Saturday, June 16, 2018

True Religiousness - Albert Einstein


 
 



True Religiousness
by
Albert Einstein
 
"The most beautiful thing we can experience is the mysterious. It is the source of all true art and science. He to whom the emotion is a stranger, who can no longer pause to wonder and stand wrapped in awe, is as good as dead; his eyes are closed. The insight into the mystery of life, coupled though it be with fear, has also given rise to religion. To know what is impenetrable to us really exists, manifesting itself as the highest wisdom and the most radiant beauty, which our dull faculties can comprehend only in their most primitive forms -- this knowledge, this feeling, is at the center of all true religiousness."
 
Despite what many people think, Einstein was NOT an atheist.


Many scientists, studying the heavens and awed by their magnificence, have found God there.
Look up and dream of the possibilities.
 
Dawn Pisturino
June 16, 2018
Copyright 2018 Dawn Pisturino. All Rights Reserved.

Thursday, October 19, 2017

Whole Health Education in Stress Management





Whole health education can be a valuable tool when applied to stress management because it addresses the needs and condition of the whole individual.

Stress can come from a variety of sources and affect an individual in many ways. Quite frequently, a person does not realize how much stress he is under until he is forced to sit down and think about it. He might be having somatic complaints such as chest pain, shortness of breath, or abdominal pain.  Ruling out an underlying disease process, these kinds of somatic complaints can often be related to stress. Finding healthy ways to manage stress can improve an individual's overall health and quality of life.

Whole health education is a method of relating to other people on a one-to-one basis through respectful and unconditional listening. The specially-trained counselor creates a safe and comfortable environment in which the client can lower his defenses and speak honestly about himself without fear of judgment or reprisal. The client is allowed to vent his frustrations, examine his overall condition, evaluate his needs, and set realistic goals for himself. The counselor does not interject an opinion or offer advice, but merely sits by and offers his presence. In this way, the client has a chance to take responsibility for his own healing.

The counselor respectfully asks questions which address five aspects of the client's life: physical, nutritional, emotional, environmental, and spiritual. His role is to compile the data, do research, and provide an information packet which is tailored to the needs and wants of the client. The client then decides for himself what he can do to improve his health and quality of life.

If a client needs information about stress management, for example, the counselor helps him to evaluate his overall lifestyle and pinpoint those areas of his life which are causing him stress and those which could be enhanced to reduce his stress. The counselor does not tell the client what to do, but provides him with information, alternatives, and choices. The client becomes empowered to set his own goals and design his own program to achieve those goals.

Developing good listening skills is the key component of whole health education. Sometimes, all a client really needs is for someone to listen to him with mindfulness and respect. In the process of sharing information, the client may draw new conclusions about himself or discover that he had the answers at his fingertips all along. The more the client can do for himself, the better chance there is for a positive outcome.

Whole health educators do not take the place of doctors or other healthcare practitioners. On the contrary, they work within the framework of traditional medicine to provide healthcare information and counseling. Their work complements traditional medicine.

In the acute care setting, where I work, it is usually not possible to take the time required to sit down and address the holistic needs of the individual. The focus is on physical complaints, and if a person is suffering from stress, the symptoms are treated with anxiolytics and anti-depressants. This addresses the symptoms, but not the cause. The use of drugs simply makes the person more manageable while they are in the acute care setting.

There is so much pressure in the acute care setting on staff to get persons in and out, that patient education often suffers. Even doctors, if they are part of an HMO, are pressured to see a high volume of clients during the day, and this can mean that the quality of the visit with each individual suffers in the process. There simply is not enough time to address each person's fears, anxieties, and concerns. It is much easier to write a prescription and hope that the person takes it.

But this is not healthCARE or WELLness. While Western medicine is greatly advanced technologically in treating illness, we have fallen short when it comes to promoting wellness and good health. Usually, a person decides to pursue this on his own through books or videos. Hence, the popularity of self-help gurus like Deepak Chopra and the high volume of sales at health food stores. Today, it seems like people are searching for an alternative to traditional healthcare treatments, and this trend is sure to continue into the future.

In Zen Buddhism, mindfulness is a very important concept. Mindful listening to oneself and others is key to growth and communication.

I was greatly impressed to see this concept applied to health education. And ever since I watched the [class] video, I have been more conscious of it in my own communications with others. All of a sudden, I do not mind taking a few minutes to listen to my husband's problems at work, no matter how tired or stressed I feel myself. I do not mind listening to my daughter's boyfriend troubles, no matter how annoyed I may feel. I do not mind taking a few minutes at work to listen to a patient or a co-worker vent about their personal problems. The act of just being there and listening helps the other person, and that, in the long run, helps me. Sometimes, I gain valuable insights about my own problems by listening to someone else.

