Ethical Reasoning Skills Research Articles

Integrating Religious Values into Indonesian Language Learning: Pedagogical Approaches and Impacts

This study examines the integration of religious values into Indonesian language learning and its pedagogical impacts on students’ linguistic and moral development. Employing a qualitative research methodology, data were collected through semi-structured interviews with language teachers, classroom observations, and document analysis. The findings reveal that various pedagogical approaches, including storytelling, thematic lessons, collaborative activities, and contextual learning, effectively embed religious values within the language curriculum. These strategies not only enhance students' engagement and motivation but also promote critical thinking, ethical reasoning, and social skills. The study highlights that integrating religious values into language lessons fosters a positive learning atmosphere, reduces anxiety, and encourages active participation, thereby improving language proficiency. Furthermore, the integration contributes significantly to students' moral and ethical development, helping them internalize values such as honesty, empathy, and social responsibility. Despite the benefits, challenges such as potential bias and the need for teacher training were identified. The study recommends developing comprehensive guidelines and frameworks in collaboration with educational experts, religious scholars, and community leaders to ensure inclusivity and effectiveness. By addressing these challenges and fostering an inclusive environment, the integration of religious values can enhance Indonesian language learning, contributing to the formation of well-rounded individuals proficient in language and grounded in ethical principles. This research provides valuable insights for educators, policymakers, and scholars, advocating for the incorporation of religious values in language education to promote holistic student development.

Evaluation of an interactive education workshop on hospital pharmacists’ ethical reasoning: an observational study

BackgroundPharmacists are often faced with scenarios in practice that require application of ethical reasoning and decision-making skills. There is limited research on the ethical decision-making processes of hospital pharmacists. Pharmacists who are compassionate and put the interests of their patients first are thought to positively impact on patient care, but there are often complex health-care system pressures in the hospital setting that cause pharmacists to behave in ways that may conflict with professional values and behaviours. This multisite study aimed to evaluate an interactive education workshop on hospital pharmacists’ ethical reasoning skills and explore the need for ongoing training and support.MethodsThis mixed-methods study was carried out across two health services including three hospitals. It incorporated a pre-workshop survey, a feedback survey immediately post-workshop and a third survey four weeks after the workshop. Semi-structured interviews were conducted with hospital pharmacists at least four weeks after the ethics workshop.ResultsIn total, 32 participants completed the pre-workshop survey, nominating peers/colleagues as the most common source of support they would consult to inform ethical decision-making (17/118 sources of support). Almost all (n = 31/33; 94%) strongly agreed/agreed that the education session provided them with ethical reasoning skills and a process/framework which they could use when faced with an ethical issue. Pre- and post-survey responses showed increased self-confidence in identifying the regulatory frameworks applicable to pharmacy privacy requirements (p = 0.011) and ethical issues applicable to pharmacy privacy requirements (p = 0.002), as well as applying ethical reasoning to scenarios that involve pharmacy privacy dilemmas/issues (p = 0.004). Participants’ self confidence in knowing where to find support when faced with clinical and non-clinical ethics questions was improved (p = 0.002 and p = 0.003 respectively). Participants supported the introduction of quarterly ethics cafes after the workshop, compared to before the workshop (p = 0.001).ConclusionHospital pharmacists rely on discussions with colleagues to brainstorm how to address ethical issues. This study showed that a targeted interactive education workshop facilitated familiarity with ethics resources and decision-making processes. It also demonstrated that this approach could be used to enhance hospital pharmacists’ readiness, confidence, and capabilities to recognise and respond to challenging ethical issues.

Fostering Decision-Making and Ethics: Problem-Based Learning for Female Tertiary Learners in Israel

<p style="text-align:justify">This study aimed to evaluate the impact of problem-based learning (PBL) within a teaching unit on the advancement of ethical reasoning and decision-making skills among Israeli female tertiary students. Employing a quasi-experimental design, 48 female students were distributed into three groups, with two serving as control groups receiving conventional curriculum-based instruction and one as an experimental group exposed to the PBL methodology. Both before and after implementation, all groups underwent assessments using a decision-making competency test and an ethical reasoning scale. The results unequivocally demonstrated the significant enhancement of decision-making abilities and ethical thinking through the implementation of the PBL strategy. Comparative analysis revealed substantial improvements in the experimental group compared to the control groups, emphasizing the efficacy of PBL in fostering comprehensive skill development. Furthermore, a positive correlation between ethical thinking and decision-making skills further reinforces the beneficial outcomes associated with PBL. These findings advocate for the widespread integration of PBL techniques across various academic disciplines.</p>

