On the first level, recall of the whole case episode is suggested in an objective manner. After doing so, one’ s own mental and emotional reaction to such events are reviewed, internally touching on constructive emotional elements, while eliminating distracting experiences not related to the case in point. Lastly, after reactive emotions are identified, these are connected to personal situations, examining for similarities and distinctions, all the while, the newly developed ideas are incorporated on one’ s philosophical knowledge and attitude (Davies & Finlay, 2000). Such procedures must be followed in every step in order to make relevant values alteration and integration on the professional level.
On actual application, the import of being aware of how other cultural values operate must be monitored and identified early in nursing practice. The level-based critical reflection approach is relevant, not only for health care team but also for clients and families as care recipients-- an extension of care to families is necessary for they provide support on the physiological and psychological aspect of patient’ s treatment and healing. As herbal and mythical dynamics are highly common in Scottish lands, these must never be dismissed as mere diversions.
Although health personnel do not encourage such ideals, they must also be professional enough not to condone such practices. As pointed out by Duncan (2009), values may be a number of things, but at its core is its capacity to provide meaningful purposes to those who adopt them. By this, the cultural values of the patient served its purpose for her, and her family as part of the cultural group. Nurses should never condemn, but understand and provide values in quality care that are needed most. Every professional is governed by more than lawful regulations in performing clinical obligations.
To a wider degree, health staffs are also ethically accountable for their indicated duties. Generally, values in health are equated to a number of concepts, including “ choices and desires, attitudes and beliefs, norms. ..standards, visions and goals, morals, principles and commitment” (Pattison & Pill, 2004).
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