ABSTRACT
Durante los primeros 15 años del siglo XXI asistimos en Argentina a una transformación jurídica y de las prácticas profesionales. Desde la Ley 114 (1998) hasta las más recientes de Reproducción Médicamente Asistida y de Muerte Digna (2013), se trata del reflejo en el plano jurídico de un movimiento precedente en el escenario éticoclínico de las prácticas en salud. Acto clínico y acto jurídico se anudan en una relación dialéctica que es necesario conceptualizar. El objetivo del presente estudio es indagar la cuestión a partir del análisis de 6 viñetas que integran un corpus de 60 ejercicios propuestos para los exámenes de residencia y concurrencia en salud mental de CABA entre el año 2005 y 2015, viñetas relevadas por la cátedra UNESCO de Bioética y situaciones ficcionadas por el equipo de investigación UBACyT. A partir de los casos seleccionados se analizan variadas problemáticas el sentido profundo del acto de vivir, la diversidad lingüística, el derecho a la identidad y al conocimiento de los orígenes, el ejercicio de las capacidades diferentes-, mostrando cómo esas cuestiones pueden desplegarse en toda su potencia cuando la dimensión particular de la ley se ofrece como soporte del sujeto en situación.
During the first 15 years of this century we are witnessing in Argentina to a legal processing and professional practices. Since Law 114 (1998) to the latest Medically Assisted Reproduction and Death with Dignity laws (2013), it is the reflection on the legal level of a precedent movement in the ethical clinical practices. Clinical act and legal act are knotted in a dialectical relationship that is necessary to conceptualize. This study explores the issue from situational analysis of six vignettes originated from a corpus of 60 exercises designed by mental health residence exams of CABA between 2005 and 2015, bullets surveyed by the UNESCO Chair in Bioethics, and fictionalized situations by the UBACyT research team. From the selected cases varied issues are analyzed -the deep meaning of the act of living, the linguistic diversity, the right to identity and knowledge of the origins, the exercise of the different capacities. In all cases, showing how these issues can be deployed in full power when the particular dimension of the law is offered as the subject support situation.
Subject(s)
Child , Adolescent , Reproductive Techniques, Assisted , Right to Die , Child Advocacy , Ethics, ClinicalABSTRACT
PURPOSE: This paper was aimed to inquire into Ricoeur's self -hermeneutics and narrative ethics, and apply it to personal identity constituting caring and care ethics in the practice of nursing. Its purpose is to provide a philosophical foundation for caring in nursing. METHOD: According to Ricoeur's narrative identity, ontological caring was interpreted as personal identity constituting caring. His ethics were described as care ethics, which contributed to preserving and promoting the personal dignity of the client, as self in search for the good life in the nursing practice. RESULTS: Narrative understanding of the client pointed to the ontological role of care in the constitution of personal identity. From an ethical aspect of the narrative, respect for personal identity and personal dignity of the client was crucial to an ethical caring attitude, promoting self-esteem in the nursing practice. CONCLUSION: This paper suggested that Ricoeur's ethics could provide a philosophical basis for understanding ontological and ethical caring in nursing. This contributed to protection of the client from the threat of personal identity, as well as respecting their personal dignity.
Subject(s)
Humans , Nursing Care/ethicsABSTRACT
We have used narrative approach to supplement the two usual methods of teaching biomedical ethics: the principlebased approach and the casuistic approach. Our experience suggested (1) although the learning of key principles is essential to medical ethics, the casuistic approach can be the more effective strategy than the principle-based approach for learning clinical moral reasoning and (2) that narrative approach can be the most effective learning strategy in humane medicine, especially in relativizing a student's moral views. By combining these three approaches, learning strategies in medical ethics can be refined.