Watching this [class] video also reminded me of one of the reasons why I became a nurse: to help others. In the day-to-day pressures of working in a hospital, I have lost some of the compassion and humanity which brought me to nursing. My focus has become saving myself from stress-related illness. My focus has been just getting through the day without losing my cool. Is this a healthy way to live? NO!

The concept of whole health education has led me to go back to school and seek a bachelor's degree in natural health. [Did it!] I am now very hopeful of making a more positive contribution to the world and to myself.

Dawn Pisturino, RN
New England School of Whole Health Education
2004

Copyright 2004-2017 Dawn Pisturino. All Rights Reserved.

Wednesday, September 27, 2017

How Stress Affects Physical and Mental Health



Mental illness can cause a person to be more vulnerable to stress. Likewise, stress can make a person more vulnerable to mental illness.

Stress can be positive or negative. It can arise from internal and external pressures. Stress is a natural response to change, and it is a normal part of life.

The body responds to stress through a stress response called "fight or flight syndrome." It has three phases. In the initial phase, the body recognizes and prepares to deal with a stressor. In the secondary phase, the body copes with the stressor and returns to normal. The third phase is called the exhaustion phase. If the stress continues, the body's resistance breaks down and makes it vulnerable to illness.

The body reacts to prolonged stress with short-term and long-terms effects. Short-term effects include blushing, gritting of teeth, "butterflies," feelings of anxiety, palpitations, increased respirations, clenched fists, and sweaty palms. Insomnia and fatigue, decreased concentration, and exacerbation of existing psychiatric problems may occur. As the stressors continue or become more severe, problem-solving abilities may be affected. There may be a noticeable decrease in work performance and an increase in substance abuse. Anger, irritability, surrender, and a feeling of failure may color a person's attitude and outlook on life.

Long-term effects may result in serious illness: headaches, ulcers, heart disease, arthritis, high blood pressure, cancer, diabetes, and other chronic diseases.

It is important that all people learn to cope with stress, but the mentally ill are particularly sensitive. A key part of mental health teaching should be stress management.

Proper nutrition, adequate rest and sleep, regular exercise, making time for leisure activities, and the avoidance of alcohol, drugs, and tobacco are essential tools for improving and maintaining mental health.

It is also important to learn how to recognize stress, avoid stressful situations, create a stress-free environment, and ask for help.

Relaxation can minimize the effects of stress. Meditation and prayer, engaging in hobbies, and spending time with friends or pets are proven antidotes for the toxic effects of STRESS.

A key element in improving and maintaining mental health is changing perceptions and ideas by changing "self-talk" and reinforcing behavior which promotes positive thinking and reality-based problem-solving skills.

In our modern, hectic world, it is difficult to schedule time for leisure and play, but studies have shown that the simple act of "playing" can slow the aging process and increase creativity by releasing natural endorphins in the brain.

It is equally important to give ourselves "self-strokes" and not rely on other people to supply us with a steady supply of emotional comforts and compliments. We must be responsible for our own well-being and self-esteem.

Dawn Pisturino, RN
October 23, 1997
Nursing 230
Mohave Community College
Kingman, Arizona

Copyright 1997-2017 Dawn Pisturino. All Rights Reserved.

NOTE: Caffeine should also be avoided as much as possible.

Monday, July 3, 2017

The Healing Power of Music





The Healing Power of Music
 
Dawn Pisturino
 
Both Aristotle and Plato commented on the healing power of music. But it was not until the 20th century that the idea of music therapy began to take hold.
 
Music therapists are trained healthcare professionals who utilize music to encourage wellness, healing, and a better quality of life.
 
They work in psychiatric facilities, hospitals, nursing homes, hospice programs, schools, and other organizations.
 
People with mental illness benefit from the influence that music has over mood and emotions.
 
In the hospital setting, music has been used to reduce pain and suffering, relieve tension, and promote sleep. 
 
Nursing homes employ music therapists to keep senior citizens active and socially involved.
 
Music has been used in hospice programs to provide comfort, relaxation, and a better quality of life for people who are terminally ill.
 
Music therapy is used in special learning programs at schools to improve communication and coordination skills.
 
