Healthcare Professionalism

About the authors Lynn V. Monrouxe is Professor and Director of the Medical Education Research Centre at Chang Gung Memorial Hospital, Linkou, Taiwan.Charlotte E. Rees is Professor and Director of Health Professions Education and Education Research (HealthPEER), and Director of Curriculum (MBBS), Faculty of Medicine, Nursing & Health Sciences, Monash University, Melbourne, Australia.

• Foreword xiAbout the Authors xiiiAcknowledgements xvAuthor Contributions xvii1 Introduction 1References 42 What is Healthcare Professionalism? 7Introduction 8Who is Responsible for Setting Professionalism Codes of Conduct? 8What is the Ethical Basis of Healthcare Professionalism? 10How is Professionalism Understood Across Regulatory Bodies’ Codes of Conduct? 12How is Professionalism Linguistically Framed Across Healthcare Professionalism Codes of Conduct? 15What are Stakeholders’ Understandings of Professionalism Across Different Country Cultures? 16What are Students’ Understandings of Professionalism Across Country Cultures? 19Professionalism: Embodied Identities? 23Chapter Summary 25References 263 Teaching and Learning Healthcare Professionalism 31Introduction 32Why Teach and Learn Professionalism? 32What is a Curriculum? 33How is Professionalism Taught and Learnt? 35What Curricula‐related Professionalism Dilemmas do Healthcare Students Experience? 42Chapter Summary 45References 464 Assessing Healthcare Professionalism 51Introduction 52Why Assess Professionalism? 52How is Professionalism Assessed? 53What are the Key Challenges Facing Professionalism Assessment? 56What Assessment‐related Professionalism Dilemmas are Learners Experiencing? 58Chapter Summary 65References 675 Identity‐related Professionalism Dilemmas 71Introduction 71How do Professional Identities Relate to Learning? 72Are Professional Identities Easily Developed? 73What are the Consequences of Professional Identities? 74What are Identity‐related Professionalism Dilemmas? 75What Identity‐related Professionalism Dilemmas Occur Across the Pre‐university to Year 1 Transition? 76Identity Dilemmas Across Undergraduate Healthcare Education 78Identity Dilemmas Across Transitions into Practice 81Emotional impact and resistance 82Chapter Summary 83References 856 Consent‐related Professionalism Dilemmas 89Introduction 90What is Consent and why does it Matter? 90What are the Common Myths about Patient consent for student involvement in their care? 93What are Common Consent‐related Professionalism Dilemmas? 97What is the Impact of Consent‐related Professionalism Dilemmas? 100How do Students Act in the Face of Consent‐related Professionalism Dilemmas? 102Chapter summary 103References 1057 Patient Safety‐related Professionalism Dilemmas 109Introduction 110How Have Patient Safety and Associated Terms been Defined? 110What are the Factors that can Influence Patient Safety in the Workplace? 111What Types of Patient Safety‐related Dilemmas Occur Across Different Healthcare Professions? 113How can Healthcare Learners’ Actions and Roles Develop a Positive Workplace Culture of Patient Safety? 119Chapter Summary 122References 1238 Patient Dignity‐related Professionalism Dilemmas 127Introduction 128What is Patient Dignity? 128Why Does Patient Dignity Matter? 129What are Dignity Violations and How do they Arise? 130What Patient Dignity‐related Professionalism Dilemmas do Healthcare Learners Witness or Participate in? 133What is the Impact of Patient Dignity‐related Professionalism Dilemmas? 139How do Learners Act in the Face of Patient Dignity‐related Professionalism Dilemmas? 140Chapter Summary 142References 1439 Abuse‐related Professionalism Dilemmas 145Introduction 146What are Equality, Diversity and Dignity at Work and Why Do They Matter? 146What is Workplace Abuse and its Relationship with Power? 149What are the Causes of Workplace Abuse? 151What are the Consequences of Workplace Abuse? 152What Abuse‐related Professionalism Dilemmas do Healthcare Learners Experience? 152How can Workplace Abuse be Prevented and Managed? 158Chapter Summary 160References 16110 E‐professionalism‐related Dilemmas 167Introduction 168What are the Benefits of OSNs for Professionalism? 168What are the Challenges of OSNs for Professionalism? 169What is E‐professionalism and Why is it Important? 170What E‐professionalism Lapses do Healthcare Learners Commit? 172What are the Repercussions for E‐professionalism‐related Lapses? 176What are the Psychological, Social and Technological Factors Associated with Social Media Use? 177What are the Regulatory Recommendations for the Prevention and Management of E‐professionalism Lapses? 180Chapter Summary 181References 18211 Professionalism Dilemmas Across National Cultures 187Introduction 188What is Culture? 188What Different Cultural Dimensions are there? 189What are Eastern and Western Cultural Spaces? 191How can we Develop Cultural and Intercultural Capability? 195What are the Professionalism Dilemmas Across Different Cultural Spaces? 198How are Situations Culturally Interpreted? Intercultural Dilemmas on Medical Electives by Western Students 202Chapter Summary 204References 20512 Professionalism Dilemmas Across Professional Cultures 207Introduction 208What are the Roles of Different Healthcare Professionals? 209How do Professionalism Dilemmas Compare Across Healthcare Students? 211Interprofessional Dilemmas: Hierarchies, Roles and Conflict 214How do Dilemmas Around Role Boundaries Come About? 218What are Students’ Reactions and Actions in the Face of Interprofessional Dilemmas? 219How can Interprofessional Conflict be Managed? 220Chapter Summary 222References 22413 Conclusions 227Power, Hierarchy, Conformity and Resistance 227Negative Emotions, Empathy and Moral Distress 228Looking Forward: Education, Training and Practice 229Looking Forward: Research 231Looking Back: Researcher Reflexivity 232Coda 233References 234Afterword: Healthcare Professionalism: Improving Practice through Reflections on Workplace Dilemmas 237Index 241

'...excellent layout and presentation, especially the way the text is broken up into boxes to highlight common themes throughout each chapter, such as learning outcomes for reflective sessions and case study narratives.  Each chapter is also rounded off with a summary, discussion points, learning activities and recommended reading, which helps the reader to draw conclusions at each stage to consolidate learning...there is much learning to be gained from the insightful reflections of a wider, multidisciplinary body of students' – Nursing Standard'This book explores important professionalism dilemmas, including patient safety errors, consent and confidentiality ... The chapters include thought-provoking narratives on personal incidents and case studies that clearly link theory with practice.  Detailed referencing provides an evidence-based, robust approach to tackling professionalism dilemmas.' – Surgeons’ News, The Royal College of Surgeons of Edinburgh“This book presents a valuable and realistic structure for teaching and learning how to become and develop as professional in any healthcare discipline. The usefulness of this book lies in the approach to guiding and developing the student's professional identify and the educator's teaching strategies to promote corrective actions based on reflections shaped by professional dilemmas founded on failures of professionals in various healthcare disciplines” Linda S. Hansen, MSN, RN, Michigan State University College of Nursing on behalf of Doody’s Aug 17'The key strength of this book is that it continually links the theory of professionalism to the reality of day-to-day practice ... the authors do an excellent job of exposing the commonalities and differences in the perspectives of the various health care professions.' Anesthesia and Analgesia