Browsing by Author "De Villiers, Josephine Elizabeth"

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    Human dignity : a right or a responsibility?
    (Stellenbosch : Stellenbosch University, 2003-03) De Villiers, Josephine Elizabeth; Van Niekerk, Anton A.; Stellenbosch University. Faculty of Arts & Social Sciences. Dept. of Philosophy.
    ENGLISH ABSTRACT: While most people acknowledge the dignity of fellow humans, atrocities that deny the dignity of people are rampant in our world. The ongoing ignorance and aberrations of the dignity of human beings in the world might mean that there is still not clarity on what respect for the dignity of others really mean, how it should be practiced and whether human dignity is an entitlement or a responsibility. Human dignity was not always bestowed to every individual. In ancient times dignity was reserved for the strongest individual in and later was extended to certain classes, groups and nations like the monarchy and clergy, the Egyptians and Romans. The Renaissance brought a new consciousness of the worth of man. But despite this awareness, and the advent of a human rights culture as is found in the writings of modem philosophers like John Locke, Jean-Jacques Rousseau and Immanuel Kant, who all support the notion of human dignity, liberty and human rights, gross human rights violations still took place during the twentieth century. Stalin used the Russian people to create a successful socialistic state; Hitler exterminated all those who obstructed his ideal of creating a pure Aryan race, while Verwoerd legalized racial discrimination in South Africa and Namibia. As a result of the atrocities in Europe, especially during World War II, The United Nations was established with the aim to oversee and address human rights violations in the world. Human rights and respect for human dignity are included in the Bill of rights of the Constitutions of America, South Africa and Namibia. Health care providers acknowledge the rights of patients by respect for the autonomy of patients. Patients are autonomous persons and health care providers enable patients to take autonomous action. Autonomous action means that a patient will act with understanding, intention and without coercion. Paternalism is only justified when it serves to protect the patient or protect the rights of others. Health care providers practice autonomy by facilitating informed consent, by providing truthful information, by upholding confidentiality, to protect privacy of patients and to treat patients with respect. There is little uncertainty that people can claim the right to human dignity because persons have intrinsic worth as unique beings that are irreplaceable and exist as an end in themselves. Holy Scripture confirms that humans are created in the image of God. International human rights instruments and national constitutions provide people with the statutory right to human dignity and enable people to legally claim this right. But human dignity is also a responsibility because claiming a right has a reciprocal obligation on others not to violate the claimed right, but also requires from persons to value their own lives. Over reliance on science and rational thinking may negate human dignity because scientists do not always consider the needs of persons. The examples of world leaders like Gandhi, King and Mandela have also shown that one can earn human dignity through respectful conduct towards others. Protagoras of Abdera was aware of human worthiness as right and responsibility as long back as the fifth century Be, and this awareness still exists today.
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    The theory and practice of undergraduate nursing ethics education programs in South Africa and Namibia : a critical appraisal
    (Stellenbosch : Stellenbosch University, 2015-04) De Villiers, Josephine Elizabeth; Moodley, Keymanthri; Roux, C.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Philosophy.
    ENGLISH ABSTRACT: The history and evolution of nursing ethics situate caring as a central value of nursing. Since ancient times, codes of conduct, developed by societies, have protected the vulnerable. The value system of nursing in South Africa and Namibia is derived from Christian missionaries who hailed from England and Europe. Florence Nightingale is recognised as the founder of modern nursing and established a firm ethical foundation for nursing. Nursing ethics education has various aims, i.e. promotion of ethical insight of nurses and protection of patients. Ethics education is confronted daily with many challenges with continuous efforts to address these challenges through innovations. Throughout its history, the nursing profession has responded to moral challenges by developing ethical codes with guiding principles for nursing practice. An ethic of care gained ground as an important approach in nursing practice. The values and obligations proclaimed in the codes of ethics of some countries and the International Council of Nurses reveal shared values and beliefs in nursing. These codes of ethics describe the obligation of nurses towards patients, the nursing profession, society, co-workers and themselves as individual nurses. Nurses ought to develop certain required character traits. Aristotle’s ideas on intellectual virtues and practical wisdom specifically may provide nursing ethics educators with a viable approach in the teaching-learning of nursing ethics. The status of nursing ethics education in South Africa and Namibia revealed variability in most aspects of undergraduate nursing ethics education in institutions of higher education. This lack of standardisation complicates assessment of the quality of nursing ethics education. Nursing ethics educators in South Africa and Namibia identified challenges regarding the teaching-learning environment, practising nurses, students and educators as well as challenges related to the regulatory authorities and political and legislative framework. Suggestions to address these challenges were also offered by the nursing ethics educators. The effective internalisation of nursing values requires the efforts of nursing educators, students, practising nurses as well as stakeholders beyond institutions of higher learning. A critical assessment of nursing ethics education in South Africa and Namibia highlighted certain deficiencies in relation to regulatory and managerial aspects in nursing education and various issues related to nursing education generally and nursing ethics education specifically. Improving nursing ethics education needs nursing ethics educator specialisation, standardisation of ethics education and innovative teaching-learning strategies, including the inculcation of practical wisdom in nursing students. Health care facilities need upgrading, and practising nurses and educators must support nursing students effectively. Managerial and regulatory aspects need improvement. The challenges identified in this study can be resolved by improved collaboration amongst institutions of higher learning, nursing councils and service providers. Nursing ethics educators remain hopeful that nursing ethics education has the potential to be significantly improved both in South Africa and Namibia.