Dr Jan Quallington qualified as a RGN (Adult) and undertook specialist education in cardiothoracic nursing. Her clinical practice was in acute medicine, coronary care and intensive care. After moving into education in a university setting Jan studied for an MA in Medical Ethics and Law and gained a Doctorate in Medical Ethics from Keele University. She undertook a number of roles in higher education and led a large multiprofessional team to deliver a wide range of health and social care education in partnership with health and social care providers and service users. Jan writes on ethical reflection and leadership in health and social care. She was most recently Head of the Institute of Health and Society at the University of Worcester before her retirement from healthcare education in 2019.

• About the authors; Prologue: Anne's story1. Introduction to values for care practice1.1 Introducing values and care1.2 What are values?1.3 Where do our values and beliefs come from?1.4 The relationship between personal and professional values1.5 Institutional and organisational values1.6 Professional bodies and codes of conduct1.7 Conclusion2. Introduction to ethics for care practice2.1 What are morals and ethics?2.2 Ethical theories and principles2.3 The role of ethics2.4 Conclusion3. Compassion and care3.1 Introduction3.2 Caring as a virtue3.3 Virtuous caring3.4 Compassion in care policy3.5 Defining compassion3.6 The virtue of compassion3.7 Compassionate care3.8 The experience of compassionate care3.9 A culture of compassionate care3.10 Conclusion4. Rights, equality and anti-discriminatory practice4.1 Introduction4.2 What are rights?4.3 Different kinds of rights4.4 Limitations on rights4.5 Celebrating difference4.6 Understanding equality, prejudice and discrimination4.7 Why do discrimination and prejudice continue to exist in care?4.8 Engaging in anti-discriminatory practice4.9 A rights-based approach to care4.10 Conclusion5. Respect and dignity5.1 Introduction5.2 What do we mean when we use the terms 'respect' and 'respect for persons'?5.3 The moral duty of respect for persons5.4 The moral value of dignity5.5 Respect, dignity and privacy in practice5.6 Conclusion6. Autonomy and the principle of respect for autonomy6.1 Introduction6.2 Defining autonomy6.3 Formal definitions and key components of autonomy6.4 Necessary conditions to be autonomous6.5 Capacity and competence6.6 A duty of respect for autonomy6.7 Informed consent6.8 An alternative view autonomy - relational autonomy6.9 Conclusion7. Trust, confidentiality and truth-telling7.1 Introduction7.2 What are trust and trustworthiness?7.3 Different types of trust7.4 Moral responsibility and trustworthiness7.5 Confidentiality and truth-telling7.6 The value of honesty and truth-telling7.7 Conclusion8. Protection from harm and promoting independence8.1 Introduction8.2 What is risk and do we need to be protected from it?8.3 Risk assessment8.4 Predicting risk8.5 Assessing risk in practice8.6 Risk management and protection from harm8.7 Conclusion9. Values, accountability and responsibility9.1 Introduction9.2 Responsibility and accountability in practice9.3 Leadership in care9.4 Responsibility and the employer9.5 Organisational responsibility and accountability9.6 Responsibility for the manner in which care is provided9.7 Professional accountability and codes of practice9.8 Maintaining records9.9 Conclusion10. Conclusion: value-based reflection10.1 The role of values10.2 Compassion and care10.3 Rights, equality and anti-discriminatory practice10.4 Respect, dignity and autonomy10.5 Trust, confidentiality and truth-telling10.6 Protection from harm and promoting independence10.7 Values, accountability and responsibility10.6 Protection from harm and promoting independence10.7 Where to next?10.8 Values-led reflectionReferences; Index

‘This is a valuable text which encourages students to examine their personal values at a time when they are developing professional values and identity. I think students will revisit this text throughout their programme. It is a complex theoretical concept which is interwoven with health care practice in a way that students can grasp. I particularly like the activities and reflections.’Lecturer, University of Plymouth

