Suchergebnisse

This manuscript explores the integration of participatory hermeneutic ethnography in research with children with complexity, particularly those who communicate differently. Traditional research methods often exclude these children, leading to a lack of representation of their unique experiences. The study employs a participatory approach that emphasizes ethical considerations, relational perspectives, and the inclusion of non-verbal communication methods to better capture the voices of these children. The research involved eight children with medical complexity, along with their families and healthcare professionals, providing a comprehensive understanding of their lived experiences. Data collection was conducted over seven months using methods such as participant observation, informal and structured interviews, and innovative techniques like drawing, storytelling, and play-based activities. The study highlighted the importance of respecting each child's unique communication style and ensuring their active participation in the research process. The findings reveal that traditional biomedical approaches often overlook the complex social and moral realities of children's experiences. By employing a hermeneutic framework, the research provided deeper insights into the children's expressions, both verbal and non-verbal, within their broader social contexts. This approach also underscored the significance of understanding children's voices through the lens of their relational and social environments. The study underscores the necessity of inclusive and participatory research methodologies for effectively capturing the varied experiences of children with medical complexity. It calls for a shift away from normalized expectations of verbal communication and emphasizes the need for continued development of methods that respect and validate the agency of all children, regardless of their communication abilities. The implications of this research extend to both academic inquiry and clinical practice, advocating for more ethically attuned and inclusive approaches in working with children who communicate differently. Future research should build on these findings, exploring innovative strategies to further empower these children and enhance our understanding of their experiences.

Background: To challenge dominant conceptions of children and innovate nursing education, our team created an open-access training module (https://childsxethics.net/) addressing ethical considerations for children undergoing surgery.
Objective: To evaluate the level of Bloom's Taxonomy cognitive, affective, and psychomotor learning reached by graduate nursing students after completing the training module.
Methods: A qualitative descriptive study was conducted using Bloom's Taxonomy. Data sources comprised of participants' course assignments.
Results: Participants (n=19) wrote 19 online reflections, 43 peer responses and completed two group assignments. The module and associated class assignments promoted high levels of cognitive and affective learning. The type of assignment influenced participants' levels of learning. Cognitive and affective learning processes were enhanced when integrating reflections and fostering interactions among learners.
Implications: Study findings will inform future iterations of the training module. Our innovative educational resource will facilitate the recognition of children as active moral agents and improve their surgical experiences.

During the COVID-19 pandemic, the lives of children and adolescents in resource-limited countries have been significantly impacted in complex ways, while largely having their interests overlooked. The purpose of this colloquium is to examine these impacts across seven resource-limited nations and apply an ethical lens to examine the ways in which children and adolescents have been treated impermissibly. We finish with recommendations and calls to action for key stakeholders to consider.