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Biomedical subjects

Sally Glen

Publications and source records attributed to Sally Glen.

7 recordsLinked to original sources
PubMed2005

Dangerous and severe personality disorder: an ethical concept?

Most clinicians and mental health practitioners are reluctant to work with people with dangerous and severe personality disorders because they believe there is nothing that mental health services can offer. Dangerous and severe personality disorder also signals a diagnosis which is problematic morally. Moral philosophy has not found an adequate way of dealing with personality disorders. This paper explores the question: What makes a person morally responsible for his actions and what is a legitimate mitigating factor? How do psychiatric nurses working with this client group understand the awful things some clients do? What concepts do they need, if they are to know how to explain and how to react? It is suggested that dangerous and severe personality disorder is best regarded as a moral category, framed in terms of goodness, badness, obligation and other ethical concepts. It seems plausible that in important ways the dangerous and severe personality disordered client does not understand morality or understands it differently. The peculiar position of the dangerous and severe personality disordered individual in our system of moral responsibility stems from his apparent inability to see the importance of the interests of others. It might be more helpful to regard personality disordered clients as we do children: partially but not fully reasonable for their actions. We might regard the dangerous and severe personality disordered client responsible for those actions which he most clearly understands, such as causing others physical pain, but not for those with which he is only superficially engaged, such as causing emotional pain. The paper concludes by suggesting that the dangerous and severe personality disordered individual does not fit easily into any conventional moral category, be it criminal, patient, animal or child, and thus an assessment of his moral accountability must take into consideration his special circumstances.

Attitude of Health Personnel↗
PubMed2004

The impact of commissioning processes on the delivery of continuing professional education for cancer and palliative care.

Educational commissioning was introduced into nursing and non-medical education in the mid 1990s. However, little research has been undertaken to explore its effect on continuing professional education despite early concerns that it could have a negative impact, especially in relation to more specialist provision such as that required by nurses delivering cancer and palliative care. The in-depth, qualitative study reported in this paper examined the commissioning process and how it was perceived by key stakeholders in one Workforce Development Confederation and the two universities which provided the education for practitioners throughout a local Cancer Network. The study identified failure to address educational needs accurately because too little attention was given to training needs analysis at the level of National Health Service Trusts. Commissioning was dominated by the need to demonstrate value for money at the expense of educational innovation and there was scope for improving communication between stakeholders. In addition scope existed for better collaboration between the two provider universities. Although all respondents voiced the similar criticisms, lecturers, service managers and Trust education leads were more able to suggest solutions to problems than education managers because of their awareness of service needs and the requirements of individual practitioners. The findings of this study cannot be generalised beyond the Cancer Network in which it took place. However, they clearly indicate possible weaknesses in the commissioning process which should be explored in greater depth, in relation to continuing professional education for specialist and non-specialist areas of practice.

Attitude of Health Personnel↗
PubMed2002

Diversity in nursing education: do we really want it?

This paper explores the concept of diversity at the level of the system and organisation, in essence, at the level of Faculty, School or Department of Nursing. As a major educational concept, it has a strong ethical and policy component. The idea of diversity can also provoke debate. Issues that are debated include: Why is diversity important? How can it be measured? Is it increasing or decreasing? What policies can enhance or restrict it?

Cultural Diversity↗