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<p>Foreword xi</p> <p>About the Authors xiii</p> <p>Acknowledgements xv</p> <p>Author Contributions xvii</p> <p>1 Introduction 1</p> <p>References 4</p> <p><b>2 What is Healthcare Professionalism? 7</b></p> <p>Introduction 8</p> <p>Who is Responsible for Setting Professionalism Codes of Conduct? 8</p> <p>What is the Ethical Basis of Healthcare Professionalism? 10</p> <p>How is Professionalism Understood Across Regulatory Bodies’ Codes of Conduct? 12</p> <p>How is Professionalism Linguistically Framed Across Healthcare Professionalism Codes of Conduct? 15</p> <p>What are Stakeholders’ Understandings of Professionalism Across Different Country Cultures? 16</p> <p>What are Students’ Understandings of Professionalism Across Country Cultures? 19</p> <p>Professionalism: Embodied Identities? 23</p> <p>Chapter Summary 25</p> <p>References 26</p> <p><b>3 Teaching and Learning Healthcare Professionalism 31</b></p> <p>Introduction 32</p> <p>Why Teach and Learn Professionalism? 32</p> <p>What is a Curriculum? 33</p> <p>How is Professionalism Taught and Learnt? 35</p> <p>What Curricula‐related Professionalism Dilemmas do Healthcare Students Experience? 42</p> <p>Chapter Summary 45</p> <p>References 46</p> <p><b>4 Assessing Healthcare Professionalism 51</b></p> <p>Introduction 52</p> <p>Why Assess Professionalism? 52</p> <p>How is Professionalism Assessed? 53</p> <p>What are the Key Challenges Facing Professionalism Assessment? 56</p> <p>What Assessment‐related Professionalism Dilemmas are Learners Experiencing? 58</p> <p>Chapter Summary 65</p> <p>References 67</p> <p><b>5 Identity‐related Professionalism Dilemmas 71</b></p> <p>Introduction 71</p> <p>How do Professional Identities Relate to Learning? 72</p> <p>Are Professional Identities Easily Developed? 73</p> <p>What are the Consequences of Professional Identities? 74</p> <p>What are Identity‐related Professionalism Dilemmas? 75</p> <p>What Identity‐related Professionalism Dilemmas Occur Across the Pre‐university to Year 1 Transition? 76</p> <p>Identity Dilemmas Across Undergraduate Healthcare Education 78</p> <p>Identity Dilemmas Across Transitions into Practice 81</p> <p>Emotional impact and resistance 82</p> <p>Chapter Summary 83</p> <p>References 85</p> <p><b>6 Consent‐related Professionalism Dilemmas 89</b></p> <p>Introduction 90</p> <p>What is Consent and why does it Matter? 90</p> <p>What are the Common Myths about Patient consent for student involvement in their care? 93</p> <p>What are Common Consent‐related Professionalism Dilemmas? 97</p> <p>What is the Impact of Consent‐related Professionalism Dilemmas? 100</p> <p>How do Students Act in the Face of Consent‐related Professionalism Dilemmas? 102</p> <p>Chapter summary 103</p> <p>References 105</p> <p><b>7 Patient Safety‐related Professionalism Dilemmas 109</b></p> <p>Introduction 110</p> <p>How Have Patient Safety and Associated Terms been Defined? 110</p> <p>What are the Factors that can Influence Patient Safety in the Workplace? 111</p> <p>What Types of Patient Safety‐related Dilemmas Occur Across Different Healthcare Professions? 113</p> <p>How can Healthcare Learners’ Actions and Roles Develop a Positive Workplace Culture of Patient Safety? 119</p> <p>Chapter Summary 122</p> <p>References 123</p> <p><b>8 Patient Dignity‐related Professionalism Dilemmas 127</b></p> <p>Introduction 128</p> <p>What is Patient Dignity? 128</p> <p>Why Does Patient Dignity Matter? 129</p> <p>What are Dignity Violations and How do they Arise? 130</p> <p>What Patient Dignity‐related Professionalism Dilemmas do Healthcare Learners Witness or Participate in? 133</p> <p>What is the Impact of Patient Dignity‐related Professionalism Dilemmas? 139</p> <p>How do Learners Act in the Face of Patient Dignity‐related Professionalism Dilemmas? 140</p> <p>Chapter Summary 142</p> <p>References 143</p> <p><b>9 Abuse‐related Professionalism Dilemmas 145</b></p> <p>Introduction 146</p> <p>What are Equality, Diversity and Dignity at Work and Why Do They Matter? 146</p> <p>What is Workplace Abuse and its Relationship with Power? 149</p> <p>What are the Causes of Workplace Abuse? 151</p> <p>What are the Consequences of Workplace Abuse? 152</p> <p>What Abuse‐related Professionalism Dilemmas do Healthcare Learners Experience? 152</p> <p>How can Workplace Abuse be Prevented and Managed? 158</p> <p>Chapter Summary 160</p> <p>References 161</p> <p><b>10 E‐professionalism‐related Dilemmas 167</b></p> <p>Introduction 168</p> <p>What are the Benefits of OSNs for Professionalism? 168</p> <p>What are the Challenges of OSNs for Professionalism? 169</p> <p>What is E‐professionalism and Why is it Important? 170</p> <p>What E‐professionalism Lapses do Healthcare Learners Commit? 172</p> <p>What are the Repercussions for E‐professionalism‐related Lapses? 176</p> <p>What are the Psychological, Social and Technological Factors Associated with Social Media Use? 177</p> <p>What are the Regulatory Recommendations for the Prevention and Management of E‐professionalism Lapses? 180</p> <p>Chapter Summary 181</p> <p>References 182</p> <p><b>11 Professionalism Dilemmas Across National Cultures 187</b></p> <p>Introduction 188</p> <p>What is Culture? 188</p> <p>What Different Cultural Dimensions are there? 189</p> <p>What are Eastern and Western Cultural Spaces? 191</p> <p>How can we Develop Cultural and Intercultural Capability? 195</p> <p>What are the Professionalism Dilemmas Across Different Cultural Spaces? 198</p> <p>How are Situations Culturally Interpreted? Intercultural Dilemmas on Medical Electives by Western Students 202</p> <p>Chapter Summary 204</p> <p>References 205</p> <p><b>12 Professionalism Dilemmas Across Professional Cultures 207</b></p> <p>Introduction 208</p> <p>What are the Roles of Different Healthcare Professionals? 209</p> <p>How do Professionalism Dilemmas Compare Across Healthcare Students? 211</p> <p>Interprofessional Dilemmas: Hierarchies, Roles and Conflict 214</p> <p>How do Dilemmas Around Role Boundaries Come About? 218</p> <p>What are Students’ Reactions and Actions in the Face of Interprofessional Dilemmas? 219</p> <p>How can Interprofessional Conflict be Managed? 220</p> <p>Chapter Summary 222</p> <p>References 224</p> <p><b>13 Conclusions 227</b></p> <p>Power, Hierarchy, Conformity and Resistance 227</p> <p>Negative Emotions, Empathy and Moral Distress 228</p> <p>Looking Forward: Education, Training and Practice 229</p> <p>Looking Forward: Research 231</p> <p>Looking Back: Researcher Reflexivity 232</p> <p>Coda 233</p> <p>References 234</p> <p>Afterword: Healthcare Professionalism: Improving Practice through Reflections on Workplace Dilemmas 237</p> <p>Index 241</p>

