| 1. | Intentional Rounding - A Critique of the Evidence | 483 | |
| 2. | How to Explore the End-of-Life Preferences of Homeless People in the UK | 391 | |
| 3. | Can the Revised UK Code Direct Practice? | 356 | 2149 |
| 4. | Book launch - John Paley - Concept Analysis in Nursing: A New Approach | 353 | 2 |
| 5. | The metaethics of psychotherapy codes of ethics and conduct | 328 | 930 |
| 6. | Nursing Management of People Experiencing Homelessness at the End of Life | 299 | 2 |
| 7. | Confidentiality and public interest disclosure: A framework to evaluate UK healthcare professional regulatory guidance | 288 | 79 |
| 8. | Becoming a Nurse: a Textbook for Professional Practice | 279 | |
| 9. | Is there a professional responsibility to adopt a healthy lifestyle? | 260 | 1010 |
| 10. | What’s Wrong with Tombstoning and What Does This Tell Us About Responsibility for Health? | 260 | 560 |
| 11. | The Subversion of Mill and the Ultimate Aim of Nursing | 257 | 392 |
| 12. | (Normative) Moral Theory and Nursing Practice | 255 | 529 |
| 13. | The Metaethics of Nursing Codes of Ethics and Conduct | 252 | 2822 |
| 14. | Saying Something Interesting About Responsibility For Health | 245 | 369 |
| 15. | Rounding on the Smokers: the Myth of Evidence-based (Nursing) Policy | 240 | 283 |
| 16. | Academic Freedom, Analysis, and the Code of Professional Conduct | 240 | |
| 17. | Shame as a Public Health Intervention | 234 | 14 |
| 18. | Consequences Count: Against Absolutism at the End of Life | 233 | |
| 19. | Ethical and Professional Concerns in Research Utilisation:
Intentional Rounding in the United Kingdom | 229 | 430 |
| 20. | 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 | 229 | |
| 21. | Researching Student Absence: Methodological Challenges and Ethical Issues | 227 | |
| 22. | Why You Cannot Regulate for Virtuous Compassion | 226 | 170 |
| 23. | Challenging the Moral Status of Blood Donation | 225 | 1568 |
| 24. | Who Can Blame Who for What and How in Responsibility
for Health? | 221 | 561 |
| 25. | Is naming of hospitals a matter for nursing ethics?
The case of San Francisco General Hospital and Mark Zuckerberg. | 220 | 13 |
| 26. | Moral Content and Assignment Marking: An Exploratory Study | 217 | |
| 27. | What do they do? Student Study Behaviour | 214 | |
| 28. | Police ethics committees in England and Wales: Exploratory online and web surveys | 213 | 165 |
| 29. | The Spiritual Concerns of People Experiencing Homelessness at the End of Life | 209 | 576 |
| 30. | Developing Self-Directed Training for Intravenous Cannulation | 206 | |
| 31. | Comparaison des Codes de Deontologie Selon Les Pays | 203 | |
| 32. | Should Moral Content Influence Assignment Grading? | 202 | |
| 33. | Student Nurse Absenteeism in Higher Education: An Argument Against Enforced Attendance | 201 | |
| 34. | Academic Freedom in Nurse Education | 199 | |
| 35. | Student Attendance in HE Should Not Be Enforced (Encourage If You must) | 198 | |
| 36. | Social Justice and the ‘good’ nurse | 187 | 29 |
| 37. | The meta ethics of regulation and guidance | 187 | 15 |
| 38. | Implementing a Multidisciplinary Approach to Comprehensive Critical Care | 185 | |
| 39. | Time Spent Studying on a Pre-registration Nursing Programme Module: An Exploratory Study and Implications for Regulation | 184 | |
| 40. | Value Dissonance in Nursing: Making Sense of Disparate Literature (guest editorial) | 183 | |
| 41. | Assessing the quality of regulators’ guidance | 176 | 24 |
| 42. | Personal responsibility for health: meaning, extent and consequences. | 169 | 255 |
| 43. | Can You Explain the Family and Friends Test Results to Patients? | 157 | |
| 44. | Mill, advocacy and the tobacco endgame | 152 | 20 |
| 45. | Life’s hard and then you die: the end-of-life priorities of people experiencing homelessness in the UK | 148 | 103 |
| 46. | What next for nursing ethics | 137 | 1 |
| 47. | 'Who cares and what matters?': exploring end of life priorities of homeless adults in the UK | 137 | |
| 48. | Intentional rounding: a critique of change in the 21st century | 119 | 2 |
| 49. | Education not regulation: Why you can’t regulate for virtuous compassion | 118 | 6 |
| 50. | Am I my students’ nurse? Reflections on the nursing ethics of nursing education | 109 | 81 |
| 51. | Four decisions for a middle-aged man. | 106 | 8 |
| 52. | A new moral separatism for healthcare professionals? | 103 | 1 |
| 53. | Editorial: Is nursing ethics education in disarray? | 97 | |
| 54. | Nursing | 84 | |