1724University of Birmingham, UK.
58716Sue Ryder, UK.
Nurs Ethics. 2021 Mar;28(2):190-209. doi: 10.1177/0969733020921512. Epub 2020 Jun 19.
The identification of human rights issues has become more prominent in statements from national and international nursing organisations such as the American Nurses Association and the United Kingdom's Royal College of Nursing with the International Council of Nursing asserting that human rights are fundamental to and inherent in nursing and that nurses have an obligation to promote people's health rights at all times in all places.However, concern has been expressed about this development. Human rights may be seen as the imposition of legal considerations for nurses and other healthcare workers to bear in mind, as yet more responsibilities with the consequent fear of litigation. Although a more hopeful scenario is that consideration of human rights is something that is supportive of good practice.If this more hopeful scenario is to be realised, the role of education will be crucial. As with human rights generally, human rights education is a global phenomenon, a practice-orientated expression of the Universal Declaration of Human Rights, and the goal of human rights education is to build a culture of respect and action for human rights for all.However, the nature of human rights has long been contested. A 'mapping exercise' of the academic literature on human rights identified 'four schools' or 'ideal types' that have shaped thinking about human rights. This sets out the conceptual context in which human rights problems are defined and solutions are proposed, which is particularly important for human rights education. However, it also complicates the picture. The different approaches taken by the four 'types' would likely lead to different outcomes in terms of human rights education.It is timely to discuss the nature of human rights education and examine its potential for impact on patient care. This will involve identifying the challenges and potential benefits of this approach and analysing the implications for professional practice.
人权问题的识别在一些国家和国际护理组织的声明中变得更加突出，例如美国护士协会和英国皇家护理学院，国际护士理事会则断言人权是护理的基础和固有内容，护士有义务在任何时间、任何地点促进人们的健康权利。然而，人们对这一发展表示关注。人权可能被视为对护士和其他医护人员的法律考虑因素的强加，这意味着他们要承担更多的责任，从而产生对诉讼的担忧。尽管更有希望的情况是，考虑人权是支持良好实践的一部分。如果要实现这种更有希望的情况，教育的作用将至关重要。就像人权本身一样，人权教育是一种全球现象，是对《世界人权宣言》的实践导向表达，人权教育的目标是为所有人建立一种尊重和行动的人权文化。然而，人权的性质长期以来一直存在争议。对人权学术文献的“映射练习”确定了“四大学派”或“理想类型”，这些学派塑造了对人权的思考。这阐述了定义人权问题和提出解决方案的概念背景，这对于人权教育尤为重要。然而，这也使情况变得复杂。四种“类型”所采取的不同方法可能会导致人权教育方面的不同结果。现在是讨论人权教育的性质并探讨其对患者护理产生影响的潜力的时候了。这将涉及确定这种方法的挑战和潜在好处，并分析对专业实践的影响。
