As dietitians actively engage in sectors beyond healthcare, practitioners are expected to uphold ethical standards that reflect both individual conduct and the profession's social identity. The growing influence of digital technologies, sustainability challenges, and interdisciplinary collaboration further underscores the need to understand current standards of ethical practice. However, global dialog on dietetic ethics remains limited and fragmented. To analyze how professional ethics are governed and enforced, and how ethical content domains are structured and expressed in dietetic codes worldwide. A qualitative document analysis was conducted on national or regional codes of ethics and conduct from 25 dietetic associations spanning North America, Europe, Asia-Pacific, and Africa. Documents were obtained from public repositories or through direct association outreach. Codes written in English or Chinese were analyzed directly; others were translated using artificial intelligence (AI) and verified by issuing organizations. Using a reflexive content analysis approach, we examined revision history, government and enforcement, and ethical content domains. Enactment of ethical guidelines ranged from 1982 to 2024, and only five documents reported revision practices, with update cycles varying from scheduled to ad hoc. Regional variation was observed across three dimensions of ethical guidelines: intended audience scope, aspirational enforcement approaches, and references to legal compliance in relation to local laws or legislation. All documents referenced bioethical principles, but only eight incorporated environmental ethics; ethical guidance addressed professional interactions outside patient-practitioner relationships. Conflicts of interest in these contexts included non-financial domains (e.g., media engagement), with advertising and marketing explicitly discussed in several recently updated guidelines. Findings highlight key opportunities to strengthen ethical guidance in dietetics, particularly in relation to environmental ethics, collaborative practice contexts, and conflicts of interest in digital settings.

ABSTRACT Antisemitism is one of the oldest forms of bias and discrimination in the world, with scholars tracing its earliest roots to 270 BCE (Gordon etal. 2019). Although Jewish people only comprise approximately 2.4% of the global population, Jewish people continue to be highly targeted as a group. In the United States, the Jewish population is the largest religious group victimized by hate crimes, according to the Department of Justice (FBI, 2022) and the second largest targeted group of all marginalized communities (FBI, 2018). Antisemitic incidents have increased by 360% in the United States, compared to the prior year (ADL, 2024). While the National Association of Social Work (NASW) Code of Ethics (2022) ethical principles include dignity and worth of person and social justice, social sciences have largely ignored addressing and/or acknowledging anti-semitism (Kressel & Kressel, 2016; Rosen at al. 2018), in part due to the beliefs that all Jewish people are white and privileged; and therefore overlooked as a marginalized group (Altman, 2022; Cox, 2023). It is imperative for social work to actively combat antisemitism along with all forms of bias. This paper will set forth that 1) anti-semitism and racism affecting Jewish individuals of color must be addressed 2) anti-semitism is a historical form of social injustice and 3) anti-semitism should and can be integrated into social work curriculum when addressing other forms of social justice.

"We need to keep in mind that battle fatigue": A commentary on moral injury among substance use treatment and community service providers.

Background & Objectives Older married women experience various physical, emotional, and social changes that can significantly affect their well-being. Sexual health, often overlooked, is a vital aspect of their quality of life (QOL) and is Recognized by the World Health Organization (WHO) as an essential component of QOL, maintaining healthy sexual relationships can significantly enhance mental health and marital satisfaction in older women. This study seeks to address a critical gap by examining how sex education impacts the sexual quality of life (SQOL) among older married women. Methods In this randomized clinical trial, older married women were recruited from Community Centers in Tehran’s Municipality District 6 based on the inclusion criteria. Samples were randomly assigned to intervention and control groups through simple randomization. The demographic questionnaire and the sexual quality of life questionnaire (SQOL-F) were completed by both groups at the beginning of the study. Then the intervention group received four weekly 2-hour sex education sessions. One month after the last session of the educational intervention, the questionnaires were completed for both groups. Data were analyzed using SPSS version 16 to determine the effect of intervention by comparing two study groups. Results Analysis of covariance showed statistically significant improvement between the intervention and control groups in mean SQOL scores (p < 0.001), psychosexual feelings (p < 0.001), sexual-marital satisfaction (p < 0.001), sexual self-worthlessness scores (p = 0.02), and sexual repression (p < 0.001). Conclusion This study confirms the benefits of sex education in enhancing the SQOL for Iranian married older women. While these results support the recommendation of sex education to improve SQOL, it is crucial to implement such programs with cultural sensitivity and tailored content to maximize effectiveness and address the diverse needs within this population. This study was approved by the Ethics Committee of Tehran University of Medical Sciences (Ethics code: IR.TUMS.FNM.REC.1397.107). It has been registered in the Iranian Registry of Clinical Trials (IRCT) with the registration number IRCT20180904040946N1 on 2018-10-06.