Comparing First-Year Engineering Student Conceptions of Ethical Decision-Making to Performance on Standardized Assessments of Ethical Reasoning

The Defining Issues Test 2 (DIT-2) and Engineering Ethical Reasoning Instrument (EERI) are designed to measure ethical reasoning of general (DIT-2) and engineering-student (EERI) populations. These tools—and the DIT-2 especially—have gained wide usage for assessing the ethical reasoning of undergraduate students. This paper reports on a research study in which the ethical reasoning of first-year undergraduate engineering students at multiple universities was assessed with both of these tools. In addition to these two instruments, students were also asked to create personal concept maps of the phrase “ethical decision-making.” It was hypothesized that students whose instrument scores reflected more postconventional levels of moral development and more sophisticated ethical reasoning skills would likewise have richer, more detailed concept maps of ethical decision-making, reflecting their deeper levels of understanding of this topic and the complex of related concepts. In fact, there was no significant correlation between the instrument scores and concept map scoring, suggesting that the way first-year students conceptualize ethical decision making does not predict the way they behave when performing scenario-based ethical reasoning (perhaps more situated). This disparity indicates a need to more precisely quantify engineering ethical reasoning and decision making, if we wish to inform assessment outcomes using the results of such quantitative analyses.

Educational workshops related to ethical reasoning skills in the provision of end-of-life care by nurses: A suitable and efficient strategy to deal with challenges related to ethical decision-making

As a branch of practical philosophy, ethics focuses on appropriate actions and attitudes toward life, defining what is good and bad or right and wrong in certain situations. Bioethics is a branch of ethics investigating ethical issues in health care, such as life and death. It encompasses many people, including doctors, nurses, patients, and their families. Nursing ethics is another branch of bioethics that examines nurses' ethical difficulties. It is crucial for nursing professionals whose primary goal is to provide human care [1, 2]. One of the most essential parts of providing ethical care is having adequate moral reasoning. Every day, nurses face a variety of ethical dilemmas; the ability to reason ethically might be crucial in these instances [3]. Ethical reasoning, defined as a person's ability to assess and make judgments based on his/her knowledge and conscience to provide the most appropriate answer and rationale in ethical quandaries and difficult clinical conditions, is critical to providing the best patient care. As a result, a lack of ethical reasoning leads to erroneous decision-making and incorrect behavior, which can harm the patients, their family, and the nurses and lead to poor quality treatment and occupational dissatisfaction in nursing [4, 5].

A dialog on common morality in medical ethics in a pluralist setting in Iran: a qualitative content analysis.

The concept of common morality is fundamental in medical ethics, and lack of universal content and characteristics of common morality is a product of its multifaceted nature. This study aimed to identify the ideas and experiences of academic faculties regarding common morality in a pluralistic setting to promote conceptual knowledge and strengthen moral reasoning and ethical decision-making. The study was conducted using a qualitative method, employing semi-structured in-depth interviews with thirteen faculty members who were selected purposively. In order to assess their ideas and experiences, the transcripts of the interviews were analyzed using the content analysis method through directed and conventional approaches. The interviews were coded manually. Two themes were reflected in the interviews: ontology and epistemology of common morality. The study indicates that the debate about the subjective or objective dependence of common morality questions the coherence of Beauchamp and Childress' common morality (CM) theory, as common morality is the result of various individual and social factor that influence moral and decision -making in pluralistic environments. Additional studies are needed in order to investigate the effect of cultural, social, theoretical, ideological and individual factors on promoting clinical ethical reasoning and decision-making skills.

