S of nursing have incorporated elements of RG7800 web social justice, a clear framework which focuses on social justice does not exist and a much more comprehensive approach to tackling oppression is needed. A conceptual framework, which focuses on both the practices of nurses and the structures within which nurses operate, has the potential to offer a far more comprehensive approach to tackling oppression (see Figure 1).4. AOP ModelsThrough an analysis of power and oppression, AOP theory offers a radical approach to challenge structural inequalities and practices of oppression. Informed by social work theory, it seeks to address the structural inequalities and divisions experienced by clients. AOP philosophy emphasizes equality of outcome and empowerment of individuals by utilising current legislation in an informed and knowledgeable way. Practices that marginalized clients can be identified and oppressive practices can be transformed. The client’s knowledge is recognised as a source of expertise [21] and promoting clients’ agency, in order that they may exercise control over decision-making processes in relation to their care,3. Social Justice in NursingThe concept of social justice is not clearly defined in the literature [11] but it is commonly considered to involve the relationship between society and the individual and a balance between the benefits and burdens for all citizens, resulting in fairness and equity [12]. In striving for social justice, we are concerned with what the individual owes to the community and vice versa. The nature of social justice focuses on the collective interests of members of communities, rather than the individual concerns of one person for another. A concept analysis by Buettner-Schmidt and Lobo highlights the paucityNursing Research and PracticeReflexive cycle AOP3 The notion of lifeworld-led care that is MK-571 (sodium salt) site developed by Dahlberg et al. [27] involves three dimensions: a philosophy of the person, a view of wellbeing, and a philosophy of care that is focused on the individual’s experience. Lifeworld-led approaches to care recognise the importance of promoting humanising philosophies in care in a world of increasing technological progress. Todres et al. advocate lifeworld-led approaches to care as antidote to dehumanising forces inherent in technological progress [28]. Drawing from Husserl’s existential phenomenological tradition, the need to put human experiences at the centre of any caring framework is explored. A political focus is also stressed if care is to be informed at both practice and policy levels. The challenge of teaching nursing students about practices that are oppressive lies in the every-day-ness of the working environment that we inhabit. Behaviours, attitudes, and beliefs that are common in health environments can obscure the nature of events and the need to critique these common experiences and be mindful of how practitioners can perpetuate structures of oppressive. Teaching students about social justice involves helping students to see beyond the everyday and consider how their own practice, and the environments in which they work, may disable clients and even discriminate against them. Husserl considered the Lifeworld as fundamental for all epistemological enquiry and the nurse’s role puts them in key positions to listen to and appreciate patient’s experiences. Lifeworld-led approaches offer a solution to this problem of everydayness by unveiling day-to-day experiences which marginalise and iso.S of nursing have incorporated elements of social justice, a clear framework which focuses on social justice does not exist and a much more comprehensive approach to tackling oppression is needed. A conceptual framework, which focuses on both the practices of nurses and the structures within which nurses operate, has the potential to offer a far more comprehensive approach to tackling oppression (see Figure 1).4. AOP ModelsThrough an analysis of power and oppression, AOP theory offers a radical approach to challenge structural inequalities and practices of oppression. Informed by social work theory, it seeks to address the structural inequalities and divisions experienced by clients. AOP philosophy emphasizes equality of outcome and empowerment of individuals by utilising current legislation in an informed and knowledgeable way. Practices that marginalized clients can be identified and oppressive practices can be transformed. The client’s knowledge is recognised as a source of expertise [21] and promoting clients’ agency, in order that they may exercise control over decision-making processes in relation to their care,3. Social Justice in NursingThe concept of social justice is not clearly defined in the literature [11] but it is commonly considered to involve the relationship between society and the individual and a balance between the benefits and burdens for all citizens, resulting in fairness and equity [12]. In striving for social justice, we are concerned with what the individual owes to the community and vice versa. The nature of social justice focuses on the collective interests of members of communities, rather than the individual concerns of one person for another. A concept analysis by Buettner-Schmidt and Lobo highlights the paucityNursing Research and PracticeReflexive cycle AOP3 The notion of lifeworld-led care that is developed by Dahlberg et al. [27] involves three dimensions: a philosophy of the person, a view of wellbeing, and a philosophy of care that is focused on the individual’s experience. Lifeworld-led approaches to care recognise the importance of promoting humanising philosophies in care in a world of increasing technological progress. Todres et al. advocate lifeworld-led approaches to care as antidote to dehumanising forces inherent in technological progress [28]. Drawing from Husserl’s existential phenomenological tradition, the need to put human experiences at the centre of any caring framework is explored. A political focus is also stressed if care is to be informed at both practice and policy levels. The challenge of teaching nursing students about practices that are oppressive lies in the every-day-ness of the working environment that we inhabit. Behaviours, attitudes, and beliefs that are common in health environments can obscure the nature of events and the need to critique these common experiences and be mindful of how practitioners can perpetuate structures of oppressive. Teaching students about social justice involves helping students to see beyond the everyday and consider how their own practice, and the environments in which they work, may disable clients and even discriminate against them. Husserl considered the Lifeworld as fundamental for all epistemological enquiry and the nurse’s role puts them in key positions to listen to and appreciate patient’s experiences. Lifeworld-led approaches offer a solution to this problem of everydayness by unveiling day-to-day experiences which marginalise and iso.