BackgroundIn patients with chronic kidney disease undergoing hemodialysis, physical activity and rehabilitation are crucial for preventing declines in muscle strength and functional capacity. This study aimed to assess the impact of physical activity during hemodialysis on dialysis adequacy in patients undergoing hemodialysis.MethodsThis randomized controlled trial (RCT) investigated the impact of pedaling exercise on dialysis effectiveness in 84 hemodialysis patients at hospitals in Bushehr. Participants were randomly assigned to either an experimental group (n = 42) that performed 30 minutes of pedaling exercise during their 4-hour dialysis sessions or a control group (n = 42) that received routine hemodialysis. Dialysis adequacy was assessed by comparing pre- and post-dialysis blood samples obtained from the arterial line. A conservative intradialytic exercise protocol, blood samples, and patient weight were measured using a calibrated digital scale. Data analysis was performed using SPSS version 24 software.ResultsThe experimental and control groups were similar in demographic characteristics, except for age (X2 = −3.84, p = 0.001) and education levels (X2 = 10.100, p = 0.006). While there was no significant difference in weight between the groups before and after the intervention (t = 0.223, p = 0.82 before; t = 0.203, p = 0.84 after), both groups showed a substantial weight reduction overall (p < 0.0001). There were no statistically significant differences in weight change (t = 0.80, p = 0.25), BUN (t = 0.13, p = 1.52), or Kt/V (t = 1.62, p = 0.11) between the experimental and control groups.ConclusionThis study found that incorporating pedaling exercise during hemodialysis did not significantly improve dialysis effectiveness, as measured by weight change, BUN levels, or Kt/V. While both groups showed weight loss, there were no statistically significant differences between them. However, the study was limited by its small sample size and the specific exercise protocol employed. Further research with larger cohorts and a broader range of physical activities is needed to determine whether physical activity during hemodialysis can improve dialysis adequacy and overall patient outcomes.Trial registrationIRCT code number 20150529022466N15 and trial Code of Ethics IR.BPUMS.REC.1398.130E.

Purpose: School-based speech-language pathologists (SLPs) increasingly address feeding and swallowing disorders, such as pediatric feeding disorder and dysphagia, within educational settings. These conditions require interventions that are clinically effective, ethically defensible, legally compliant, and educationally relevant. Ethical tensions arise when balancing safety, educational access, and scope of practice. This tutorial uses the structured ethical decision-making model from Power-deFur that guides SLPs and interdisciplinary teams to identify ethical dilemmas, apply ethical and legal standards, consider possible courses of action, implement decisions, and reflect on outcomes. Grounded in the American Speech-Language-Hearing Association Code of Ethics and aligned with federal mandates such as the Individuals with Disabilities Education Act and the Americans with Disabilities, as Amended (Americans with Disabilities Act of 1990, as Amended, 2008), this framework supports clinicians in navigating common challenges related to competence, interprofessional collaboration, and family–school dynamics. Case examples illustrate the model's application, equipping SLPs with a practical, evidence-informed tool for real-world ethical dilemmas in feeding and swallowing.

