2010 IW Surgical Conscience Surgical Convenience

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    Surgical Conscience or Surgical

    Convenience ?Dr. Nancymarie Phillips, RN, PhD,RNFA, CNOR

    Professor, Perioperative Education

    Department

    Lakeland Community College

    Kirtland, Ohio

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    Foundations for our students

    Definitions

    Introspection of self as the educator

    Assess students status

    Before

    After

    Teach introspection

    Provide examples and scenarios

    Incorporate the concept in routine lessons

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    Ethics as a Branch of

    PhilosophyDoes not have the same meaning for everyone

    Can be influenced by the era and social setting

    Family bonds (monarchy, infidelity, chastity) Tribulation (inquisition, crusades, holocaust, conquest)

    Career relations (hire, fire, promotion, demotion)

    Related to loss or gain

    Personal stance may not be constant in all

    situations

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    Definitions

    Professional Ethics

    Expected rules of

    conduct Standards

    Recommended

    practices

    Guidelines

    Moral choices

    Motivational dynamics

    Philosophy of moral

    values

    Right vs wrong

    Conscience

    Personal sense of conduct

    Prefer one set of actionsover another

    Moral awareness

    Truth and fairness

    Honor

    Judgment and choices

    Part of the superego as

    relates to psychotherapy

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    Confucius said.

    The measure of a mans worth is what hewould do if he thought he would never be

    found out.

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    Why you do the things you do

    Deontologist Do the right thing

    regardless of theconsequences

    Self-determination

    Freedom

    Dignity Keeping a promise

    Look at both sides

    Consequentialist Decision is made based on

    expected consequences Utilitarianism

    Happiness for self and

    significant others

    For the greater good

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    Theory of Conscience

    Motivation behind personal duty

    Rewards and punishments according to

    perceived right or wrong actionsDesire for justice

    Fear of retribution or rejection

    Reflected judgment of others Virtuous self-concept

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    Conscience from two views

    Subjective Elements

    Set of common

    values

    Good or evil motives

    Moral Obligation

    Self-Regulation

    Self-Sacrifice Fear of punishment

    Sense of justice

    Objective Elements

    Altruistic actions

    Approval from others with

    same values: good or bad

    Open resentment for those

    who breach common values

    Show self-resentment if

    others observe us breaching

    the values

    Real emotions

    Fake showing of emotions

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    How does conscience relate

    to me?As a human person

    Values and beliefs; morals

    As a family member Obligations

    As a team member

    RoleAs an individual caregiver

    Responsibility

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    The Golden Rule:

    Do unto others as you would have done to

    you.

    Treating your patients as though they were

    part of your own body.Not always theeasiest thing to do.

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    The personal enemies of

    conscience Sloth- Laziness

    Indifference- Uncaring

    Avarice (Greed)- Glory-seeking, Powerhunger

    Selfishness- Inconvenience

    Anger- Acting out Pleasure

    Everett Idris Evans, 1950: Annals of

    Surgery

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    Can we force learned

    conscience? Encourage personal observation of self-

    action and the resultant outcomes

    Observation of the actions of others

    Anticipation of resultant outcomes

    Favorable

    Disasters

    Who is really hurt?

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    Teaching Conscience-

    BuildingObservation of human response Evidence-based lessons by example

    (Hume)

    Relationship between science and realityAvoid authoritarianism

    Because I Said so!

    We always do it this way.

    Structuring intellect in the learner Critical thinking

    What if philosophy

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    What we cannot do as

    teachersCreate conscience by threats of

    punishment

    Strengthen morals by comparison toothers

    Convert resentment into respect

    Instill surgical conscience as inherent

    second nature in our students

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    Surgical Conscience

    ReinforcementReality and permanence to education

    Clinical experiences and post conferences

    Applied critical thinking

    Learning by example Clinical instructors

    Preceptors

    Discontent with current practices

    Using science and evidence-basedpractices

    Professional bravery and sparking change

    Opposition from authority

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    In conclusion

    Summary points to ponder

    Cultural and ethnic aspects

    Religious influences Social constructs

    Professional standards

    Conveniences Free moral agent