Awareness of professional ethics in midwifery

Professional ethics is an issue which the society is concerning increasingly with. However, this issue is still under-researched, especially in Vietnam. This study is to investigate employees’ and students’ awareness of professional ethics and to evaluate the effects of individual value factors and organizational value factors on professional ethics. The framework is adapted from the studies of Han et al. (2013) and Valentine & Fleischman (2008). The research findings show that both individual factors and organizational factors have positive effects on professional ethics, and Organizational policies towards ethical behaviors have the strongest effect. Based on the findings, managerial implications are suggested to improve employees’ and students’ awareness of professional ethics.

By employing and adopting the measures from the studies of Han, Park et al. (2013) and Valentine and Fleischman (2008), the present study aims to examine students’ awareness of professional ethics. Students with different majors are the studied subject. Reviewing literature and conducting the empirical survey show some noteworthy points. Firstly, not much can be found on professional ethics in Vietnam, in terms of academic studies and instructions (i.e. codes of conduct) for occupations. Secondly, from students’ perspectives, individual ethical standards do not play any role in their awareness of professional ethics. As a consequence, a systematic educational program professional ethics requires a priority significantly.

Although the roles of clients have been stressed by TS scholars for decades, the client-translator relationship is a relatively less explored topic. Asian clients' voices have been under-researched. This paper examines the competence requirements that Asian clients look for when hiring translators. It discovers whether there are changes in translator competences expected by clients over time. To achieve the objectives, the Optimale survey was replicated. Analyses are made based on 64 Asian clients participating in the present study and the data from the Optimale survey. It was found that both groups attach greater importance to quality than to speed and put more emphasis on experience than on qualifications. Translators' awareness of professional ethics and standards is stressed. Technological competences are emphasized. When it comes to translation competence, both groups have similar expectations: translators' ability to produce good-quality work followed by their ability to render materials in one or more highly specialized domains and use of translation memory systems.

본 연구는 유아교사가 지각한 교사효능감 및 조직문화와 교직윤리의식과의 관계를 알아보고, 교사효능감과 조직문화가 교직윤리의식에 미치는 영향을 밝히고자 하였다. 연구대상은 유아교육기관에 근무하는 유아교사 195명이었고, 수집된 자료는 Pearson 적률상관과 단계적 회귀분석을 사용하여 분석되었다. 연구결과, 첫째 유아교사의 교사효능감과 교직윤리의식 간에는 정적 상관이 나타났다. 둘째, 조직문화와 교직윤리의식 간에는 정적 상관이 나타났고, 조직문화의 위계문화 유형은 교직윤리의식의 영유아에 대한 윤리 및 동료에 대한 윤리와 유의미한 관계를 보이지 않았다. 셋째, 교사효능감과 조직문화가 교직윤리의식에 미치는 영향력을 검증한 결과, 교사효능감의 영유아에 대한 연속적인 환경경험의 제공, 돌봄, 그리고 조직문화의 개발문화, 관계문화 유형이 유아교사의 교직윤리의식에 영향을 미치는 것으로 나타났다. 이러한 결과를 토대로 유아교육 및 보육 현장에서 유아교사의 교직윤리 제고를 위한 시사점이 논의되었다.

The midwifery ethics is a branch of professional ethics it wants morality for functional safety box midwifery practice and ethical decisions in the midwifery. The aim of this study was to develop a tool to measure the midwives’ awareness of midwifery professional ethics. Questionnaire awareness of professional ethics in midwifery as first initial list of 38 questions was prepared. To check the validity, respectively the face and content validity and reliability, the Pearson correlation coefficient was used and the data using SPSS software version 18 were analyzed. 26 questions have high content validity and 12 questions were rejected. Validity of the questionnaire was calculated an overall index value 0.88 that amount is acceptable. The final results showed that the final questionnaire with the Pearson correlation coefficient 0.97 and p< 0.001 is stable. To assess professional ethics in midwifery to a valid and reliable questionnaire that can accurately measure the extent is needed according to the results, questioning the outcome of this study is a useful tool for evaluation of ethics in midwifery. © 2017, Indian Journal of Forensic Medicine and Toxicology. All rights reserved.

