Alan Cribb – författare

The goals of healthcare and health policy, and the health-related dilemmas facing policy makers, professionals, and citizens are extensively analysed and debated in a range of disciplines including public health, sociology, and applied philosophy. Health and the Good Society is the first full-length work that addresses these debates in a way that cuts across these disciplinary boundaries.Alan Cribb''s core argument is that clinical ethics needs to be understood in the context of public health ethics. This entails healthcare ethics embracing ''the social dimension'' of health in two overlapping senses: first, the various respects in which health experiences and outcomes are socially determined; and second, the ways in which health-related goods are better understood as social rather then purely individual goods. This broader approach to the Cthics of healthcare includes a concernwith the social construction of both healthcare goods and the roles, ideals, and obligations of agents; that is to say it focuses upon the ''value field'' of health-related action and not only upon the ethics of action within this value field. This groundbreaking book thus seeks to ''open up'' theagenda of healthcare ethics both methodologically and substantively: it argues that population-oriented perspectives are central to all healthcare ethics, and that everybody has some share of responsibility for securing health-related goods including the good of greater health equality. One of its major conclusions is that the rather limited tradition of health education policy and practice needs a complete re-think.

The goals of healthcare and health policy, and the health-related dilemmas facing policy makers, professionals, and citizens are extensively analysed and debated in a range of disciplines including public health, sociology, and applied philosophy. Health and the Good Society is the first full-length work that addresses these debates in a way that cuts across these disciplinary boundaries. Alan Cribb's core argument is that clinical ethics needs to be understood in the context of public health ethics. This entails healthcare ethics embracing 'the social dimension' of health in two overlapping senses: first, the various respects in which health experiences and outcomes are socially determined; and second, the ways in which health-related goods are better understood as social rather then purely individual goods. This broader approach to the ethics of healthcare includes a concern with the social construction of both healthcare goods and the roles, ideals, and obligations of agents; that is to say it focuses upon the 'value field' of health-related action and not only upon the ethics of action within this value field. This groundbreaking book thus seeks to 'open up' the agenda of healthcare ethics both methodologically and substantively: it argues that population-oriented perspectives are central to all healthcare ethics, and that everybody has some share of responsibility for securing health-related goods including the good of greater health equality. One of its major conclusions is that the rather limited tradition of health education policy and practice needs a complete re-think.

The goals of healthcare and health policy, and the health-related dilemmas facing policy makers, professionals, and citizens are extensively analysed and debated in a range of disciplines including public health, sociology, and applied philosophy. Health and the Good Society is the first full-length work that addresses these debates in a way that cuts across these disciplinary boundaries. Alan Cribb's core argument is that clinical ethics needs to be understood in the context of public health ethics. This entails healthcare ethics embracing 'the social dimension' of health in two overlapping senses: first, the various respects in which health experiences and outcomes are socially determined; and second, the ways in which health-related goods are better understood as social rather then purely individual goods. This broader approach to the Cthics of healthcare includes a concern with the social construction of both healthcare goods and the roles, ideals, and obligations of agents; that is to say it focuses upon the 'value field' of health-related action and not only upon the ethics of action within this value field. This groundbreaking book thus seeks to 'open up' the agenda of healthcare ethics both methodologically and substantively: it argues that population-oriented perspectives are central to all healthcare ethics, and that everybody has some share of responsibility for securing health-related goods including the good of greater health equality. One of its major conclusions is that the rather limited tradition of health education policy and practice needs a complete re-think.

Significant changes in the policy and social context of teaching over the last 30 years have had substantial implications for teacher professionalism. As the influence of central regulation and marketisation has increased, so the scope for professional influence on policy and practice has in many cases diminished. Instead, teachers have had to respond to a range of other demands stemming from broader social changes, including greater public scepticism towards professional authority combined with demands for public services that are more responsive to diverse cultural and social identities. This collection of work by leading international scholars in the field makes a unique contribution to understanding both how these changes are impacting on teaching and how teachers might change their practice for the better. The central premise of the book is that if research is going to be helpful in improving professional learning and the quality of teachers’ practice, the full potential of three broad approaches to research on teacher professionalism needs to be brought to bear on these issues: research on the changing political and social context of professional work and practice research on the working lives and lived experiences of teachers, and research on how teachers’ professional practices might be enhanced. In bringing together and drawing out the complementarities of these three approaches, this book represents a ground-breaking collection of work.