Aboriginal and Torres Strait Islander youth hold central roles in the preservation and transmission of cultural knowledge, community leadership and Australia's social and political future. Fostering youth well-being is essential in the context of historical, social and political impacts of colonisation. Social and emotional well-being (SEWB) is a holistic concept grounded in First Nations worldviews, encompassing connections to country, culture, spirituality, family, community, body and mind. Many programmes aim to support SEWB among First Nations youth; however, evidence describing programme success factors outcomes remains fragmented and is often shaped by Western-centric methodologies. This protocol outlines a culturally responsive scoping review that will map success factors and SEWB impacts of programmes delivered in Australia for First Nations youth aged 10-18 years that is designed to be undertaken collaboratively with First Nations people and non-Indigenous allies. In recognition of the diversity of Aboriginal and Torres Strait Islander peoples and their right to self-identify using preferred terminologies, in this protocol, we respectfully use 'First Nations peoples' to refer to all Aboriginal and Torres Strait Islander peoples in Australia and 'First Nations youth' to refer to those aged 10-18 years. We further acknowledge that this use of this terminology may not capture the many and varied First Nations identities within Australia. This scoping review protocol outlines a revised, culturally responsive version of the Joanna Briggs Institute (JBI) methodology for scoping reviews and will be conducted using an Indigenous-informed, decolonising approach. Peer-reviewed and grey literature reporting on Australian SEWB programmes delivered to First Nations youth between 2000 and 2025 will be included. Databases to be searched include MEDLINE/PubMed, PsycINFO, ProQuest and EBSCOhost. Targeted Indigenous sources will be searched, including Informit Indigenous Collection, Australian Indigenous HealthInfoNet, National Aboriginal Controlled Community Health Organisation and Lowitja Institute repositories, along with relevant organisational and government websites. Three reviewers will independently screen records and extract data. Articles requiring cultural responsivity assessment will be reviewed by First Nations researchers. Data will be analysed using inductive content analysis to identify programme success factors and reported SEWB outcomes, with interpretation guided by First Nations members of the research team. The protocol is guided by Australian Indigenous research ethics frameworks including the National Health and Medical Research Council (NHMRC), Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) Code of Ethics for Aboriginal and Torres Strait Islander Research and the Lowitja Institute's guidance for Aboriginal and Torres Strait Islander health research. Findings will be disseminated through culturally appropriate channels to communities and stakeholders. Protocol registration will be made available online via the Open Science Framework (osf.io/yq6sv).

To clarify the concept of prison abolition in the context of United States mass incarceration and to discuss its implications for nursing ethics, knowledge production, and practice. A critical literature review using Rodger's evolutionary concept analysis. We coded and thematically analysed sources to identify associated terms, attributes, antecedents, and consequences of the concept of prison abolition. We searched six databases and a book catalogue between May 2024 and April 2025 to yield a sample of 30 interdisciplinary academic texts. No date limits were set. We identified nine attributes: Counterhegemonic, Recognizing Carceral Harm and Failure, New Public Discourse, Incremental, Culture of Care, Equitable Justice, Elimination Not Reform, Evolving, and Grassroots with consistent interdisciplinary and temporal characterization. There is a relative absence of this concept in nursing literature even though it addresses health concerns. Prison abolition aligns with the American Nursing Association's Nursing Code of Ethics and could inform and guide nurses toward improvements in health equity. Nursing in the United States has not engaged with abolition as much as other disciplines, but our Code of Ethics compels us to. Prison abolition is concerned with health equity, and marginalized populations could benefit if we incorporate the concept into our practice, scholarship, and advocacy. This review addressed a potential lack of understanding or awareness of the concept of prison abolition within nursing discourse. The main finding is that this concept aligns with U.S. nursing ethics. This research may impact nurses looking to incorporate a theory and practice to improve approaches to health equity. We were unable to find an EQUATOR reporting method for concept analyses. No patient or public contribution.

The Canadian Career Development context is presented as a case example of how a professional code of ethics can be developed, disseminated, and regularly renewed, as a tool to strengthen ethical fitness. Using the four stages of learning model, the progression from unconscious incompetence through to unconscious competence is examined, illustrating the importance of a systematic approach to building awareness of relevant ethical codes, developing competencies in ethical decision-making, and engaging in open discussions about ethical dilemmas. This case example has applications to the UK and beyond as the challenges of non-regulated contexts, lack of awareness and support from employers and funders, and working under multiple ethical codes are also explored.

