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Today's constrained healthcare environment can make it very difficult for nurses to provide compassionate, competent, and ethical care, and yet their continued commitment to care is viewed as requisite. Nurses' commitment to care of patients, enmeshed with professional identity, may be understood as heroic. A few nursing scholars have advanced the concept of a nurse-patient covenant to explain or inspire nurses' commitment to care. Covenant describes an enduring relationship characterised by mutual promises and generous responsiveness. However, recent critique has revealed a general misunderstanding and misuse of the term covenant in much of the nursing literature whereby individual nurses are improperly and impossibly idealised as holding sole responsibility in the commitment to care. Such an interpretation obscures society's responsibilities in caring for both patients and nurses and contributes to the idealisation of nurses' commitment to extend themselves to fill in healthcare system gaps. Yet, the concept of a covenant relationship, when reframed as occurring between society and the profession of nursing, may lead us toward solutions to the very problems the originally misused concept sustained. Evidence within healthcare systems globally suggests that nurses' commitments are fragile or fragmented under duress due to increasing pressure, demands, and even risks. A reframing of covenant has the common good for society and nursing at its core and, we argue, may lead to a more sustainable nursing identity. We present the results of an exploratory project, undertaken to examine the utility and suitability of covenant as a relational framework for nursing. We explore a reframing of a covenant of care as a relationship between nursing and society, which may provide a fruitful path toward a sustainable, shared commitment for healthcare. This covenant of care re-centres shared work-a joint responsibility between society and nursing-as necessary for the common good.

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In recent decades, the neuroscientific community has moved from describing the neural underpinnings of mental phenomena-as characterized by experimental psychology and philosophy of mind-to attempting to redefine those mental phenomena based on neural findings. Nowadays, many are intrigued by the idea that neuroscience might provide the "missing piece" that would allow philosophers (and, to an extent, psychologists, too) to make important advances, generating new means that these disciplines lack to close knowledge gaps and answer questions like "What is Free Will?" and "Do humans have it?." In this paper, we argue that instead of striving for neuroscience to replace philosophy in the ongoing quest to understanding human thought and behavior, more synergetic relations should be established, where neuroscience does not only inspire philosophy but also draws from it. We claim that such a collaborative coevolution, with the two disciplines nourishing and influencing each other, is key to resolving long-lasting questions that have thus far proved impenetrable for either discipline on its own.

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The first formal definition of randomness, seen as a property of sequences of events or experimental outcomes, dates back to Richard von Mises' work in the foundations of probability and statistics. The randomness notion introduced by von Mises is nowadays widely regarded as being too weak. This is, to a large extent, due to the work of Jean Ville, which is often described as having dealt the death blow to von Mises' approach, and which was integral to the development of algorithmic randomness-the now-standard theory of randomness for elements of a probability space. The main goal of this article is to trace the history and provide an in-depth appraisal of two lesser-known, yet historically and methodologically notable proposals for how to modify von Mises' definition so as to avoid Ville's objection. The first proposal is due to Abraham Wald, while the second one is due to Claus-Peter Schnorr. We show that, once made precise in a natural way using computability theory, Wald's proposal constitutes a much more radical departure from von Mises' framework than intended. Schnorr's proposal, on the other hand, does provide a partial vindication of von Mises' approach: it demonstrates that it is possible to obtain a satisfactory randomness notion-indeed, a canonical algorithmic randomness notion-by characterizing randomness in terms of the invariance of limiting relative frequencies. More generally, we argue that Schnorr's proposal, together with a number of little-known related results, reveals that there is more continuity than typically acknowledged between von Mises' approach and algorithmic randomness. Even though von Mises' exclusive focus on limiting relative frequencies did not survive the passage to the theory of algorithmic randomness, another crucial aspect of his conception of randomness did endure; namely, the idea that randomness amounts to a certain type of stability or invariance under an appropriate class of transformations.