Research has shown that music can improve depression and insomnia, reduce blood pressure, lower respiration and heart rates, and alleviate nausea caused by chemotherapy.
 
Children who take music lessons tend to have higher IQ scores and do better in school.
 
In the home, music is a valuable tool for reducing stress, engaging in physical exercise, and creating a more positive environment.
 
Employers have found that background music in the workplace can help reduce stress among employees.
 
Listening to the sounds of nature can also be therapeutic. Birds singing, waves crashing on the beach, a babbling brook, the wind blowing playfully through wind chimes, whale songs, the purring of a cat -- these all have the power to soothe frazzled nerves and fill us with a sense of comfort and joy.
 
Dawn Pisturino
April 2, 2007
Copyright 2007-2017 Dawn Pisturino. All Rights Reserved.
 
Published in The Kingman Daily Miner, April 24, 2007.




Monday, June 5, 2017

Euthanasia and Healthcare Ethics: An Ethical Dilemma






Euthanasia and Healthcare Ethics: An Ethical Dilemma

Dawn Pisturino 
                                                                                                                                     

Abstract

Healthcare ethics deal with life and death situations which involve every member of the healthcare team.  But the patient is at the heart of healthcare ethics, and the rights, safety, and well-being of the patient must come first in all healthcare decisions.  It is not up to healthcare personnel to decide who will live and who will die.
                                                                                                                      
Euthanasia and Healthcare Ethics: An Ethical Dilemma

       Every discipline has a code of ethics to follow when it comes to making ethical decisions, and healthcare is no exception.  Ethics in healthcare is so important, in fact, that most organizations have a process through which tough ethical decisions, such as end-of-life decisions, can be made.

The Hippocratic Oath and Modern Healthcare Ethics

       The origin of healthcare ethics dates back to the Hippocratic School of 200 B.C. (Geppert & Roberts, 2008).  Hippocrates devised the Oath of the Hippocratic School, which includes confidentiality, nonmaleficence, and beneficence (Geppert & Roberts, 2008).  Since then, technology has forced changes in healthcare ethics, adding principles of autonomy, respect for persons, compassion, privacy, and honesty (Geppert & Roberts, 2008).  Most of these principles can be applied to end-of-life issues.

The End-of-Life Debate 

       The end-of-life debate has been fueled by the preponderance of chronic disease in modern society, quality of life issues, and the soaring cost of healthcare.  In most countries around the world, euthanasia and patient-assisted suicide are illegal.  Hippocrates himself said, “I will neither give a deadly drug to anybody if asked for it, nor will I make a suggestion to this effect” (Doukas, 1995).

Dr. Jack Kevorkian

       In 1999, Dr. Jack Kevorkian was found guilty of second-degree murder by a Michigan jury in the death of Thomas Youk (Charatan, 1999).  Dr. Kevorkian had administered a lethal dose of
medication to Youk, who was suffering from ALS (amyotrophic lateral sclerosis).  He could not prove that Youk had asked him to end his life.
       The Hemlock Society, a proponent of physician-assisted suicide, condemned the verdict (Charatan, 1999).  But many organizations devoted to disability rights applauded Dr. Kevorkian’s conviction, claiming that euthanasia is a threat to people with disabilities (Charatan, 1999).  The American Medical Association issued a statement by Dr. Nancy W. Dickey, who was president at the time: “Patients in America can be relieved that the guilty verdict against Dr. Jack Kevorkian helps protect them from those who would take their lives prematurely” (Charatan, 1999).
       John Roberts, North American editor of the British Medical Journal, labeled Dr. Jack Kevorkian “a medical hero.”  He considered Kevorkian an honest man who was acting according to his personal moral principles (Roberts & Kjellstrand, 1996).  Still, most physicians want to be perceived by the public as healers – not death dealers (Doukas, 1995).

Dutch Euthanasia Act

       In 2002, the Netherlands passed the Dutch Euthanasia Act, sparking a world-wide debate on end-of-life issues (Van der Heide, 2007).
       Euthanasia, as defined in the Netherlands, is “death resulting from medication that is administered by a physician with the explicit request of the patient” (Van der Heide, 2007).  In physician-assisted suicide, the physician prescribes the medication and the patient administers it himself, leading to death.  In both cases, the physician is legally protected by the Dutch Euthanasia Act for ending life “at the request of a patient who was suffering unbearably without hope of relief” (Van der Heide, 2007).                                                                                                                                      
      Before making a decision, physicians are required to discuss euthanasia and physician-assisted suicide with the terminally-ill patient and his relatives.  If there is any question about the ethical nature of the decision, physicians may discuss the matter with colleagues.  In 2005, in the Netherlands, 73.9% of all patient-requested deaths were the result of neuromuscular relaxants or barbituates; 16.2% were the result of opioids (Van der Heide, 2007).