Significant changes in the policy and social context of teaching over the last 30 years have had substantial implications for teacher professionalism. As the influence of central regulation and marketisation has increased, so the scope for professional influence on policy and practice has in many cases diminished. Instead, teachers have had to respond to a range of other demands stemming from broader social changes, including greater public scepticism towards professional authority combined with demands for public services that are more responsive to diverse cultural and social identities. This collection of work by leading international scholars in the field makes a unique contribution to understanding both how these changes are impacting on teaching and how teachers might change their practice for the better. The central premise of the book is that if research is going to be helpful in improving professional learning and the quality of teachers’ practice, the full potential of three broad approaches to research on teacher professionalism needs to be brought to bear on these issues: research on the changing political and social context of professional work and practice research on the working lives and lived experiences of teachers, and research on how teachers’ professional practices might be enhanced. In bringing together and drawing out the complementarities of these three approaches, this book represents a ground-breaking collection of work.

Nursing Law and Ethics explores a variety of key legal and ethical issues in nursing practice using a thought-provoking and holistic approach.  It addresses both what the law requires and what is right, and explores whether these two are always the same.The book provides an overview of the legal, ethical and professional dimensions of nursing, followed by exploration of key issues in greater depth.  This edition features updated legislation and new material on patient safety. Key topics are accompanied by both a legal and an ethical perspective, covering both law and ethicsCase examples throughout place concepts in a real-life contextWritten by experts in the field and includes contributions from leading nurses, lawyers and ethicistsAccessible, relevant, and comprehensive, this title is ideal for pre- and post-registration nurses.

Health promotion is high on the political agenda - it has been highlighted in the Health Service reforms, achieved recognition as an important dimension of public policy, and has come to be seen as an essential aspect of the work of all health professionals. There is widespread disagreement as to what health promotion is or indeed ought to be. Attempts have been made through academic literature to resolve these uncertainties, largely resulting in further controversy. Such abstract discussions have not been aimed at the specific needs of health professionals like nurses. This book not only takes up the conceptual challenges but meets the practical demands of health care settings.

Health promotion is an increasingly important part of the work of most health professionals. Yet health promotion is qualitatively different from traditional health care activities. This book will be a focused introduction to, and exploration of, ethical issues in health promotion. It aims to provide a rationale for the underlying value of health promotion and for resolving value conflicts. To what extent should an individual be obliged to contribute to the collective health of a society? Should a society be more concerned to promote health than to treat existing disease and illness? Indeed can a society be said to have a responsibility for the health of its members?The first part of the book addresses the theoretical context of ethics and health promotion. The second part focuses on examples relating to nursing and other health professionals, using a case study approach. The book will be invaluable in helping professionals understand and respond to ethical challenges in practical ways.

Who should be educated, when, by whom and how? What purposes should education serve? Why does education matter?These fundamental questions of value are not always seen as central to the sociology of education. However, this book argues that they are pivotal and provides a sophisticated and engaging introduction to the field that is designed to open up these important debates. It draws attention to the many points of disagreement that exist between major thinkers in the sociology of education, and the values on which their ideas are based. By involving readers in crucial questions about the potential contribution of sociology to education policies and practices, it aims to bridge the divide between education as it is talked about by academics, and the concerns of policymakers and educators who have to make practical decisions about what is to be done.Chapter by chapter the book introduces competing approaches in the sociology of education - structural functionalism, symbolic interactionism, Marxism, feminism, critical race theory and poststructuralism. It shows how these can be applied to major themes such as social reproduction, the politics of knowledge, multicultural education, identity and teachers’ work. Throughout, the authors emphasise the importance of understanding social and educational values and the ways in which these underpin and impact upon the work of both academics and educators.

Who should be educated, when, by whom and how? What purposes should education serve? Why does education matter?These fundamental questions of value are not always seen as central to the sociology of education. However, this book argues that they are pivotal and provides a sophisticated and engaging introduction to the field that is designed to open up these important debates. It draws attention to the many points of disagreement that exist between major thinkers in the sociology of education, and the values on which their ideas are based. By involving readers in crucial questions about the potential contribution of sociology to education policies and practices, it aims to bridge the divide between education as it is talked about by academics, and the concerns of policymakers and educators who have to make practical decisions about what is to be done.Chapter by chapter the book introduces competing approaches in the sociology of education - structural functionalism, symbolic interactionism, Marxism, feminism, critical race theory and poststructuralism. It shows how these can be applied to major themes such as social reproduction, the politics of knowledge, multicultural education, identity and teachers’ work. Throughout, the authors emphasise the importance of understanding social and educational values and the ways in which these underpin and impact upon the work of both academics and educators.