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Background: With the increasing ethical challenges and dilemmas faced by nurses due to various disasters such as COVID-19 worldwide, there is a need for a new public health ethics education curriculum to strengthen competencies for ethical responses in the nursing field. Objectives: This study was aimed to identify the impact of a teaching method utilizing news articles and panel discussion material in the public health ethics education program on nursing students' thinking regarding ethical issues. Design: This was an exploratory study to identify the thinking styles inherent in ethical reflection by analyzing the reflection contents written by nursing students using text mining techniques. Participants: 73 among the students taking a nursing ethics course at a university in Seoul, South Korea, voluntarily participated in this study after providing informed consent. Methods: The public health ethics program was conducted with sessions held once a week for a total of 7 weeks, and reflections written by nursing students were collected as text files during session 5 to 7. In this study, data preprocessing process, keyword analysis, and LDA topic modeling were sequentially conducted utilizing the R program according to the data analysis procedure of text mining techniques. Ethical considerations: This study was conducted under ethics approval from the institution where participants were recruited. Findings and discussion: The results of this study show that the teaching method utilizing news articles enhanced rational ethical deliberation from the cognitive aspect, whereas the teaching method utilizing panel discussion material strengthened the response to emotions on a more internal level. Conclusions: The teaching method utilizing news articles and panel discussion materials in public health ethics education is expected to be mutually complementary and effective, so further studies are recommended.

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Although nursing seems to understand itself and its practice as complex, the literature is less clear about what this actually means. While complexity is discussed as an attribute of nursing, it is also suggested that complexity in nursing remains misunderstood and poorly articulated, is devalued, is not considered as a measure of health outcomes and remains invisible. Despite the overarching lack of a definition, some nurse scholars have conceptualized complexity as a complex intervention. For these authors, complexity becomes a complex intervention defined as that which is composed of component parts interacting in a variety of ways that influence the delivery of and outcomes of health-related interventions for populations. Conceptualizing complexity as a complex intervention forces nursing to embrace and adopt a received interpretation of complexity as expressed through complexity theory and complexity science. While complexity theory may afford us some tools for thinking about complexity, when we deconstruct nursing complexity to explicitly determinate and quantifiable tasks, this artificially narrowed orientation to complexity reveals an oversimplified explanation of the complexities associated with nursing and serves to blind us to its real qualities. Through a consideration of complexity from a Western philosophical tradition, I demonstrate that when nursing adopts the received interpretation of complexity as a complex intervention, this perspective on complexity contains nursing epistemologically and ontologically. I offer an extended conceptualization of complexity framed upon the consideration that nurses assume complexity and do not reduce it; that nurses have the capacity to not be paralysed by complexity and have developed logics to mobilize it in productive ways. Mobilizing complexity through navigating paradox and contradiction shapes an orientation to complexity that embraces an extended epistemology. This extended epistemology is characterized by a 'yes/and' mindset that expresses the dynamic and generative relationship between forms of knowledge which reflects complexity that characterizes nursing.

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This paper aims to show that translation is not only a fully-fledged philosophical problem, but also a specific philosophical praxis and a test bed for extracting the core of different philosophical frameworks. For this purpose, I will take into consideration the respective philosophies of Martin Heidegger and Jacques Derrida. Even if Heidegger often practices translation from the Greek in his own works and adds a few remarks towards an original investigation of this activity, he ultimately understands translation as a 'makeshift' or as a 'shipwreck'. Throughout his contestation of Heidegger's position, Derrida shows the trap of the endless appropriation of the experience of the origin structure. He also frees up the discourse by putting the hierarchical polarization between the original and the translation into question. Thus, translation becomes a chance for philosophy, even for Derrida's deconstruction, a chance to generate new paths for investigation and to keep its question open.

