| assigning tasks in the clinical setting after training |
trainees planning ethics conferences in wards |
| trainees submitting reports after ethics conferences in wards |
| unification of analysis tools in clinical practice and training |
using analytic tools that are suitable for clinical practice |
| using reflection notes to facilitate conferences |
| participation of planners in clinical practice |
planner attendance at ward conferences |
| support and comment on conference preparation |
| regularizing and promoting ethics conferences in each department |
include ethical issues in case studies from wards for ethics conferences regularly |
| discuss experiences from training at conferences in our department |
| hold regular ethics conferences in each department |
| make ethics conferences regular in each department |
| a system for applying the learning from the training within the department |
creating opportunities to apply the outcomes of the training in collaboration with nurse managers |
| assigning clinical roles to trainees based on the training |
| working with ethics education staff in each department |
| organization-wide efforts to strengthen ethics |
hold study sessions for physicians and executives |
| show how to conduct conferences and demonstrate the significance of conference |
| share educational information with other committees and nurse managers |
| develop personnel to be familiar with ethics in the department |
| open and share training information |
| planning for practice-based education |
try an ethics conference during training |
| use commonly encountered cases in training |
| use an example from our department in training |
| provide training on the management and use of ethics conferences |
| series-based, step-by-step planning |
create a plan to step up |
| make it a series |
| create a plan that all employees can participate in throughout the year |