The SHAPE America Code of Ethics serves as a shared foundation for educators committed to doing what is right for students. Understanding and applying the Code is essential for advancing and advocating our field.

The paper examines the specifics of legal regulation regarding the disclosure by an advocate of information received from a client without the client’s consent, including information constituting attorney-client privilege. The author demonstrates that in law enforcement practice the parties to the legal relations in question are guided by paragraph 4 of Article 6 of the Code of Professional Ethics of Lawyers, which permits the lawyer to perform the specified actions when considering a civil dispute between him and the client or for his own defense in disciplinary proceedings or a criminal case initiated against him. However, this provision contradicts subparagraph 5 of paragraph 4 of Article 6 of the Federal Law of 31.05.2002 No. 63-FZ «On Attorney Activities and Advocacy in the Russian Federation», which contains a prohibition on the disclosure of information received from the client without their consent. To eliminate this legal conflict, it is proposed to amend the Federal Law «On Attorney Activities and Advocacy in the Russian Federation» by establishing a provision identical in content to Part 4 of Article 6 of the Code of Professional Ethics of Advocates.

The emergence of the generative artificial intelligence (GAI) tool ChatGPT in 2022 marked a turning point in the context of AI developments, but also in the ethical consideration of its use in various contexts, including in education. Since then, various guidelines, recommendations and policies have been developed to guide the acceptable and responsible uses of generative AI, also known as codes of ethics for GAI. Universities have not been immune to these developments and have also joined in the formulation of specific institutional guidelines and policies to recommend and regulate the types of uses of GAI that are acceptable in their higher education contexts. In this discussion article, we raise questions about the importance and usefulness of codes of ethics for GAI in the context of higher education and the challenges they confront in their design, implementation and evaluation. All in all, our purpose is to encourage debate about how to make sure responsible and ethical uses of GAI are done by educators and students, while aligning to their agency and empowerment.

Lack of empirical understanding about the concept of ethical climate in faith-based non-profit organizations constraints the development of a better understanding of the governance system in Islamic philanthropic organizations. To address this issue, the present study aims at examining the ethical climate in Indonesian Zakat Management Organizations (henceforth LAZs) and identifying ways to overcome ethical challenges related to the process of managing zakat and other religious funds in these institutions. In particular, a quantitative survey research method was used where data from 117 respondents employed in administrative positions in national-, provincial-, and regency-level LAZs in Surakarta municipality were collected through a non-probability criterion-based sampling technique. For data collection, the modified Ethical Climate Questionnaire was utilized. In terms of data analysis, the authors employed IBM SPSS Amos software to perform the confirmatory factor analysis. The results of data analysis presented five types of ethical climate, including caring, law and code, rules, instrumental, and independence, that show the coexistence of collective orientation and individual interests among managers of LAZs. Thus, it can be stated that orientations towards both welfare and regulation as well as self-interest coexist within LAZs. The validated model developed by this study serves as a basis for further analyses concerning the effect of ethical climate on managerial decisions and organizational behaviour.

This paper introduces the Societal Health & Nursing Framework as a sociologically informed approach that expands nursing's focus from individual patients and families to the broader societal conditions influencing health and illness. Grounded in sociology, public health ethics, social determinants of health, intersectionality, and socioecological models, the framework offers nurses a shared language and structure to address upstream drivers of health inequities. Nursing practice is increasingly shaped by social, political, and economic forces that extend beyond individual clinical encounters. Although the International Council of Nurses Code of Ethics affirms nurses' responsibility to promote human rights, health equity, and social justice, these ethical commitments are not consistently translated into everyday practice or education. By situating health within cultural and structural contexts, the Societal Health & Nursing Framework provides a unified vocabulary and conceptual foundation to promote holistic, culturally responsive care and strengthens nursing's role in advocacy, policy engagement, and global citizenship. Integrating this framework into nursing education and practice reinforces nursing's social mandate to advance health equity and societal well-being.