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While there is no shortage in discussions of health assessment tools, little is known about health professionals' experience of their practical uses. However, these tools rely on assumptions that have significant impacts on the practice of health assessment. In this study, we explore health professionals' experiences with health assessment tools, that is, how they define, use, and understand these tools, and whether they take them to measure health and wellbeing. We combine a qualitative, interview-based study of the uses and understandings of health assessment tools among Danish health professionals with a philosophical analysis of these applications and perceptions. Our study shows that contrary assumptions are involved in the use of the tools, to the extent that one can speak of a normativist-naturalist puzzle: health professionals generally apply a normativist conception of health, find health assessment useful and valuable for their clinical practice, but believe that what the tools measure is basically not health proper but some proximal entity of a more naturalist kind. This result demonstrates the complexity of health assessment tools and suggests that they are used with care to ensure both that particular tools are used for the kinds of tasks they are most apt for, and that they are put to use in awareness of their limitations.

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With the progress of artificial intelligence, the digitalization of the lifeworld, and the reduction of the mind to neuronal processes, the human being appears more and more as a product of data and algorithms. Thus, we conceive ourselves "in the image of our machines," and conversely, we elevate our machines and our brains to new subjects. At the same time, demands for an enhancement of human nature culminate in transhumanist visions of taking human evolution to a new stage. Against this self-reification of the human being, the present book defends a humanism of embodiment: our corporeality, vitality, and embodied freedom are the foundations of a self-determined existence, which uses the new technologies only as means instead of submitting to them. The book offers an array of interventions directed against a reductionist naturalism in various areas of science and society. As an alternative, it offers an embodied and enactive account of the human person: we are neither pure minds nor brains, but primarily embodied, living beings in relation with others. This general concept is applied to issues such as artificial intelligence (AI), transhumanism and enhancement, virtual reality, neuroscience, embodied freedom, psychiatry, and finally to the accelerating dynamics of current society which lead to an increasing disembodiment of our everyday life. The book thus applies cutting-edge concepts of embodiment and enactivism to current scientific, technological, and cultural tendencies that will crucially influence our society's development in the twenty-first century.

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This paper investigates the reception and discussion of Jakob von Uexküll's biological theory by two German thinkers of his time, Helmuth Plessner and Kurt Goldstein. It demonstrates how their bio-philosophical perspectives are on the one hand indebted to Uexküll's theory and, on the other, critical of its tendency to excessively harmonize the relationship between living beings and their environment. This original critical reading of the Umweltlehre is rooted in ambiguities within Uexküll's own thought - between a dynamic conception of the organism-environment relationship and the idea of "conformity to a plan" -, , which is here examined in the second section. In the third and fourth sections we will then focus on Plessner and Goldstein respectively, demonstrating how for these two authors the harmony between organism and environment is not an original state, but only reveals itself against the background of a tension; as such, it can only be partial, unstable and always changing. The two thinkers avoid the rigid alternative between Darwin's concept of adaptation (Anpassung) and Uexküll's "fitting into" (Einpassung) by theorizing the ideal state of the relationship between organism and environment in terms of "adequacy" (Adäquatheit) and "adaptability" (Adaptiertheit). Between organism and environment there is neither absolute separation nor perfect harmony, but rather a gap which can never be definitively fixed.

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In recent years, the case has been made for special attention to be paid to a branch of research in the field of bioethics called 'translational bioethics'. In this paper, we start by considering some of the assumptions that those advancing translational approaches to bioethics make about bioethics and compare them to the reality of bioethics as an academic field. We move on to explain how those who make this case, implicitly or explicitly, for translational bioethics go awry because of how they understand the 'gap' between bioethical inquiry and practical settings that requires bridging. We consider three interpretations of this 'translation gap' in bioethics: (i) the gap between theory and practice, (ii) the gap between the force of normative claims and practical contextual realities and (iii) the gap between relevance or applicability to practice and actual application or implementation in practice. In each case, we show how a proper understanding of the nature of the academic field of bioethics undermines how these gaps have been formulated, and how any need for talk of 'translational bioethics' is removed.