Ethical Dilemma Case Example

       Physicians are not the only healthcare workers faced with ethical dilemmas.  Nurses also find themselves in situations where they must apply ethical principles.
       The Charge Nurse at a local hospital wanted to open up a patient bed in order to admit a patient from the emergency room.  She asked this author – the patient’s nurse – to give a dose of intravenous morphine to a patient who was dying of end-stage kidney disease.  Legally, the patient was a “Do Not Resuscitate.”  The family was at the bedside.
       “Ethical dilemmas often provoke powerful emotions and strong personal opinions; however, emotions and opinions alone are not a satisfactory way of resolving ethical dilemmas” (Lo, 2013).   Faced with an ethical dilemma of tantamount importance, this nurse had only a short time in which to make the right decision.
       The first thing to consider was the law and the legal ramifications of any decision made in this situation (Pojman & Fieser, 2017).  How would the decision affect the Charge Nurse and the patient’s nurse?  Would we be held legally liable if the patient died after receiving an extra dose of morphine?  Would we lose our nursing licenses?  Would the family sue?  Would we lose our jobs?  Euthanasia in Arizona is against the law.
       Secondly, would the patient want to be given an extra dose of morphine?  A “Do Not Resuscitate” status merely indicates that the patient does not want to be revived if the heart stops beating or respirations cease.  It is not a request for euthanasia.  Would it violate the patient’s personal or religious beliefs to administer an extra dose of morphine?  Would it violate her core ethics?  Would it take away her right of self-determination and autonomy (Pojman & Fieser, 2017)?
       Thirdly, to go into the patient’s room and administer an injection of morphine without just cause would violate the culture and ethics of the hospital, the doctor, and most of the nursing staff (Pojman & Fieser, 2017).  It would look suspicious to the family.  They would question what this nurse was doing.  It would place this nurse in an uncomfortable situation.
       The ethical dilemma posed here is this: should the patient’s nurse do what the Charge Nurse requested or refuse?  In order to make a rational and ethical decision, the patient’s nurse must first analyze the situation.  According to Pojman and Fieser, “most ethical analysis falls into one or more of the following domains: (1) action, (2) consequences, (3) character traits, and (4) motives.”

Action

       Giving the patient an extra dose of morphine would be the right action if the patient was in pain and wanted the medication.  It would be the right action if the patient seemed uncomfortable and the patient’s family requested it.  It would not be an obligatory act if it was too soon to give the medication or if the patient did not need it at that time.  It would be considered an optional act, based on the nurse’s professional judgment and opinion.  On the other hand, it would be a wrong action to give the morphine if the patient did not need it or the patient’s family did not want it given.  If euthanasia were legal and the physician was at the bedside and requested the patient’s nurse to draw up the medication, it would be considered a supererogatory act if the physician administered it to the patient.  He would be ending the patient’s suffering.  The nurse would be involved in a legal and compassionate act.

Consequences

       If the patient was in pain and needed the medication, giving the morphine would be the right action because it eased the patient’s pain.  If the patient died as a result, there would be no legal or professional consequences because there is no way to predict if that particular injection will cause the patient to stop breathing.  The morphine was given according to medical guidelines ordered by the physician.  If the patient was not in pain and the extra injection of morphine caused the patient to stop breathing, it could raise ethical and legal issues for the nurse who administered the medication.  Those issues would most likely be raised by the family, if they were concerned.

Character Traits

       The Charge Nurse was more concerned about opening up a patient bed than respecting the rights of the patient who was dying.  It seems callous, malevolent, and unfeeling.  The patient’s nurse must examine her own feelings and attitudes and decide if the Charge Nurse was right or wrong in her request.

Motive                                                                                                                                       

       The motive of the Charge Nurse was clearly to give in to pressure from the emergency room to admit a patient.  She showed no concern whatsoever for the patient who was dying.  She had no respect for the patient’s rights and autonomy – or for the patient’s family.
       The nurse’s motive should be to protect the rights and safety of her patient.  She is the patient’s advocate.  If she gives in to pressure from the Charge Nurse, she will fail in her duty to her patient.  Even if she believes that euthanasia is a moral act, neither she nor the physician has informed consent from the patient or the family.