Dr Jan Quallington qualified as a RGN (Adult) and undertook specialist education in cardiothoracic nursing. Her clinical practice was in acute medicine, coronary care and intensive care. After moving into education in a university setting Jan studied for an MA in Medical Ethics and Law and gained a Doctorate in Medical Ethics from Keele University. She undertook a number of roles in higher education and led a large multiprofessional team to deliver a wide range of health and social care education in partnership with health and social care providers and service users. Jan writes on ethical reflection and leadership in health and social care. She was most recently Head of the Institute of Health and Society at the University of Worcester before her retirement from healthcare education in 2019.

• About the authors; Prologue: Anne's story1. Introduction to values for care practice1.1 Introducing values and care1.2 What are values?1.3 Where do our values and beliefs come from?1.4 The relationship between personal and professional values1.5 Institutional and organisational values1.6 Professional bodies and codes of conduct1.7 Conclusion2. Introduction to ethics for care practice2.1 What are morals and ethics?2.2 Ethical theories and principles2.3 The role of ethics2.4 Conclusion3. Compassion and care3.1 Introduction3.2 Caring as a virtue3.3 Virtuous caring3.4 Compassion in care policy3.5 Defining compassion3.6 The virtue of compassion3.7 Compassionate care3.8 The experience of compassionate care3.9 A culture of compassionate care3.10 Conclusion4. Rights, equality and anti-discriminatory practice4.1 Introduction4.2 What are rights?4.3 Different kinds of rights4.4 Limitations on rights4.5 Celebrating difference4.6 Understanding equality, prejudice and discrimination4.7 Why do discrimination and prejudice continue to exist in care?4.8 Engaging in anti-discriminatory practice4.9 A rights-based approach to care4.10 Conclusion5. Respect and dignity5.1 Introduction5.2 What do we mean when we use the terms 'respect' and 'respect for persons'?5.3 The moral duty of respect for persons5.4 The moral value of dignity5.5 Respect, dignity and privacy in practice5.6 Conclusion6. Autonomy and the principle of respect for autonomy6.1 Introduction6.2 Defining autonomy6.3 Formal definitions and key components of autonomy6.4 Necessary conditions to be autonomous6.5 Capacity and competence6.6 A duty of respect for autonomy6.7 Informed consent6.8 An alternative view autonomy - relational autonomy6.9 Conclusion7. Trust, confidentiality and truth-telling7.1 Introduction7.2 What are trust and trustworthiness?7.3 Different types of trust7.4 Moral responsibility and trustworthiness7.5 Confidentiality and truth-telling7.6 The value of honesty and truth-telling7.7 Conclusion8. Protection from harm and promoting independence8.1 Introduction8.2 What is risk and do we need to be protected from it?8.3 Risk assessment8.4 Predicting risk8.5 Assessing risk in practice8.6 Risk management and protection from harm8.7 Conclusion9. Values, accountability and responsibility9.1 Introduction9.2 Responsibility and accountability in practice9.3 Leadership in care9.4 Responsibility and the employer9.5 Organisational responsibility and accountability9.6 Responsibility for the manner in which care is provided9.7 Professional accountability and codes of practice9.8 Maintaining records9.9 Conclusion10. Conclusion: value-based reflection10.1 The role of values10.2 Compassion and care10.3 Rights, equality and anti-discriminatory practice10.4 Respect, dignity and autonomy10.5 Trust, confidentiality and truth-telling10.6 Protection from harm and promoting independence10.7 Values, accountability and responsibility10.6 Protection from harm and promoting independence10.7 Where to next?10.8 Values-led reflectionReferences; Index

‘This is a valuable text which encourages students to examine their personal values at a time when they are developing professional values and identity. I think students will revisit this text throughout their programme. It is a complex theoretical concept which is interwoven with health care practice in a way that students can grasp. I particularly like the activities and reflections.’Lecturer, University of Plymouth