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The uncertainty of prognosis for chronic diseases is a persistent problem in the medical community.Mechanical attribution such as questioning disease （stubbornness）， equipment （medical and nursing level）， and patients （low compliance）， it is believed that there is a bias in analyzing the deep causes of low compliance on prognosis after breakthrough progress in the treatment of this type of diseases.Taking hepatitis B patients from the perspective of hermeneutics as an example， this paper clarified the reasons for the non-identity of doctor-patient cognition on the problem of doctor-patient communication in health education.Meanwhile， it was found that there is a pre-structure of heterogeneous experience in the ontology of understanding between doctors and patients， which presents inherent limitations， openness， generativity， and external micro power penetration in their history of dialogue logic.Finally， epistemologically， this paper clarified the essence such as the history of identity effect was pointed by the reconstruction of heterogeneous “meaning ideals” of doctors and patients， the understanding of certainty and elimination of subjectivity was guided by meaning ideals under the fusion of horizons， as well as good personalized prognostic behavioral literacy was led by cultivations of embodied practice.

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This essay deals with four main topics: the notion of philosophical psychology; the idea that physical events and mental events cannot be compared to one another; psychophysical mechanism; and the theory of local signs. These are all key elements in the Medicinische Psychologie of Rudolph Hermann Lotze (1817-1881). By philosophical psychology, Lotze understands not only the collection of experimental data regarding physiological and mental states but also their philosophical processing outlining an interpretation of the real nature of the mind-body connection. Within this framework, Lotze introduces the psychophysical mechanism as based on a key philosophical idea: mind and body are incomparable, but, nevertheless, they are in reciprocal relation (Wechselwirkung). In virtue of said special relation, movements that take place in the mental sphere of reality are transferred or translated in the bodily sphere and vice versa. This rearrangement (Umgestaltung) from one sphere of reality to the other is termed by Lotze "transformation to equivalent." Through the concept of equivalence, Lotze supports the idea that the mind and the body form an organic whole. However, psychophysical mechanisms should not be seen as not a fixed series of physical changes followed by an equally fixed series of mental changes: physical changes are "read," organized, and then transformed by the mind into something purely mental. This, in turn, produces new mechanical force and more physical changes. Lotze's legacy and long-term impact is finally read against the background of his contributions.

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BACKGROUND: Nurses play an integral role in the care of children hospitalised with a serious illness. Although information about diagnostics, treatments, and prognosis are generally conveyed to parents and caregivers of seriously ill children by physicians, nurses spend a significant amount of time at the child's bedside and have an acknowledged role in helping patients and families understand the information that they have been given by a doctor. Hence, the ethical role of the nurse in truth disclosure to children is worth exploring. METHODS: A systematic academic database and grey literature search strategy was conducted using CINAHL, Medline Psych Info, and Google Scholar. Keywords used included truth, children, nurse, disclosure, serious illness, and communication. A total of 17 publications of varying types were included in the final data set. ETHICAL CONSIDERATIONS: As this was a review of the literature, there were no direct human participants. Empirical studies included in the review had received ethics approval. RESULTS: Of the 17 articles included in the review, only one directly reported on the experiences of nurses asked to withhold the truth from patients. Empirical studies were limited to HIV-positive children and children diagnosed with cancer and the dying child. CONCLUSION: A paucity of literature exploring the experiences, attitudes, and beliefs of nurses with regard to truth-telling to seriously ill children is evident. Little consideration has been given to the role nurses play in communicating medical information to children in a hospital setting. The 17 articles included in the review focused on cancer, and HIV, diagnosis, and end-of-life care. Further research should be undertaken to explore the experiences and attitudes of nurses to clinical information sharing to children hospitalised with a wide range of serious illnesses and in diverse clinical scenarios.

