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Ethical Framework Of Mindfulness Based Teaching

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This essay will be limited to mindfulness-based teaching in first-generation mindfulness based programs (MBPs) like Mindfulness-based Stress Reduction (MBSR) and Mindfulness-based Cognitive Therapy (MBCT). Definition of MBPs used in this discussion is as those programs in which ‘a distinctive feature is that systematic and sustained training in formal and informal mindful practices (for both teacher and participants) is central both to the therapeutic approach and underpinning theoretical model’ (Crane et al. 2017). Furthermore, sets of values and morals as well as the qualitative tones that govern a teacher’s conduct in context of teaching MBPs will constitute the ethical frameworks. Ethical Frameworks Underpinning MBPs McCown, Reibel …show more content…

It also recommends an ongoing involvement in the research, best-practice discussions (e.g. participation in web-forums or conferences) and a community of peers. These forums and opportunities to stay connected with peers assist heavily in building a strong communal ethical scaffolding. In a nascent profession, teachers use such structures to lean on as they wrestle with emerging dilemmas of their individual …show more content…

At this point, it is important to pause and note that a teacher’s personal identity – inevitably marked by her cultural heritage, professional background and her life journey - also influences her ethics. Sometimes the elements of this identity supplement the growth of a teacher and at other times, they may become impediments. Maex (2011) states that the well-intentioned habitual tendencies of therapists/doctors to give advice can sometimes be detrimental to the empowerment of a participant’s discovery of his own answer through his suffering. Conversely, Crane (2016) gives the example of pioneering work of Kabat-Zinn and attributes one of the success factors to his professional background as “it honored the ethics, agenda, ethos and concerns of the mainstream hospital setting within which the course was implemented.” All of life experiences bring their own contributions and at the end, I would concur with “good teaching comes from identity, not technique.” (Palmer, 1998, p.

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This article is related to Unit 1 lecture on Ethics and Values taught by Mrs. Townes. To provide optimal care for individuals of different religious cultures, practices and beliefs nurses must be skilled in identifying best practices when caring for patients. Understanding a patient’s religious beliefs and values will determine if that patient receives efficient and standard care based on their own beliefs. Buddhist may deny certain medication based on the make-up or components of the medication and whether medications will alter their normal state of mind. The best care for a patient of Buddhist ethnicity is to provide them with a calm environment that will allow patients to meditate, practice relaxation techniques, and chanting rituals.

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Taneisha Grant’s narrative “When the Simulated Patient is for Real” discusses the real-life application of the information one learns in school by describing a situation between Doctor Grant and her patient, a worrisome man named Mr. G. Grant highlights the need to understand the patients themselves prior to treatment through her encounter with this patient. This encounter ultimately reminded her that her education will always continue to effect and to increase throughout her work. Grant takes a very patient-oriented view, making clear her medical aim to be helping her patients as best as possible. She mentions a need for objectivity, because it does not matter what “race, gender, or socioeconomic” status the patient has (Grant 182).

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Professional identity can be described as moderately stable yet dynamic in nature in the context of an individual’s attitude on themselves, their clients and the role they play in their occupation. The several influences that contribute to professional identity can be categorized into three sections; personal identity, role identity and social identity (White, Borges, & Geiger, 2011). Personal identity comprises of an individual’s history, morals and values and also their past experiences. For a health practitioner, this can include their motivation, their upbringing and also their education and qualifications. Role identity involves one’s understanding of their responsibility with their respected professional and social functions.

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During my four years of high school, I have interacted with many teachers. I understood as a student, a teacher’s responsibility was to push their students to reach their full potential. Some teachers were caring towards their students and others just wanted to do their job. Even though each teacher was unique in their own way, one particular teacher I admired deeply. His name is Dr. Hiawatha “Doc” Northington.

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MBSR had a lasting impact on my role as a future counselor within a multicultural framework. In my opinion mindfulness/MBSR, provides a tool that could be effectively used in the counseling practice. I am thankful to witness the multiple positive impacts that MBSR can have on those seeking a new experience in mindfulness. In addition, the meditation course allowed for discussion on religion and spirituality. This notion furthers the value of seeking spirituality outside of organized religion and from alternate scopes of practice.