Professionalism is a complex and highly disputed idea of crucial importance in a range of fields, not least health and social care. It can inspire people by reminding them of workplace ideals and the value of occupational expertise. But it can also feel threatening and de-motivating; for example, if it is used to demand ever more from people working in very challenging circumstances. The language of professionalism can evoke a special relationship of trust between service users and practitioners. But it can also suggest a social distance between two classes of people; high status professionals and their lower status 'non-professional' clients.This book is an original and accessible guide to these ambiguities and complexities. Cribb and Gewirtz clarify the nature of professionalism and explain and defend its importance, providing an understanding of, and an analytical engagement with, both idealistic and critical perspectives. In addition, the authors assess the implications of contemporary policy trends for professional work, showing how they may be radically altering our understanding of the 'good' professional.This inviting and reflective study draws upon examples and case studies and weaves in a range of relevant theoretical concepts and perspectives. Written in a style that encourages and supports further reflection on this complex topic, Professionalism is the only book of its kind for practitioners, researchers and students in health and social care.

Professionalism is a complex and highly disputed idea of crucial importance in a range of fields, not least health and social care. It can inspire people by reminding them of workplace ideals and the value of occupational expertise. But it can also feel threatening and de-motivating; for example, if it is used to demand ever more from people working in very challenging circumstances. The language of professionalism can evoke a special relationship of trust between service users and practitioners. But it can also suggest a social distance between two classes of people; high status professionals and their lower status 'non-professional' clients.This book is an original and accessible guide to these ambiguities and complexities. Cribb and Gewirtz clarify the nature of professionalism and explain and defend its importance, providing an understanding of, and an analytical engagement with, both idealistic and critical perspectives. In addition, the authors assess the implications of contemporary policy trends for professional work, showing how they may be radically altering our understanding of the 'good' professional.This inviting and reflective study draws upon examples and case studies and weaves in a range of relevant theoretical concepts and perspectives. Written in a style that encourages and supports further reflection on this complex topic, Professionalism is the only book of its kind for practitioners, researchers and students in health and social care.

Professionalism is a complex and highly disputed idea of crucial importance in a range of fields, not least health and social care. It can inspire people by reminding them of workplace ideals and the value of occupational expertise. But it can also feel threatening and de-motivating; for example, if it is used to demand ever more from people working in very challenging circumstances. The language of professionalism can evoke a special relationship of trust between service users and practitioners. But it can also suggest a social distance between two classes of people; high status professionals and their lower status ''non-professional'' clients.

This book is an original and accessible guide to these ambiguities and complexities. Cribb and Gewirtz clarify the nature of professionalism and explain and defend its importance, providing an understanding of, and an analytical engagement with, both idealistic and critical perspectives. In addition, the authors assess the implications of contemporary policy trends for professional work, showing how they may be radically altering our understanding of the ''good'' professional.

This inviting and reflective study draws upon examples and case studies and weaves in a range of relevant theoretical concepts and perspectives. Written in a style that encourages and supports further reflection on this complex topic, Professionalism is the only book of its kind for practitioners, researchers and students in health and social care.

Ethics involves examining values and identifying what is good, right, and justified - and why. Diverse values and ethical issues run through healthcare improvement, but they are not always recognised or given the attention they need. While much effort goes into understanding whether intervention X effectively leads to change Y, questions such as 'is X ethically acceptable?', 'does Y count as an improvement?', 'should Y be prioritised?', and 'if so, why?' are sometimes neglected. This Element demonstrates the ethical considerations and rich array of values that inevitably underpin both the goals of healthcare improvement (what aspects of quality or what kinds of good are pursued) and how improvement work is undertaken. It outlines an agenda for improvement ethics with the aim of helping those involved in healthcare improvement to reflect on and discuss ethical aspects of their work more explicitly and rigorously. This title is also available as Open Access on Cambridge Core.