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Background and Aims: Traditional Mongolian Medical Education (TMME) was developed based on Manba Datsan (MD) in harmony with the Buddhist philosophy-medical system in Mongolia. It was developed intensively during the 17th-20th centuries and was interrupted for a while, but it is still a part of medical care in Mongolia, training traditional medicine doctors and nurses. Its historical roots are inextricably linked with medical and philosophical development not only among Mongolians, but also in some Oriental and Western countries. This review aims to raise awareness and promote TMM, following the WHO guidelines on traditional medicines. Methods: Relevant literatures from Google Scholar, PubMed, Mongolian national and university libraries in the past 30 years were collected in this article, and books, of which the history, philosophy, and culture of TMM were analyzed. We used inductive analysis within the constructivist paradigm and conducted the research as follows: (I) analyze relevant literature reviews; (II) formulate the historical periodization of Mongolian medical education (MME); (III) explore an overview of the philosophies that have been influenced by TMME; and (IV) study the contents and phases of MD training in Mongolia. Results: An integrated version of the historical periodization of the MME was developed with fully compatible historical periodization based on important socio-political turning points in Mongolia. TMME has been clarified by the direct and mutual influence of Oriental, and Western medical concepts. Between the 17th and 20th centuries, TMME was developed based on MD. Since 1990, the training process has been conducted in accordance with the international standards of modern vocational and higher education. Conclusion: Traditional Mongolian Medical Education was formed by underpinnings of the achievements of Mongolian national practical and folk medicine. This process was greatly influenced by the traditions of the Mongolian education system and achievements of oriental medical education.

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This paper offers four contrasting perspectives on the role of the nurse ethicist from authors based in different areas of world, with different professional backgrounds and at different career stages. Each author raises questions about how to understand the role of the nurse ethicist. The first author reflects upon their career, the scope and purpose of their work, ultimately arguing that the distinction between 'nurse ethicist' and 'clinical ethicist' is largely irrelevant. The second author describes the impact and value that a nurse in an ethics role plays, highlighting the 'tacit knowledge' and 'lived experience' they bring to clinical ethics consultation. However, the second author also warns that the 'nurse ethicist' must be cautious in their approach to avoid being viewed as a resource only for nurses. The third author questions the introduction of additional professional distinctions such as 'nurse ethicist' on the basis that distinctions threaten the creation of egalitarian healthcare systems, while also acknowledging that clinical ethicists ought not strive for objective attachment in their work. In direct contrast, the final author suggests that the nurse ethicist can play a pivotal role in highlighting and addressing ethical challenges that are specific to nurses. These four short pieces raise questions and point to concepts that will be expanded upon and debated throughout this special issue of Nursing Ethics.

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Nurse Ethicists bring a unique perspective to clinical ethics consultation. This perspective provides an appreciation of ethical tensions that will exist beyond the consult question into the moral space of patient care. These tensions exist even when an ethically preferable plan of action is identified. Ethically appropriate courses of action can still lead to moral dilemmas for others. The nurse ethicist provides a lens well suited to identify and respond to these dilemmas. The nurse-patient relationship is the ethical foundation of nursing practice and this relational ontology is well suited to addressing ethical dilemmas that exist prior to and beyond the initial consult question. This paper will describe one nurse ethicist's phronetic and pragmatic approach to a clinical ethics consult elucidated through feminist ethics and systems thinking. This paper will describe the theoretical basis for this method, present a case, and describe how this consultation approach provides a rich analysis based around relationships and responsibilities that also highlights the important ethical tensions within the social structure that exists around the patient and continue after the consult question is answered.

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Background: This analysis is about practical living bioethics and how law, ethics and sociology understand and respect children's consent to, or refusal of, elective heart surgery. Analysis of underlying theories and influences will contrast legalistic bioethics with living bioethics. In-depth philosophical analysis compares social science traditions of positivism, interpretivism, critical theory and functionalism and applies them to bioethics and childhood, to examine how living bioethics may be encouraged or discouraged. Illustrative examples are drawn from research interviews and observations in two London paediatric cardiac units. This paper is one of a series on how the multidisciplinary cardiac team members all contribute to the complex mosaic of care when preparing and supporting families' informed consent to surgery. Results: The living bioethics of justice, care and respect for children and their consent depends on theories and practices, contexts and relationships. These can all be undermined by unseen influences: the history of adult-centric ethics; developmental psychology theories; legal and financial pressures that require consent to be defined as an adult contract; management systems and daily routines in healthcare that can intimidate families and staff; social inequalities. Mainstream theories in the clinical ethics literature markedly differ from the living bioethics in clinical practices. Conclusion: We aim to contribute to raising standards of respectful paediatric bioethics and to showing the relevance of virtue and feminist ethics, childhood studies and children's rights.