What Happened

       The patient’s nurse evaluated the motives of the Charge Nurse, felt disgusted, and went into the patient’s room to check on her condition.  She was resting quietly with her eyes closed, and the nurse saw no evidence of pain or discomfort.  When the nurse asked the patient’s family if they wanted the patient to receive a morphine injection for pain, they agreed with the nurse that the patient was resting quietly and did not need it.  Relieved, the patient’s nurse reported all of this to the Charge Nurse.  As a parting shot she added, “And I’m not Dr. Kevorkian!”

Conclusion

       Patients and their families have the final say in what happens to terminally-ill patients.  It is not up to healthcare personnel to make decisions about end-of-life care for a patient.  This will be particularly true if euthanasia and patient-assisted suicide ever become legal on a widespread scale.  The medical community, in line with its own ethical principles, must respect the right of self-determination and autonomy of terminally-ill patients.

 
References

 

Charatan, Fred. (1999). Dr. Kevorkian found guilty of second degree murder. British medical

       journal, 318(7189), 962. Retrieved from


Doukas, D.J., Waterhouse, D., Gorenflo, D.W., Seid, J. (1995). Attitudes and behaviors on

       physician-assisted death: A study of Michigan oncologists. Journal of Clinical Oncology,

       13(5), 1055-1061

Geppert, M.A., & Roberts, L.W. (Ed.) (2008). Book of ethics. Center City, MN: Hazelden

       Foundation

Lo, Bernard. (2013). Resolving ethical dilemmas: A guide for clinicians. Philadelphia, PA:

       Lippincott, Williams and Wilkins

Pojman, L.P., & Fieser, J. (2017). Ethics: Discovering right and wrong. Boston, MA:

       Cengage Learning

Roberts, J., & Kjellstrand, C. (1996). Jack Kevorkian: a medical hero. BMJ: British

       Medical Journal, 312(7044), 1434

Van der Heide, A., Onwuteaka-Philipsen, B.D., Rurup, M.L., Buitina, H.M., van Delden, J.M.,

       Hanssen-de Wolf, J.E., . . . van der Wal, G. (2007). End-of-life practices in the Netherlands

       under the euthanasia act. New England Journal of Medicine, 356 (19), 1957-1965.
 
Dawn Pisturino
April 2017
Ethics 151
Mohave Community College
Kingman, Arizona
Copyright 2017 Dawn Pisturino. All Rights Reserved.
(The formatting for this paper did not come out quite right online. My apologies.)

 

 

 

 

 

Tuesday, April 18, 2017

Virtue Ethics and Virtue Theory: Strengths and Weaknesses

 
 