Bioethics has long been accepted as an interdisciplinary field. The recent 'empirical turn' in bioethics is, however, creating challenges that move beyond those of simple interdisciplinary collaboration, as researchers grapple with the methodological, empirical and meta-ethical challenges of combining the normative and the empirical, as well as navigating the difficulties that can arise from attempts to transcend traditional disciplinary boundaries. Empirical Bioethics: Theoretical and Practical Perspectives brings together contributions from leading experts in the field which speak to these challenges, providing insight into how they can be understood and suggestions for how they might be overcome. Combining discussions of meta-ethical challenges, examples of different methodologies for integrating empirical and normative research, and reflection on the challenges of conducting and publishing such work, this book will both introduce the novice to the field and challenge the expert.

Bioethics has long been accepted as an interdisciplinary field. The recent 'empirical turn' in bioethics is, however, creating challenges that move beyond those of simple interdisciplinary collaboration, as researchers grapple with the methodological, empirical and meta-ethical challenges of combining the normative and the empirical, as well as navigating the difficulties that can arise from attempts to transcend traditional disciplinary boundaries. Empirical Bioethics: Theoretical and Practical Perspectives brings together contributions from leading experts in the field which speak to these challenges, providing insight into how they can be understood and suggestions for how they might be overcome. Combining discussions of meta-ethical challenges, examples of different methodologies for integrating empirical and normative research, and reflection on the challenges of conducting and publishing such work, this book will both introduce the novice to the field and challenge the expert.

Nursing Law and Ethics explores a variety of key legal and ethical issues in nursing practice using a thought-provoking and holistic approach.  It addresses both what the law requires and what is right, and explores whether these two are always the same.

The book provides an overview of the legal, ethical and professional dimensions of nursing, followed by exploration of key issues in greater depth.  This edition features updated legislation and new material on patient safety.

Key topics are accompanied by both a legal and an ethical perspective, covering both law and ethics Case examples throughout place concepts in a real-life context Written by experts in the field and includes contributions from leading nurses, lawyers and ethicists

Accessible, relevant, and comprehensive, this title is ideal for pre- and post-registration nurses.

Nursing Law and Ethics explores a variety of key legal and ethical issues in nursing practice using a thought-provoking and holistic approach.  It addresses both what the law requires and what is right, and explores whether these two are always the same.

The book provides an overview of the legal, ethical and professional dimensions of nursing, followed by exploration of key issues in greater depth.  This edition features updated legislation and new material on patient safety.

Key topics are accompanied by both a legal and an ethical perspective, covering both law and ethics Case examples throughout place concepts in a real-life context Written by experts in the field and includes contributions from leading nurses, lawyers and ethicists

Accessible, relevant, and comprehensive, this title is ideal for pre- and post-registration nurses.

Significant changes in the policy and social context of teaching over the last 30 years have had substantial implications for teacher professionalism. As the influence of central regulation and marketisation has increased, so the scope for professional influence on policy and practice has in many cases diminished. Instead, teachers have had to respond to a range of other demands stemming from broader social changes, including greater public scepticism towards professional authority combined with demands for public services that are more responsive to diverse cultural and social identities.

This collection of work by leading international scholars in the field makes a unique contribution to understanding both how these changes are impacting on teaching and how teachers might change their practice for the better. The central premise of the book is that if research is going to be helpful in improving professional learning and the quality of teachers’ practice, the full potential of three broad approaches to research on teacher professionalism needs to be brought to bear on these issues:

research on the changing political and social context of professional work and practice

research on the working lives and lived experiences of teachers, and

research on how teachers’ professional practices might be enhanced.

In bringing together and drawing out the complementarities of these three approaches, this book represents a ground-breaking collection of work.

Significant changes in the policy and social context of teaching over the last 30 years have had substantial implications for teacher professionalism. As the influence of central regulation and marketisation has increased, so the scope for professional influence on policy and practice has in many cases diminished. Instead, teachers have had to respond to a range of other demands stemming from broader social changes, including greater public scepticism towards professional authority combined with demands for public services that are more responsive to diverse cultural and social identities.

This collection of work by leading international scholars in the field makes a unique contribution to understanding both how these changes are impacting on teaching and how teachers might change their practice for the better. The central premise of the book is that if research is going to be helpful in improving professional learning and the quality of teachers’ practice, the full potential of three broad approaches to research on teacher professionalism needs to be brought to bear on these issues:

research on the changing political and social context of professional work and practice

research on the working lives and lived experiences of teachers, and

research on how teachers’ professional practices might be enhanced.