This study explores the state of professional ethics in teaching through a qualitative analysis of interviews conducted with five secondary school leaders, including headmasters, a headmistress, and a rector from diverse secondary schools. These institutions varied in size, staffing levels, and educational mandates, offering a broad contextual understanding of ethical leadership in Tanzanian secondary education. The research aimed to investigate how professional ethics are understood, practiced, and enforced at the school leadership level. Thematic analysis of the interview data revealed five interrelated themes: awareness of professional ethics, the importance of respect, ethical use of authority, responsible use of educational resources, and honesty in assessment and evaluation. While participants noted a general awareness of ethical codes among teachers, the practical enforcement of these standards varied significantly across institutions. Respect emerged as a foundational ethical value, fostering positive relationships, professional collaboration, and learner motivation. Ethical leadership was viewed as crucial in promoting fairness, transparency, and trust particularly through the appropriate exercise of authority and equitable use of institutional resources. Honesty in assessment and evaluation was emphasized as essential for maintaining the credibility and fairness of academic processes. The findings underscore the central role of school leadership in modeling, enforcing, and sustaining ethical practices within educational settings. The insights into lived experiences provided by this study contribute valuable understanding of how professional ethics shape institutional culture, teacher conduct, and overall educational integrity. These findings offer important implications for policy development, leadership training, and the integration of ethics into professional development programs for educators in Tanzania and similar educational contexts.

All academic health disciplines endeavor to ensure that professionals apply safe and effective interventions to patients, ethically conduct research, and respectfully interact with colleagues and students. Each profession is expected to develop mechanisms to monitor and regulate the performance of its members. Three substrates for ethical and professional violations are identified: impairment, incompetence, and unethical conduct. Though mental health professionals have the awareness of professional ethics and the acumen to identify unethical practices, a significant number of clinicians remain uncomfortable and reluctant to report or intervene with their unprincipled colleagues. Known as the culture of silence, clinicians struggle with the dilemma of either protecting the privacy and confidentiality of their colleague or securing the safety and well-being of the patient, student, research subject, or public. However, there are three fundamental reasons for intervening with an impaired, incompetent, or unethical colleague: prevention of harm to patients or others, prevention of harm to one’s profession, and assistance to impaired peers. Specific interventions depend on the professional’s manifest incompetence and unprofessionalism and the level of risk to a patient and others. Interventions can include a dialogue with one’s colleague, referral to a physician assistance program, report to the colleague’s supervisor or administrator, or a report to a licensing board or other oversight entity. It is important for training programs to integrate ethics and professionalism into their curricula and for professions to maintain self-care.

At present, postgraduate education generally attaches importance to the cultivation of professional knowledge and scientific research skills, while Ethical education is relatively weak and needs to be improved urgently. This paper discusses the importance and methods of strengthening the elements of Ethical education in the course of Digital Image Processing under the background of graduate education, and puts forward a variety of teaching strategies, including defining the teaching objectives, constructing the Ethical teaching system, establishing case base and carrying out engineering practice projects, aiming at improving students' social responsibility and innovation ability. By guiding students to analyze the application of technology and ethical issues, we can cultivate their awareness of professional ethics, so as to promote the development of students' technical ability and social responsibility, and cultivate high-quality digital image processing talents with all-round development.

Students' progress and development in an engineering program is often left unexamined when much of the attention is placed on benchmarking students' performance against absolute standards. This study aims at tracking students' development on program learning outcomes across a two-year associate degree engineering curriculum. Nine Likert-scale items were designed to measure students' perception of development on two clusters of program learning outcomes, namely “Knowledge and Understanding of Engineering” and “Awareness of Professional Ethics.” A total of 94 students in the associate degree engineering program filled in the questionnaire at first joining and graduating from the program. It was hypothesized that students perceived themselves to have developed in the two clusters of learning outcomes across the two-year study. Reliability tests suggest that the designed items are reliable measure of the two clusters of learning outcomes. Repeated measure MANOVA suggests that students perceive themselves to have some longitudinal gain in various program learning outcomes. Results support the value-addedness of program on students' academic development. Implication of self-reported measurement on curriculum design and revision will be discussed.

