Development Of Ethical Competence Research Articles

Experiential methods in ethical education of nursing and midwifery students

Abstract Introduction. Nursing, midwifery ethics education has been changing over the years. The necessity to reduce the knowledge-practice gap has been highlighted, consequently, modern training methods - based on experience - have been introduced. Aim. To present the importance of empirical teaching methods in the formation of ethical competence of nursing and midwifery students and and the objectives of the project implemented under the ERASMUS + program, KA220-HED entitled “Strengthening the ethical competence of future nurses and midwives: An inter-professional action-learning project on experiential training methods (ETHCOM)”. Material and methods. A non-systematic literature review was performed using databases (PubMed, CINAHL Complete). The analysis included 38 articles published between 2010 and 2023 in Polish and English. Results. In traditional methods of ethical education, the teacher plays the main role, while in those based on experience – the student. Among the experiential methods of learning ethics by nursing and midwifery students that are eff ective in acquiring and development of ethical competence can be distinguished, e.g. learning through games, storytelling, simulation etc. The selection of an educational method in the process of training ethical competence among nursing and midwifery students is important so that future students are able to face contemporary ethical problems.

Development of ethical competences in mental health and psychiatry: simulation with nursing students

IntroductionSimulation as a pedagogical strategy contributes to improving the acquisition, consolidation and retention of knowledge and is very attractive for students.In simulation learning, students come into contact with real clinical practices, allowing them to develop personal, psychosocial, ethical and clinical skills, facilitating learning for decision-making.The creation of different and complex simulation scenarios within the scope of Mental Health and Psychiatry (MHP) allows the empowerment of nursing students, through the anticipation and prevention of errors and the creation of training opportunities, which culminate in the development of critical thinking and reflective on the ethical dimension of caring for people experiencing mental illness.ObjectivesTo analyze the simulation as a strategy to develop ethical competences in MHP; To reflect on respect for autonomy, capacity for self-determination and dignity of the person; To reflect on care practices that promote respect and dignity for people experiencing mental illness.MethodsAfter the careful design of the situation simulation scenario in MHP, the steps are as follows:Prebriefing - transmit generic information about the scenario to the participants/students; request the participation of some students to assume the role of actors in the context they will encounter and prepare to start the case; explain to observers what will happen and the goals of the scenario.-Scenario development.-Debriefing - ask observers to analyse and reflect on positive aspects of performance; lead participants to analyse and reflect on their actions; investigate the basis of gaps/errors.-Reflection - facilitating students’ structured thinking (reflection-in-action and reflection-on-action); review learning.-Assessment - focus group interview; observation and/or filming.ResultsThe evaluation revealed that the use of a simulation scenario allows the connection between the theoretical contents of ethics (principles, dignity of the person, human rights, informed consent, …) with what they saw and experienced in the scenario; facilitates understanding of concepts, helps to internalize knowledge and retain information; favors reflection, development of critical thinking through discussion and argumentation; makes it easier to understand the relationship between the subject taught and reality; and the discussion of the situation helped to structure the thought.The diversity of scenarios is interesting and useful, it allows understanding the different role of nurses in the hospital context and in the context of primary care.ConclusionsIt is concluded that the use of a simulation scenario in MHP is of great interest and usefulness for the development of ethical competences, allowing reflection on care practices that promote respect and dignity of the person with experience of mental illness.Disclosure of InterestNone Declared

Аналіз сутності етичної компетентності майбутньго перекладача

In this article the authors reveal the essence of the phenomenon of ethical competence of the future translator, because the challenges of nowadays require the approval of new conceptual trends related to the humanization of education. These tendencies become especially relevant in the humanities and pedagogical education, especially in philology. Modern higher education should not aim only at forming the necessary amount of professional knowledge, skills and abilities of the future philologist-translator or interpreter. It is required nowadays that the instrumental sphere of the personality of the graduate of the Faculty of Philology is closely combined with the development of motivational and value sphere, moral and ethical qualities, which in the synthesis provides a thorough professional and ethical training. The purpose of research is to analyze the essence of the phenomenon of ethical competence of the future translator, because the success of the future specialist – translator, his formation as a professional directly depends on the level of his professional and ethical training. In view of this, the realities of today require the intensification of pedagogical research aimed at studying the processes of formation and development of ethical competence in future translators. Results of research. Analysis of philosophical, psychological and pedagogical literature allows us to draw the following conclusions about the essence of the ethical component of the professional activity of a translator. First, the profession of translator performs an important social function. The translator in his professional activity is guided by two motives that have a purely moral and ethical character: internal, which is based on the moral consciousness of the individual, and external, which is based on the strength of the professional code of the specialist. Secondly, the study of the components of the professional competence of the translator led us to the system-forming nature of the personal component, which, in turn, breaks down into two components, one of which relates to the moral and ethical sphere of the specialist. Third, the review of research in the field of professional competence of a translator showed the lack of study of the analyzed problem, but pointed out the importance of its solution to ensure the appropriate level of professional activity of the translator. Fourth, a thorough component analysis of the professional competence of a specialist allowed us to determine the internal structure of ethical competence, which will consist of knowledge, skills, abilities and personal characteristics, i.e. those personal qualities necessary to ensure this competence. The above principles give us a reasonable basis for allocating the ethical component of the professional activity of a translator into an independent significant competence necessary for the successful performance of a professional's professional duties and meeting public needs.

Coping strategies for oncology nurses in high complexity.

to identify the coping strategies of oncology services of nurses in highly complex hospital care before the person with cancer. it is a qualitative research, with 18 nurses in inpatient oncology units and/or outpatient chemotherapy in two cities in southern Brazil, sampled by a snowball and carrying out semi-structured interviews. Data were submitted to thematic analysis. three categories emerged that show strategies such as denial and resignation in care, for support in the health team and the plurality and multiplicity of perspectives on the care, including the patient and his family and the search for personal and professional improvement. coping strategies are expressed in the cultural understanding of what it means to have cancer or not and management of health institutions for nurses to work with satisfaction. The service in education is a major factor in the development of ethical competence.

Teaching ethics in the era of AIDS.

Summary AIDS has focused attention on deficiencies in medical education and in particular the teaching of ethics in medicine. The relative impotence of doctors to treat HIV/AIDS has served to remind them and other health workers that the ethics of care and prevention is ultimately about power-sharing with people. A holistic approach to ethics in medicine requires proper attention to be given to developing both professional competence and interpersonal competencies. These need to be developed at the Micro (Clinical), Macho (Interprofessional), Meso (Service Management) and Macro (Health Policy) levels. Like medicine, ethics is a practical discipline, requiring knowledge of general principles and skills in problem-solving. Both need to be learned in actual clinical settings, in interprofessional team-work, applied management of health services, and through participation in the development of ethical health policy (albeit for the local health centre, clinic or hospital). In ethics, as with general medical education, AIDS has shown that there needs to be more scope for person-centred and experiential learning, to build the kind of competencies that enable young doctors to deal with sensitive issues around sexuality, substance abuse, death and bereavement (particularly affecting people of their own age group). Instead of reinforcing the tendency towards the privatization of ethics, medical schools should follow the example of some leading business corporations in conducting institutional ethical reviews of systems and procedures, in developing corporate ethical policies, which will nourish the development of ethical competence in all staff and place ethics teaching in the context of total quality management.