In this article, we aim to compare the organization and operation methods of “bondes de pista” and organized fan groups, focusing on their actions during confrontations with rival groups. We also aim to analyze the extent to which and how these “bondes” adapt their fighting strategies when confronted these organized fan groups. To achieve these objectives, we conducted a bibliographic review on the topic and carried out field research with five “bondes de pista”: “Bonde do Braço Fino” from Santos; “Sobranada” from Fluminense; “Bate Anda” from Flamengo; “Ultras do ABC” from Natal and “Bonde da Aliança” from Ceará -, in which we accompanied them in meetings, social actions, martial arts training, and matches involving their respective clubs. Additionally, we conducted semi-structured interviews with their leaders to gather information about the actions of each group. Among other findings, we concluded that the “bondes de pista” reject the logic of extermination that drives some of the actions of organized fan groups, viewing fights as a lifestyle, a form of play, and a leisure practice. In this context, the former adhere to an ethical code for most confrontations, relying on participants’ bodies as the primary tools for attack and defense during disputes. Therefore, they categorically reject the use of weapons, ambush tactics, and, under any circumstances, firearms.

In this paper we respectfully present a counter argument to Jesse Michael Kay's thesis, as we understand it, in his article titled, "The Nurse Practitioner Ethicist: Distinct from a Nurse Ethicist?" Foundational to our analysis is that we take the distinction between nursing as a discipline and a practice profession, and clinical ethics as an emerging discipline seriously. The distinctions between them are well described in the literature. The two have different reasons for existence. While we agree that one's professional background can inform a secondary endeavor such as clinical ethics the goals are incommensurable. Moreover, we present an expanded definition of nursing ethics to explain the historical development of nursing goals and perspectives and its codes of ethics or conduct. Importantly, we provide support for the assertion that nurse practitioners are nurses in expanded roles but still accountable to nursing codes of ethics. Additionally, nurses who are working in the role of clinical ethicist are accountable to the goals of clinical ethics.

Disasters often cause large numbers of injuries, including fractures, lacerations and amputations, which overwhelm emergency services. Orthotic and prosthetic solutions can provide timely primary care, reduce the need for surgery and prevent complications. A structured framework for preparedness and response is required to integrate these solutions into disaster risk management. This study aims to develop such a framework to enhance rehabilitation and reduce secondary injuries. This multimethod protocol comprises three phases. First, a systematic scoping review will be conducted following Arksey and O'Malley's framework and Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA)-Systematic Scoping review (ScR) guidelines to identify evidence on orthotic and prosthetic integration across disaster management stages. Second, qualitative content analysis will be performed through semistructured interviews with healthcare providers, policy makers and service organisations to capture perspectives on practical application. The interview data will be analysed using conventional content analysis. The rigour and trustworthiness of the findings will be evaluated using the criteria proposed by Lincoln and Guba and the Consolidated Criteria for Reporting Qualitative Research (COREQ) checklist. Third, the Delphi method will be used to refine and consolidate recommendations for strategic integration. This study protocol has been approved by the Ethics Committee of the University of Social Welfare and Rehabilitation Sciences (ethics code: IR.USWR.REC.1404.154). Informed consent, written or verbal as appropriate, will be obtained from all interview and Delphi participants. No patients or members of the public were involved in the design or planning of this protocol. However, in future research phases, we plan to present the findings to individuals with disabilities who require orthotic/prosthetic devices. Their feedback on the proposed service delivery methods will be sought, and they may also be invited to contribute to the development of plain-language summaries of the results. Findings will also be disseminated through peer-reviewed publications, presentations at relevant conferences and policy briefs for disaster management and rehabilitation authorities.

