last module(1st sem) Flashcards
● comprises ethics of caring - core determined by caritas motive
CARITATIVE CARING ETHICS
person has no background experience of the situation in which he or she is involved.
novice
can demonstrate marginally acceptable performance having coped with
advance beginner
does considerable conscious & deliberate planning that determines which aspects of the current & future situations are important & which can be ignored.
competent
person perceives the situation as a whole rather than chopped up parts → perceives its meaning in terms of long-term goals
proficient
person no longer relies on analytical principle to connect her or his deep understanding of the situation to an appropriate action.
expert
what are the five dimensions of the body
the unborn complex
habitual skilled body
projective body
actual projected body
phenomenal body
Seven Domains of Nursing Practice
- The helping role
- The teaching- coaching function
- The diagnostic and patient-monitoring function
- Effective management of rapidly changing situations
- Administering and monitoring therapeutic interventions and regimens
- Monitoring and ensuring the quality of health care practices
- Organizational and work-role competencies
What theory did katie eriksson contribute?
theory of caritative caring
time for parallel play
Preoperational Stage( 2-7 Years old )
● The infant develops action pattern for dealing with the environment. This includes hitting, looking, grasping or kicking.
Sensorimotor Stage ( Birth to 2 Years old)
● Children at this time, achieve the ability to perform mental operations
Concrete Operational Stage ( 7-11 years old)
● Abstract thinking
Formal Operational Stage ( 11 years to adulthood)
states that we progress through three levels of moral thinking that build on our cognitive development.
kholbergs moral development theory
- a child’s sense of morality is externally controlled. Children accept and believe the rules of authority figures, such as parents and teachers, and they judge an action based on its consequences.
preconventional stage
- focuses on the child’s desire to obey rules and avoid being punished.
Stage 1: Obedience-and-Punishment Orientation
- expresses the “what’s in it for me?” position, in which right behavior is defined by whatever the individual believes to be in their best interest.
instrumental orientation
- an individual’s sense of morality is tied to personal and societal relationships. - Children continue to accept the rules of authority figures, but this is now because they believe that this is necessary to ensure positive relationships and societal order.
Level 2: CONVENTIONAL LEVEL
- children want the approval of others and act in ways to avoid disapproval.
- Emphasis is placed on good behavior and people being “nice” to others.
Stage 3: Good Boy, Nice Girl Orientation
- child blindly accepts rules and convention because of their importance in maintaining a functioning society.
law and order orientation
- person’s sense of morality is defined in terms of more abstract principles and values.
Level 3: POSTCONVENTIONAL LEVEL
- People now believe that some laws are unjust and should be changed or eliminated. This level is marked by a growing realization that individuals are separate entities from society and that individuals may disobey rules inconsistent with their own principles.
postconventional level
- the world is viewed as holding different opinions, rights, and values. Such perspectives should be mutually respected as unique
- to each person or community. Laws are regarded as social contracts rather than rigid edicts.
- Uniqueness and differences
- Those that do not promote the general welfare should be changed when necessary to meet the greatest good for the greatest number of people.
- This is achieved through majority decision and inevitable compromise. Democratic government is theoretically based on stage five reasoning.
Stage 5: Social-Contract Orientation
- moral reasoning is based on abstract reasoning using universal ethical principles. Generally, the chosen principles are abstract rather than concrete and focus on ideas such as equality, dignity, or respect.
Stage 6: Universal-Ethical-Principal Orientation