<p>'...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' – <b>Nursing Standard</b></p> <p>'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.' – <b>Surgeons’ News, The Royal College of Surgeons of Edinburgh</b><br /><br />“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” <b>Linda S. Hansen, MSN, RN, Michigan State University College of Nursing on behalf of Doody’s Aug 17<br /><br /></b></p> <p>'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.' <b>Anesthesia and Analgesia</b></p> <p><b> </b></p>

<p>About the authors <p> <b>Lynn V. Monrouxe</b> is Professor and Director of the Medical Education Research Centre at Chang Gung Memorial Hospital, Linkou, Taiwan.<BR><br> <b>Charlotte E. Rees</b> 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.

<p><i>Healthcare Professionalism: Improving Practice through Reflections on Workplace Dilemmas</i> provides the tools and resources to help raise professional standards within the healthcare system. Taking an evidence and case-based approach to understanding professional dilemmas in healthcare, this book examines principles such as applying professional and ethical guidance in practice, as well as raising concerns and making decisions when faced with complex issues that often have no absolute right answer. <p>Key features include: <ul> <li>Real-life dilemmas as narrated by hundreds of healthcare students globally</li> <li>A wide range of professionalism and inter-professionalism related topics</li> <li>Information based on the latest international evidence</li> </ul> <p>Using personal incident narratives to illustrate these dilemmas, as well as regulatory body professionalism standards, <i>Healthcare Professionalism</i> is an invaluable resource for students, healthcare professionals and educators as they explore their own professional codes of behaviour.

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