| Element of the Code # 1 : NURSES AND PEOPLE |
| Practitioners and Managers |
Educators and Researchers |
National Nurses' Associations |
| Provide care that respects human rights and is sensitive to the values, customs and beliefs of people. |
In curriculum include references to human rights, equity, justice, solidarity as the basis for access to care. |
Develop position statements and guidelines that support human rights and ethical standards. |
| Provide continuing education in ethical issues. |
Provide teaching and learning opportunities for ethical issues and decision making. |
Lobby for involvement of nurses in ethics review committees. |
| Provide sufficient information to permit informed consent and the right to choose or refuse treatment. |
Provide teaching/learning opportunities related to informed consent. |
Provide guidelines, position statements and continuing education related to informed consent. |
| Use recording and information management systems that ensure confidentiality. |
Introduce into curriculum concepts of privacy and confidentiality. |
Incorporate issues of confidentiality and privacy into a national code of ethics for nurses. |
| Develop and monitor environmental safety in the workplace. |
Sensitize students to the importance of social action in current concerns. |
Advocate for safe and healthy environment. |
| Element of the Code # 2 : NURSES AND PRACTICE |
| Practitioners and Managers |
Educators and Researchers |
National Nurses' Associations |
| Establish standards of care and a work setting that promotes quality care. |
Provide teaching/learning opportunities that foster life long learning and competence for practice. |
Provide access to continuing education, through journals, conferences, distance education, etc. |
| Establish systems for professional appraisal, continuing education and systematic renewal of licensure to practice. |
Conduct and disseminate research that shows links between continual learning and competence to practice. |
Lobby to ensure continuing education opportunities and quality care standards.
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| Monitor and promote the personal health of nursing staff in relation to their competence for practice. |
Promote the importance of personal health and illustrate its relation to other values. |
Promote healthy lifestyles for nursing professionals. Lobby for healthy workplaces and services for nurses. |
| Element of the Code # 3 : NURSES AND THE PROFESSION |
| Practitioners and Managers |
Educators and Researchers |
National Nurses' Associations |
Set standards for nursing practice, research, education and management.
|
Provide teaching/learning opportunities in setting standards for nursing practice, research, education and management. |
Collaborate with others to set standards for nursing education, practice, research and management. |
| Foster workplace support of the conduct, dissemination and utilisation of research related to nursing and health. |
Conduct, disseminate and utilize research to advance the nursing profession. |
Develop position statements, guidelines and standards related to nursing research. |
| Promote participation in national nurses' associations so as to create favourable socio-economic conditions for nurses. |
Sensitize learners to the importance of professional nursing associations.
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Lobby for fair social and economic working conditions in nursing. Develop position statements and guidelines in workplace issues. |
| Element of the Code #4 : NURSES AND CO-WORKERS |
| Practitioners and Managers |
Educators and Researchers |
National Nurses' Associations |
| Create awareness of specific and overlapping functions and the potential for interdisciplinary tensions. |
Develop understanding of the roles of other workers. |
Stimulate co-operation with other related disciplines. |
| Develop workplace systems that support common professional ethical values and behaviour. |
Communicate nursing ethics to other professions. |
Develop awareness of ethical issues of other professions. |
| Develop mechanisms to safeguard the individual, family or community when their care is endangered by health care personnel. |
Instil in learners the need to safeguard the individual, family or community when care is endangered by health care personnel. |
Provide guidelines, position statements and discussion for a related to safeguarding people when their care is endangered by health care personnel. |
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