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It is believed that “self-awareness can increase nurses’ confidence in managing challenging situations and provide culturally competent care to patients” (Younas et al., 2020). The need for these skills can be illustrated by the example of a stressed nurse dealing with a family member who is angry. The nurse can use self-reflection to determine their current feelings in response to the family member. Then, they can use mindfulness as a skill to control their reaction to the situation.

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To Defy Racial Injustice Did you know that African Americans, who are 12.6% of the U.S. population, currently account for 38.9% of all violent crime arrests nationwide? Critics charge that these statistics only prove the bias of a system where racism reigns, and where blacks are unfairly targeted by the police. (discoverthenetworks.org). A Lesson Before Dying by Ernest Gaines is about Jefferson, a young black man who is convicted of robbery and planned murder for a crime he did not commit. The story takes place in Bayonne, Louisiana in the 1940s where blacks were treated unfairly.

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Nurse Educator Philosophy Statement Master of Science in Nursing (MSN) education specialization has drawn me towards hospice nursing education. My expertise underscores an integrated approach towards palliative care which caters to the patients nearing their life's end and extends support to their families (Dobbs et al., 2020). It is not merely a service or a profession but rather a commitment to compassionate care in its truest sense. At the heart of my nursing educator philosophy lies a profound respect and appreciation for adult learners. I believe that adult learners bring with them a rich tapestry of experiences and life lessons for enhancing the learning situation.

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Familiarising ethical principles will assist in better decision making and safeguarding the best interest of the patient/family is important otherwise problems may arise when in a similar situation (Chivima, 2014). Subsequently, a personal development plan will aid me to deliver better care in the practice with the help of reflection. My value is to be independent and to be capable of delivery care sufficiently through developing my competence level, aiding me to be more confident within the practice, raising my awareness and delivering appropriate care, (Storey et al., 2016). Attending training will help me achieve a higher level of competence, this will make the patient feel safer and trust my skills and knowledge.

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As Smylie (1995, as cited in Gay, 2010) states, the duty of the teachers is not only learning new subjects and instructional strategies, but also changing their beliefs of practice and “theories of

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(Epstein, 2003, p.

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Ethical theory aids in the understanding of the origin and process of ethical and moral behavior and thinking. The theory I believe guides my nursing practice is virtue ethics, also known as character ethics, with a subset of focal virtue. This theory represents the idea that an individual’s actions are determined by their innate moral virtue or standards. Virtue ethics places emphasis on the character of the person rather than rules or principles. It believes that a person with very high moral standards with choose the morally correct action naturally.

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I believe that personal values and beliefs need to be kept aside when working with people even when you don’t believe or agree with reason some individuals are in certain satiations but learn to make sure that the right and appropriate treatment is administer to them when they need it. In addition, I have also learned in this course, the care and value base in health and social care which include; Promoting effective communication and relationships, promoting anti-discriminatory practice which also

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Furthermore, while safe spaces can be hubs of conversation, they are however, conversations between like-minded students (Source C). The aforementioned editor, Jonathan Sperling, reiterates the exigency in which college students must experience the plethora of distinct views, opinions, and beliefs of other pupils, in order to gain a well-rounded perspective on different subject matters. Additionally, students are able to learn and grow from these various viewpoints, accumulating an intellectual insight which will better equip them to handle “real world” challenges (Source

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The aim is to create a professional who is empathetic, accountable and self-aware. The Knowledge dimension emphasises the practice of life-long learning and skills development. It also requires the acquisition of knowledge about cultural and socio-economic situations within the professional’s region. The Empathetic dimension centres around identifying with patients’ situations and develops from a professional’s understanding of academic knowledge, his/her own self-awareness and of patients’ perspectives (Olckers, Gibbs & Duncan, 2007: 3). The Reflective dimension involves internal and external self-assessment of previous experiences to allow for personal and professional growth (Olckers, Gibbs & Duncan, 2007: 4).

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