In bringing together and drawing out the complementarities of these three approaches, this book represents a ground-breaking collection of work.

What is ‘good’ healthcare? Can we define and deliver it, or will we simply make things better for some people and worse for others? Bringing together the fields of philosophy and healthcare quality, this open access book provides a much-needed framework for understanding and navigating the conceptual and ethical issues at the heart of healthcare improvement.Acknowledging the complexity in attempts to raise the quality of healthcare, including from different cultural and intellectual perspectives to ever-increasing costs, this book reveals the contribution philosophy can make to the provision of quality healthcare. In four clear parts, it uncovers the ethical commitments already embedded in health services and connects them with philosophical literature to present an original and practically useful approach to answering questions about what is better and why.Throughout, the authors advocate ‘pragmatic pluralism’, emphasizing compassion, social justice and practical wisdom alongside techniques, measures and outcomes, and maintain that healthcare demands a reflective, context sensitive approach which is cautious about the universality of claims and the scalability of improvement interventions.This accessible text effortlessly combines theory and practice with a wide range of real-world case studies, including urban poverty screening in US primary care and initiatives introduced in the UK to help underpin anti-racist practice. Across public policy, bioethics, healthcare management, social sciences and beyond, it is a must-read for students, scholars and practitioners alike.The eBook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by the Wellcome Trust.

What is ‘good’ healthcare? Can we define and deliver it, or will we simply make things better for some people and worse for others? Bringing together the fields of philosophy and healthcare quality, this open access book provides a much-needed framework for understanding and navigating the conceptual and ethical issues at the heart of healthcare improvement.Acknowledging the complexity in attempts to raise the quality of healthcare, including from different cultural and intellectual perspectives to ever-increasing costs, this book reveals the contribution philosophy can make to the provision of quality healthcare. In four clear parts, it uncovers the ethical commitments already embedded in health services and connects them with philosophical literature to present an original and practically useful approach to answering questions about what is better and why.Throughout, the authors advocate ‘pragmatic pluralism’, emphasizing compassion, social justice and practical wisdom alongside techniques, measures and outcomes, and maintain that healthcare demands a reflective, context sensitive approach which is cautious about the universality of claims and the scalability of improvement interventions.This accessible text effortlessly combines theory and practice with a wide range of real-world case studies, including urban poverty screening in US primary care and initiatives introduced in the UK to help underpin anti-racist practice. Across public policy, bioethics, healthcare management, social sciences and beyond, it is a must-read for students, scholars and practitioners alike.The eBook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by the Wellcome Trust.

This valuable book is distinctive in that it deals with both law and ethics. There is both practical and academic value in knowing ''what the law requires'' and '' what is right'', and in understanding that these two are not always the same.

p>This second edition builds upon the strengths of the first. The interface between law, ethics and nursing is explored in the first part of the book as are patient complaints and the changing policy context of nursing law. The chapters in Part 2 contain both legal and ethical perspectives on more specialist topics including negligence, consent, resource allocation, mental health nursing, the critically ill patient, clinical governance and research.

Health promotion is an increasingly important part of the work of most health professionals. Yet health promotion is qualitatively different from traditional health care activities.

This book will be a focused introduction to, and exploration of, ethical issues in health promotion. It aims to provide a rationale for the underlying value of health promotion and for resolving value conflicts. To what extent should an individual be obliged to contribute to the collective health of a society? Should a society be more concerned to promote health than to treat existing disease and illness? Indeed can a society be said to have a responsibility for the health of its members?

The first part of the book addresses the theoretical context of ethics and health promotion. The second part focuses on examples relating to nursing and other health professionals, using a case study approach. The book will be invaluable in helping professionals understand and respond to ethical challenges in practical ways.

Health policy thinking must change. This book explores the fundamental currents and tensions that lie behind recent trends such as shared decision-making, co-production, and personalisation.These are often discussed in relation to an epidemiological transition but this text argues that they embody a philosophical transition – a change in our conceptions of healthcare and of appropriate forms of knowledge and analysis. As clinical concerns are increasingly nested within social concerns then policy analysis must engage with the multiple philosophical tensions that are now centre stage.This focus on key underlying ideas and tensions in healthcare couldn’t have come at a better time. With international relevance, the book’s arguments help fuel a shift away from a ‘delivery’ model towards a more deliberative model of healthcare.