Pharmacoethics: A Problem-Based ApproachCRC Press, 2003 M04 29 - 472 pages Due to the changing nature of the practice of pharmacy, today's pharmacists, pharmaceutical scientists, and researchers are faced with an increasing amount of ethical dilemmas. Pharmacoethics: A Problem Based Approach not only introduces the current ethical issues, it also provides decision making tools that can be applied to any ethical issue that |
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... group member to help optimize personal understanding of each ethical competency. To skip one or more steps in this ... play a role and determine which values (nonmaleficence, beneficence, respect for persons, loyalty, distributive ...
... group member to help optimize personal understanding of each ethical competency. To skip one or more steps in this ... play a role and determine which values (nonmaleficence, beneficence, respect for persons, loyalty, distributive ...
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... group members “role-play”: determine the different ways of thinking among people involved and possible techniques for conflict management. Two group members “role-play”: determine how the stages of change and motivational interviewing ...
... group members “role-play”: determine the different ways of thinking among people involved and possible techniques for conflict management. Two group members “role-play”: determine how the stages of change and motivational interviewing ...
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... group who take the part of the patient during role playing. Each of these people should be interviewed as an actual patient. The standardized patient allows you to learn and practice developing the pharmaceutical health care plan and ...
... group who take the part of the patient during role playing. Each of these people should be interviewed as an actual patient. The standardized patient allows you to learn and practice developing the pharmaceutical health care plan and ...
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... role of the facilitator with your group. The members of your group should understand that the student facilitator is ... play a smaller and smaller role. The members of your PBL group must understand that, although the student ...
... role of the facilitator with your group. The members of your group should understand that the student facilitator is ... play a smaller and smaller role. The members of your PBL group must understand that, although the student ...
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Contents
Section 23 | |
Section 24 | |
Section 25 | |
Section 26 | |
Section 27 | |
Section 28 | |
Section 29 | |
Section 30 | |
Section 9 | |
Section 10 | |
Section 11 | |
Section 12 | |
Section 13 | |
Section 14 | |
Section 15 | |
Section 16 | |
Section 17 | |
Section 18 | |
Section 19 | |
Section 20 | |
Section 21 | |
Section 22 | |
Section 31 | |
Section 32 | |
Section 33 | |
Section 34 | |
Section 35 | |
Section 36 | |
Section 37 | |
Section 38 | |
Section 39 | |
Section 40 | |
Section 41 | |
Section 42 | |
Section 43 | |
Section 44 | |
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Common terms and phrases
abortion action administrator answer the question behavior Belmont Report benefits Bibeau burden Casey cefaclor claim clinical commissioner’s conduct decision Declaration of Helsinki discussion district court doctor drug effect ERISA ethics committees evidence experience fact False Claims Act federal genetic genetic screening Griel group to role-play Helpful Web sites hospital Humphreys important Indiana informed consent injunction involved Korcak learning issues Lefton Lilly’s List the options major problems presented marijuana Medical Services medical staff methylsulfonylmethane Mississippi Monrovia motivational interviewing Moving Defendants nurse Nyenpan parens patriae participants patented process patient problem patient’s person pharmaceutical pharmacist pharmacy physician Plaintiffs preemption problem-based learning session procedure process patent professional protect qualified immunity reason regulations Reken relevant respond to possible responsibility risks Smith sodium chloride statute student facilitator student-centered problem-based learning subjects summary judgment Supreme Court Tarpeh-Doe treatment violation women