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What does it mean for a specialist department of legal studies, such as the Law of Evidence, to have, or to acquire, 'philosophical foundations'? In what sense are the theoretical foundations of procedural scholarship and teaching distinctively or uniquely philosophical? The publication of Philosophical Foundations of Evidence Law (OUP, 2021), edited by Christian Dahlman, Alex Stein and Giovanni Tuzet, presents a valuable opportunity to reflect on these existential questions of disciplinary constitution, methodology and design. This review article critically examines the volume's idiosyncratic selection of topics, structural taxonomy, epistemological priorities, and enigmatic thesis that modern evidence law is turning from rules to reasons as its organising intellectual framework. Whilst the volume is impressively interdisciplinary and cosmopolitan in authorship and outlook, some doubts are expressed about its implicit US orientation, limited engagement with institutional or doctrinal details, and marginalisation of normative criminal jurisprudence.

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Today's students face new challenges that demand high levels of intelligence and meta-thinking skills. Science-based educational pedagogies like STEM, 5E's, and discovery-based education have earned a strong reputation for nurturing children's reasoning and critical thinking skills. However, there's a need for them to be more open and conceptual in order to better prepare students for modern life's challenges. The realms of philosophical and scientific-based educational models currently dominate the educational arena. In retrospect, both models have inherent values that would benefit learners. It is beneficial to examine both methods to develop a teaching framework that fosters higher-order thinking, metacognition, and problem-solving skills. The objective of this paper is to delve into the essenceof the philosophy for children (P4C) method in comparison with the scientific method and their impact onstudents' learning. Using the six reasoning strands, I will systematically compare the two models for strengths and similarities. Throughout this comparison, I aim to maintain objectivity by by drawing on references and practical experience, avoiding any undue bias in favor of one model over the other. Subsequently, by applyingTrompenaars Hampden-Turner™ dilemmas reconciliation model, I will propose the Scie-losophy model, which represents reconciliation between the two methods for the benefit of the learner and the greater good of society. •Currently, philosophical, and scientific-based education models dominate the educational arena. Both models have inherent values that would benefit learners.•Adopting one approach above the other will yield less than optimal results. I strongly discourage following a saturated educational system in which one of the two methods is used exclusively.•I propose a model that represents reconciliation between the two methods for the benefit of the learner and the interest of society.

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Logic modelling is used widely in health promotion planning for complex health and social problems. It is often undertaken collaboratively with stakeholders across sectors that hold and enact different institutional approaches. We use hermeneutic philosophy to explore how knowledge is 'lived' by - and unfolds differently for - cross-sectoral stakeholders during comprehensive primary healthcare service planning. An Organisational Action Research partnership was established with a non-government organisation designing comprehensive primary health care for individuals experiencing homelessness in Adelaide, Australia. Grey literature, stakeholder input, academic feedback, a targeted literature review and evidence synthesis were integrated in iterative cycles to inform and refine the logic model. Diverse knowledge systems are active when cross-sectoral stakeholders collaborate on logic models for comprehensive primary health care planning. Considering logic modelling as a hermeneutic praxis helps to foreground and explore these differences. In our case, divergent ideas emerged in how health/wellbeing and trust were conceptualised; language had different meanings across sectors; and the outcomes and data sought were nuanced for various collaborators. We explicate these methodological insights and also contribute our evidence-informed, collaboratively-derived model for design of a comprehensive primary health care service with populations experiencing homelessness. We outline the value of considering cross-sectoral logic modelling as hermeneutic praxis. Engaging with points of difference in cross-sectoral knowledge systems can strengthen logic modelling processes, partnerships and potential outcomes for complex and comprehensive primary health care services.