Dr Jan Quallington qualified as a RGN (Adult) and undertook specialist education in cardiothoracic nursing. Her clinical practice was in acute medicine, coronary care and intensive care. After moving into education in a university setting Jan studied for an MA in Medical Ethics and Law and gained a Doctorate in Medical Ethics from Keele University. She undertook a number of roles in higher education and led a large multiprofessional team to deliver a wide range of health and social care education in partnership with health and social care providers and service users. Jan writes on ethical reflection and leadership in health and social care. She was most recently Head of the Institute of Health and Society at the University of Worcester before her retirement from healthcare education in 2019.

• About the authors; Prologue: Anne's story1. Introduction to values for care practice1.1 Introducing values and care1.2 What are values?1.3 Where do our values and beliefs come from?1.4 The relationship between personal and professional values1.5 Institutional and organisational values1.6 Professional bodies and codes of conduct1.7 Conclusion2. Introduction to ethics for care practice2.1 What are morals and ethics?2.2 Ethical theories and principles2.3 The role of ethics2.4 Conclusion3. Compassion and care3.1 Introduction3.2 Caring as a virtue3.3 Virtuous caring3.4 Compassion in care policy3.5 Defining compassion3.6 The virtue of compassion3.7 Compassionate care3.8 The experience of compassionate care3.9 A culture of compassionate care3.10 Conclusion4. Rights, equality and anti-discriminatory practice4.1 Introduction4.2 What are rights?4.3 Different kinds of rights4.4 Limitations on rights4.5 Celebrating difference4.6 Understanding equality, prejudice and discrimination4.7 Why do discrimination and prejudice continue to exist in care?4.8 Engaging in anti-discriminatory practice4.9 A rights-based approach to care4.10 Conclusion5. Respect and dignity5.1 Introduction5.2 What do we mean when we use the terms 'respect' and 'respect for persons'?5.3 The moral duty of respect for persons5.4 The moral value of dignity5.5 Respect, dignity and privacy in practice5.6 Conclusion6. Autonomy and the principle of respect for autonomy6.1 Introduction6.2 Defining autonomy6.3 Formal definitions and key components of autonomy6.4 Necessary conditions to be autonomous6.5 Capacity and competence6.6 A duty of respect for autonomy6.7 Informed consent6.8 An alternative view autonomy - relational autonomy6.9 Conclusion7. Trust, confidentiality and truth-telling7.1 Introduction7.2 What are trust and trustworthiness?7.3 Different types of trust7.4 Moral responsibility and trustworthiness7.5 Confidentiality and truth-telling7.6 The value of honesty and truth-telling7.7 Conclusion8. Protection from harm and promoting independence8.1 Introduction8.2 What is risk and do we need to be protected from it?8.3 Risk assessment8.4 Predicting risk8.5 Assessing risk in practice8.6 Risk management and protection from harm8.7 Conclusion9. Values, accountability and responsibility9.1 Introduction9.2 Responsibility and accountability in practice9.3 Leadership in care9.4 Responsibility and the employer9.5 Organisational responsibility and accountability9.6 Responsibility for the manner in which care is provided9.7 Professional accountability and codes of practice9.8 Maintaining records9.9 Conclusion10. Conclusion: value-based reflection10.1 The role of values10.2 Compassion and care10.3 Rights, equality and anti-discriminatory practice10.4 Respect, dignity and autonomy10.5 Trust, confidentiality and truth-telling10.6 Protection from harm and promoting independence10.7 Values, accountability and responsibility10.6 Protection from harm and promoting independence10.7 Where to next?10.8 Values-led reflectionReferences; Index

‘This is a valuable text which encourages students to examine their personal values at a time when they are developing professional values and identity. I think students will revisit this text throughout their programme. It is a complex theoretical concept which is interwoven with health care practice in a way that students can grasp. I particularly like the activities and reflections.’Lecturer, University of Plymouth