Rapid and sensitive early childhood development is vital for lifelong health, cognition and socio-emotional well-being. Suboptimal care during these formative years increases the risk of developmental delays affecting motor, cognitive, speech, hearing and visual domains. Early identification and intervention can mitigate these risks but structured, integrated service delivery remains limited in many low- and middle-income countries. Since 2014, comprehensive child development centres (CCDCs) have been established under Iran's Ministry of Health to address these gaps, with Tabriz hosting one of the pioneering centres. This qualitative study protocol aims to systematically document the implementation of the Tabriz CCDC over a decade, identifying key facilitators and barriers essential for shaping a scalable, evidence-based model of comprehensive child development services adaptable to Iran's health system. A qualitative, exploratory study design grounded in phenomenology will be employed to explore the lived experiences of key stakeholders involved in implementing the CCDC in Tabriz over 10 years. Purposeful and snowball sampling will recruit diverse participants, including policymakers, healthcare providers and parents of children under five. Data collection will include semi-structured interviews and focus group discussions conducted until thematic saturation is reached. Audio-recorded data will be transcribed verbatim and analysed using framework-guided content analysis. A triangulated approach will integrate document reviews and stakeholder questionnaires to enrich findings. Methodological rigour will be ensured through member checking, peer debriefing and double coding. Ethical considerations such as informed consent and confidentiality will be strictly maintained. The study's reporting will adhere to the Consolidated Criteria for Reporting Qualitative Research (COREQ) 32-item checklist, guaranteeing transparency, completeness and methodological rigour. This study was approved by the Ethics Committee of Tabriz University of Medical Sciences. Two separate ethical approval codes were issued for the qualitative protocol of this study IR.TBZMED.REC.1404.025 and IR.TBZMED.REC.1404.139. Separate informed consent forms have been developed for all stakeholder groups. Participants will provide oral and written consent before interviews or focus group discussions, and audio recordings will be conducted only with their permission; for those who do not consent to recording, detailed notes will be taken. Participants will be informed of their right to withdraw from the study at any time without consequence. Study results will be disseminated through peer-reviewed journals, scientific conferences and policy meetings to inform future strategies for comprehensive child development services.

ABSTRACT 1 Following in the footsteps of academic proponents of collaboration between spoken and signed language interpreters (SpLIs and SLIs), the authors of this study have bridged their respective areas of expertise to bring these two communities of practice together. This study presents data from a two-phase empirical investigation into the attitudes – understood as beliefs and perceptions – of SpLIs and SLIs towards the principles set out in various codes of ethics. The research design comprised an online questionnaire and three focus groups. The analysis was conducted from diachronic and synchronic perspectives, taking into account language modalities of the participants, as well as their professional experience. The findings confirmed substantial similarities and differences between SpLIs and (deaf and hearing) SLIs in defining and applying professional ethics. As a result, the authors advocate for close collaboration between the two groups of interpreters, which would enhance exchange of knowledge and experience and thus prepare them for the developments of the ever-evolving profession.

ABSTRACT Education for sustainability is widely recognised as central to building more equitable and sustainable futures. However, discrepancies remain in how confidently Early Childhood Education and Care (ECEC) educators understand and implement the social pillar of sustainability (Maidou, Plakitsi, and Polatoglou). This study draws on theories of education for sustainability that foreground social justice across the interconnected economic, social and environmental pillars (Santone). Comprehensive approaches require attention to the socio-cultural and socio-political dimensions shaping children's lives and communities (Venkataraman). Yet limited understanding of the social pillar can constrain educators' capacity to enact socially just pedagogies and address structural inequalities (Boldermo and Ødegaard). Focusing on the English ECEC context, where sustainability is increasingly referenced in policy, including the Department for Education's sustainability strategy and climate action planning, the study explores how educators conceptualise social sustainability and how these interpretations influence everyday pedagogical practice. Framed within a participative praxeological paradigm (Pascal and Bertram, 2012), data were collected through questionnaires and a follow-up focus group. Ethical approval was guided by the EECERA Ethical Code (2025) and the LIEY Ethical Handbook (2025). Findings reveal gaps in conceptual understanding and limited confidence in linking the three pillars, highlighting the need for stronger professional learning to support socially just, sustainability-informed ECEC practice.