As professional engineers, we are required to uphold high ethical standards. These standards are imposed by national engineering organizations, state licensing boards, as well as various industry organizations to which we may belong. Serving as an effective expert witness requires a heightened awareness of professional ethics. The work of an expert witness is regularly scrutinized by professional colleagues and attorneys. Unfortunately, the desires of a client can sometimes influence an expert to take a position that is not founded upon established scientific, engineering, and/or industry standards. Depending on the position taken, the expert may violate professional ethics standards. This paper will provide background information followed by a discussion of the primary elements of a typical construction litigation case. The paper will present examples of potential ethical violations of expert witnesses. Specifically, this paper will discuss: 1) the first contact with a potential client; 2) performing and interpreting a conflict check; 3) document review; 4) performing an investigation; 5) preparing a written report; 6) preparing a repair scope; and, 7) providing expert testimony. Additionally, the paper will offer simple steps that can be taken by Professional Engineers to avoid violating professional ethics standards. BACKGROUND

The rationale, research background and concept of this study on the forms and dimensions of teachers’ professional ethics are presented. Questions of particular interest are: Which ethical dimensions with respect to central fields of action are teachers most aware of? To what extent does the importance they attach to these dimensions vary? To what degree does consensus exist among teachers? Are there differences in the form of ethics between schools, and what factors affect these differences? An answer is first attempted on the basis of interviews conducted with teachers from five secondary schools with respect to four fields of action. By using case studies, the directions of ethical viewpoints are identified and the extent of consensus is determined. Research concepts, methodological procedures and important results are presented. In conclusion, the significance of the findings for the development of teachers’ ethical awareness is explained and some consequences for co‐operation in schools, for...

Analysis of the strengths and weaknesses of current efforts indicate that engineering programs lack consistent, accurate, and reliable methods of teaching professional ethics and measuring their outcomes. This raises two equally important issues: how we teach ethics and which student outcomes we are assessing. Engineering students are performing poorly on the Ethics part of the Fundamental Engineering exam, so clearly there is a misalignment between teaching practice and outcomes. Engineering ethics instruction is often focused on the instruction of moral judgment and assessing ethical awareness via students' responses to vignettes describing ethical dilemmas. In this study, we propose extending current practice from a focus on teaching moral reasoning to also considering students' ethical awareness and future behavior. We introduce motivational variables that engineering educators should consider when designing ethics curricula. The study findings suggest that these motivational factors may influence students' ethical awareness and predict their ethical behavior.

This research aims to explore accounting students' perceptions of professional ethics at the University of 17 August 1945 Surabaya. Professional ethics is an important foundation for accountants in carrying out their activities professionally. Using qualitative methods with in-depth interviews, this research examines the understanding, attitudes and factors that influence students' perceptions of the importance of ethics in the world of accounting. It is hoped that the research results will provide new insight into accounting students' ethical awareness and the challenges they face in implementing professional ethics. In addition, research finds that ethical perceptions have a positive impact on accounting students' decision-making behavior, where they tend to choose actions that are in accordance with ethical values ​​in facing challenges. This research recommends increased integration of ethics education in the curriculum and the need for further research on the impact of organizational culture on students' ethical behavior in the world of work.

Ethical decision-making is central to the practice of construction engineering and management. This is no more evident than in the twenty-first century, when the construction industry must function in very diverse organizational contexts. Whilst construction companies pursue projects in international markets, many investors are buying or forming joint ventures with domestic companies. New and varied professional attitudes have recently arrived in western markets such as the United States and Australia because construction companies are increasingly employing managers from developing nations to undertake commercial and infrastructure engineering projects. In many developing countries the construction industry is vulnerable to unethical behavior or corruption – vulnerability in part because of differences in culture and managerial systems across countries; and this diversity is manifest in the different perspectives of professional ethics and professional practice. Importantly, professionals in construction engineering must be aware of these differences; however current ethics education for engineering professionals generally lacks global components. In this chapter, emphasis is placed upon professional registration, including mandatory awareness of professional ethics, as an imperative for the welfare of world citizens; discussion on the nature of the construction industry and globalized trends emphasizes why ethics and professional education must be integrated within civil and construction engineering and management curricula. Only then we can anticipate an appropriate educational foundation for professional registration of the international engineer.

In this paper Nicholson’s (1994) four-fold conceptual framework has been applied to ethical issues in research by postgraduate students undertaking theses or dissertations in computing. Ethical dilemmas are explored showing how knowledge in this area is acquired, shared and integrated from one research project to the next and within any one postgraduate cohort. Ethics of performing research within computing rather than professional codes are discussed. A major challenge in raising the level of awareness of professional ethics is in encouraging students to make the upwards shift from not only learning and applying technical skills but also integrating these skills with knowledge of the larger social system in which technology sits. A broad overview of how research ethics is practiced by postgraduate students undertaking thesis or dissertation is also discussed.