Experten/-innen

collaboration: Does interprofessional education make a difference? Nurse Education Today 31 2 208 213 Barr, H., Koppel, I., Reeves, S., Hammick, M., Freeth, D. (2005). Effective Interprofessional Education. Argument, Assumption and Evidence. Oxford: Blackwell Publishing. Barr H. Koppel I. Reeves S. Hammick M. Freeth D. 2005 Effective Interprofessional Education Argument, Assumption and Evidence Oxford Blackwell Publishing Berger, S., Mahler, C., Krug, K., Szecsenyi, J., Schultz, J. H. (2016). Evaluation interprofessioneller Ausbildung: Erkenntnisse aus der Entwicklung und

Open access
Think outside the box – Interprofessional collaboration starts in the mind of teachers / Querdenken erlaubt – Interdisziplinarität beginnt in den Köpfen von Lehrenden

eigene Disziplin und damit das eigene wissenschaftliche Handeln gefördert wird […].“. Seine Aussage, bezogen auf den Wissenschafts-Kontext wird von Walkenhorst et al. (2015) auch im Hinblick auf interdisziplinäres Lernen bekräftigt, da interdisziplinäres Lernen einen positiven Effekt auf die disziplinäre, professionelle Identität hat. Bezieht man die Dimension der Professionalisierung und die im deutschen Gesundheitssystem vorherrschenden, teilweise streng hierarchischen Strukturen mit ein, gewinnt die Argumentation noch an Komplexität. Laut Tannhauser, Russel