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14:32
Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care
Published on: February 16, 2011
When the Child Is Not Heard: Children's Rights and Epistemic Injustice in Paediatric Nursing Practice
Vasiliki Georgousopoulou1, Georgios Manomenidis1
1Department of Nursing, Democritus University of Thrace, Alexandroupolis, Greece.
Summary
Children
Area of Science:
- Nursing Philosophy
- Bioethics
- Childhood Studies
Background:
- Children's dignity in hospital care is often narrowly defined by privacy and communication.
- Existing frameworks fail to address dignity harms arising from dismissed embodied experiences.
- Epistemic injustice offers a lens to understand how children's knowledge is devalued.
Purpose of the Study:
- To propose a more robust philosophical account of children's dignity in paediatric nursing.
- To explore how epistemic injustice impacts children's dignity and well-being.
- To introduce an epistemic justice practice bundle for paediatric nurses.
Main Methods:
- Conceptual analysis drawing on epistemic injustice theory.
- Philosophical examination of dignity in paediatric nursing.
- Integration with children's rights frameworks (UNCRC, EACH Charter).
Main Results:
- Dignity harms occur when children's embodied experiences are dismissed, harming them as knowers.
- Paediatric nurses are key agents in epistemic repair.
- An epistemic justice practice bundle is proposed for improved care.
Conclusions:
- Children's dignity is co-produced through relational practices that validate their experiences.
- Recognizing children as knowers is crucial for upholding their dignity.
- Implementing epistemic justice principles enhances paediatric nursing care and respects children's rights.
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