 
Abstract
After centuries of debate, many modern philosophers have concluded that both virtue ethics (character) and virtue theory (action) are inadequate on their own merits.  They must compromise and support one another. 
Virtue Ethics and Virtue Theory: Strengths and Weaknesses
       While utilitarians emphasize the consequences of actions that promote the most good, and deontologists like Kant point to rules and duties, virtue ethicists hold up moral character as the highest form of normative ethics (Hursthouse & Pettigrove, 2016).
       Traditionally, virtue ethics encompass the ideas of “virtues and vices, motives and moral character, moral education, moral wisdom or discernment, friendship and family relationships, a deep concept of happiness, the role of the emotions in our moral life and the fundamentally important questions of what sorts of persons we should be and how we should live” (Hursthouse & Pettigrove, 2016).  Virtue ethics are teleological in nature because they deal with human reason and the purpose of human existence (Frost, 1989).  They address “the goal of life: living well and achieving excellence” (Pojman & Fieser, 2017).
       It’s important to separate “virtue ethics” from “virtue theory.”  Virtue ethics is an approach to ethics apart from utilitarianism and deontology.  Virtue theory addresses virtue as it is found in ethical systems (Hursthouse & Pettigrove, 2016).
       Virtue theory is considered “action-based theory” (Pojman & Fieser, 2017) and calls on people to act virtuously by following certain rules.  People are judged by their actions and not whether they possess virtuous character traits.  Virtue theory is strong on action-guiding rules but weak on producing people with solid moral characters.
       Virtue ethics, on the other hand, are founded on ancient Greek philosophy and include the concepts of arĂȘte (excellence), phronesis (practical wisdom), and eudaimonia (happiness, flourishing) (Hursthouse & Pettigrove, 2016).  Aristotle believed that humans are the “highest
creation,” endowed with the “spark of the divine” (Frost, 1989).  For him, the goal of life for humans is to achieve the highest self-realization (Frost, 1989).  He saw God as “pure intelligence . . . [and the] unifying principle of the universe” (Frost, 1989).  God is the reason that all things, including humans, strive for realization (Frost, 1989).  But humans “use reason in pursuit of the good life” (Pojman & Fieser, 2017).  This is what separates humans from animals.   
       A virtue is an inherent character trait that makes somebody “a certain sort of person” (Hursthouse & Pettigrove, 2016).  The virtuous person consistently behaves in a way that reflects his or her deepest-held convictions.  Virtuous does not mean perfect — even the most virtuous people have flaws.  But truly virtuous people, according to Aristotle, “do what they should without a struggle against contrary desires.  The continent have to control a desire or temptation to do otherwise” (Hursthouse & Pettigrove, 2016).  A virtuous person “does these things because he desires to do them from the depths of his own being” (Frost, 1989).  A virtuous person will not be tempted to do wrong.  He will do good because he is good (Pojman & Fieser, 2017).  The more “good” people who live in society, the more society benefits.
       Phronesis is moral or practical wisdom (Hursthouse & Pettigrove, 2016).  Without wisdom to back up virtue, even the most virtuous people can use their virtue in the wrong way.  And they are held accountable when their actions go wrong.  Virtuous people have a firm understanding of situational ethics and apply their virtues accordingly (Hursthouse & Pettigrove, 2016).  But wisdom comes with experience, and moral virtues must be lived in order to be fully realized (Pojman & Fieser, 2017).  Some people will never develop wisdom, no matter how long they live.  Wisdom, common sense, and critical thinking skills cannot always be learned.
       Aristotle placed emphasis on the Golden Mean — or moderation — which he considered the “rational attitude” (Frost, 1989).  Moderation leads to balance.  Living a moderate life develops “noble, just, honest, considerate” (Frost 1989) character traits.  But Aristotle also believed in free will.  People are “free to debase [themselves] or strive for self-realization” (Frost, 1989).  Therefore, it is not guaranteed that people will choose to become virtuous people or follow action-guiding rules.
       According to Aristotle, “man is by nature a social animal” (Frost, 1989).  He can only flourish and achieve self-realization within the context of the state.  In fact, “the goal of the state . . . is to produce good citizens” and “to the extent that the state does not enable the individual to live a virtuous and happy life, it is evil” (Frost 1989).  If a person is unlucky enough to live in a country where human rights are not respected, it is unlikely that he will have the opportunity to achieve self-realization and live a happy life.
       Although people can be born with good or bad character traits, Aristotle believed that “the aim of education should be to make people virtuous” (Frost, 1989).  But what traits make people virtuous? According to Pojman & Fieser, moral virtues include “honesty, benevolence, nonmalevolence, fairness, kindness, conscientiousness, gratitude.”  But this leads to a conundrum.  People with virtuous character traits must still be guided by action-guiding principles.   Otherwise, they have no parameters by which to act (Pojman & Fieser, 2017).  As philosopher William Frankena said, “Traits without principles are blind, but principles without traits are impotent” (Pojman & Fieser, 2017).
Conclusion
       Action-guiding principles, as found in virtue theory, are uninspiring and do not produce people with inherent moral characters.  Virtue ethics, on the other hand, strive to produce people with strong moral characters but fail to provide guidelines to put those traits into action.  Virtue theory and virtue ethics must compromise and support one another in order to provide a complete moral system.
References
 
Frost, S.E. (1989). Basic teachings of the great philosophers. New York, NY: Anchor Books
Hursthouse, R., & Pettigrove, G. (2003). Virtue ethics. In E.N. Zalta (Ed.), The Stanford
       encyclopedia of philosophy (winter 2016 ed.). Retrieved from
       http://plato.stanford.edu/archives/win2016/entries/ethics-virtue/
Pojman, L.P., & Fieser, J. (2017). Ethics: Discovering right and wrong. Boston, MA:
       Cengage Learning
 
Dawn Pisturino
March 2017
Mohave Community College
Kingman, Arizona
Copyright 2017 Dawn Pisturino. All Rights Reserved.
 
 

 


Tuesday, March 28, 2017

Nominated March of Dimes 2017 Nurse of the Year

 
 


I was honored that one of my co-workers recently nominated me for the March of Dimes 2017 Nurse of the Year award. Thank you, Jessica!

Dawn Pisturino, RN
March 28, 2017