| 1. | Intentional Rounding - A Critique of the Evidence | 492 | |
| 2. | How to Explore the End-of-Life Preferences of Homeless People in the UK | 400 | |
| 3. | Can the Revised UK Code Direct Practice? | 364 | 2188 |
| 4. | Book launch - John Paley - Concept Analysis in Nursing: A New Approach | 359 | 2 |
| 5. | The metaethics of psychotherapy codes of ethics and conduct | 339 | 959 |
| 6. | Confidentiality and public interest disclosure: A framework to evaluate UK healthcare professional regulatory guidance | 321 | 86 |
| 7. | Nursing Management of People Experiencing Homelessness at the End of Life | 308 | 2 |
| 8. | Becoming a Nurse: a Textbook for Professional Practice | 292 | |
| 9. | (Normative) Moral Theory and Nursing Practice | 270 | 536 |
| 10. | What’s Wrong with Tombstoning and What Does This Tell Us About Responsibility for Health? | 265 | 573 |
| 11. | Is there a professional responsibility to adopt a healthy lifestyle? | 264 | 1010 |
| 12. | The Subversion of Mill and the Ultimate Aim of Nursing | 264 | 408 |
| 13. | The Metaethics of Nursing Codes of Ethics and Conduct | 256 | 2897 |
| 14. | Saying Something Interesting About Responsibility For Health | 254 | 395 |
| 15. | Rounding on the Smokers: the Myth of Evidence-based (Nursing) Policy | 250 | 288 |
| 16. | Academic Freedom, Analysis, and the Code of Professional Conduct | 247 | |
| 17. | Shame as a Public Health Intervention | 246 | 14 |
| 18. | Consequences Count: Against Absolutism at the End of Life | 245 | |
| 19. | Degraded Learning Environments in HE: Professional and Academic Value Systems in Conflict, Student Self-censorship, and Moral Education. Theorising Student Self-censorship Using Critical Realist Theory | 241 | |
| 20. | Challenging the Moral Status of Blood Donation | 240 | 1633 |
| 21. | Researching Student Absence: Methodological Challenges and Ethical Issues | 240 | |
| 22. | Ethical and Professional Concerns in Research Utilisation:
Intentional Rounding in the United Kingdom | 239 | 449 |
| 23. | Moral Content and Assignment Marking: An Exploratory Study | 235 | |
| 24. | Why You Cannot Regulate for Virtuous Compassion | 232 | 173 |
| 25. | Is naming of hospitals a matter for nursing ethics?
The case of San Francisco General Hospital and Mark Zuckerberg. | 232 | 13 |
| 26. | Who Can Blame Who for What and How in Responsibility
for Health? | 229 | 585 |
| 27. | Police ethics committees in England and Wales: Exploratory online and web surveys | 227 | 183 |
| 28. | What do they do? Student Study Behaviour | 223 | |
| 29. | The Spiritual Concerns of People Experiencing Homelessness at the End of Life | 216 | 586 |
| 30. | Should Moral Content Influence Assignment Grading? | 213 | |
| 31. | Comparaison des Codes de Deontologie Selon Les Pays | 212 | |
| 32. | Developing Self-Directed Training for Intravenous Cannulation | 210 | |
| 33. | Academic Freedom in Nurse Education | 209 | |
| 34. | Student Attendance in HE Should Not Be Enforced (Encourage If You must) | 205 | |
| 35. | Student Nurse Absenteeism in Higher Education: An Argument Against Enforced Attendance | 202 | |
| 36. | The meta ethics of regulation and guidance | 195 | 15 |
| 37. | Social Justice and the ‘good’ nurse | 194 | 29 |
| 38. | Implementing a Multidisciplinary Approach to Comprehensive Critical Care | 191 | |
| 39. | Value Dissonance in Nursing: Making Sense of Disparate Literature (guest editorial) | 190 | |
| 40. | Time Spent Studying on a Pre-registration Nursing Programme Module: An Exploratory Study and Implications for Regulation | 190 | |
| 41. | Assessing the quality of regulators’ guidance | 183 | 24 |
| 42. | Personal responsibility for health: meaning, extent and consequences. | 176 | 321 |
| 43. | Can You Explain the Family and Friends Test Results to Patients? | 164 | |
| 44. | Life’s hard and then you die: the end-of-life priorities of people experiencing homelessness in the UK | 162 | 107 |
| 45. | What next for nursing ethics | 162 | 1 |
| 46. | Mill, advocacy and the tobacco endgame | 157 | 20 |
| 47. | 'Who cares and what matters?': exploring end of life priorities of homeless adults in the UK | 145 | |
| 48. | Education not regulation: Why you can’t regulate for virtuous compassion | 129 | 6 |
| 49. | Am I my students’ nurse? Reflections on the nursing ethics of nursing education | 126 | 93 |
| 50. | Intentional rounding: a critique of change in the 21st century | 125 | 2 |
| 51. | A new moral separatism for healthcare professionals? | 112 | 1 |
| 52. | Four decisions for a middle-aged man. | 110 | 8 |
| 53. | Editorial: Is nursing ethics education in disarray? | 104 | |
| 54. | Nursing | 92 | |