Moral Education Through the Fostering of Reasoning Skills

The development of reasoning skills is often regarded as a central goal of ethics and philosophy classes in school education. In light of recent studies from the field of moral psychology, however, it could be objected that the promotion of such skills might fail to meet another important objective, namely the moral education of students. In this paper, I will argue against such pessimism by suggesting that the fostering of reasoning skills can still contribute to the aims of moral education. To do so, I will engage with the concept of moral education, point out different ways in which reasoning skills play an essential role in it, and support these considerations by appealing to further empirical studies. My conclusion will be that the promotion of ethical reasoning skills fulfils two important aims of moral education: First, it enables students to critically reflect on their ethical beliefs. Second, it allows them to explore ethical questions in a joint conversation with others. Lastly, I will refer to education in the field of sustainable development in order to exemplify the importance of these abilities.

An Investigation of the Ethical Reasoning Skills of Accountants and Career Experiences

Since the myriad of financial debacles in the early 21st century, a focused interest on accountants’ ethical reasoning skills has been unsuccessful in resolving future financial crimes in the United States (Palazzo & Rethel, 2008). Unfortunately, a Price Waterhouse Cooper’s (2016) survey concluded fraud at the executive level increased by 4%. A review of the research infers inconclusive evidence of a relationship between higher ranked accounting positions and lower ethical reasoning skills when examining CPAs in the postSarbanes-Oxley (SOX) era, as the majority of research stems from the pre-SOX timeframe. The purpose of this quantitative, cross-sectional study was to examine various organizational levels of Certified Public Accountants (CPAs) and their ethical and social responsibility perceptions. Participants were recruited via an accounting research panel and used Singhapakdi's (1996) Perceived Role of Ethics and Social Responsibility Scale (PRESOR) to measure CPAs’ perceptions of the importance of ethics and social responsibility to an organization's overall effectiveness. The researchers’ findings indicate CPAs at midlevel positions encompass significantly different ethical and socially responsible perspectives when compared to CPAs at lower level and high-level positions within firms. Shafer (2015), using the PRESOR, found a significant relationship between accountants’ ethical perceptions and organizational ethics in a convenience study of Chinese accountants, and called for more studies using the PRESOR on accountants. This research extends the literature on accountants’ ethics and builds on Shafer’s study by employing a random sample of CPAs in the United States.

Ethical Reasoning in Mathematics: New Directions for Didactics in U.S. Mathematics Education

In this article we analyze the current state of the didactics of mathematics in the U.S. as it relates to research on equity. The sociopolitical turn in U.S. mathematics education resulted in a push for critical mathematics pedagogies (CMPs) in which predominantly marginalized populations of students explore social injustices through mathematics. We argue that mathematics education for equity must access broader populations of students and develop students’ ethical reasoning skills to build an ethical and equitable future. To address didactical limitations in U.S. mathematics education, we introduce the Ethical Reasoning in Mathematics Framework (ERiM) as a tool to analyze high school students’ ethical reasoning in real-world mathematics tasks. Using data from the initial phase of a Design Research project with students of privilege, we show how the ERiM Framework can be used to design lessons that elicit students’ critical math consciousness (CMC). We end the article with design implications and recommendations for future research on the didactics of equitable mathematics.

A 4-tier rubric for evaluating engineering students’ ethical decision-making (EDM) skills: EDM model as a tool for analysing and assessing ethical reasoning

ABSTRACT Ethical decision-making (EDM) is an important element in the engineering profession. This paper explores the use of an ethical decision-making model (EDMM) as a tool for analysing and assessing the ethical reasoning skills of student engineers and their ability to apply the rationale of EDM process for ethical vignettes. The tool, distilled from several existing EDMMs, was tested against interview data collected from 12 graduating students at one private university in Malaysia. The students were asked to examine two ethical vignettes of varying scenarios and difficulty levels. This was followed by a semi-structured, face-to-face interview (corresponding to the first four steps of EDMM) to gauge their ethical reasoning behind their decision for each vignette. Their verbal responses were analysed and categorised into a four-tier rubric developed in accordance with the four steps of EDMM. Findings revealed that generally, students were able to identify the underlying issue (step 1) and the affected parties and the consequences (step 2), but they did not give much thought to potential course of action (step 3) or to testing available options (step 4). Levels of development of ethical reasoning provided by students varied between the first and second vignette. Findings suggest that the EDMM holds promise as a way to better understand and diagnose students’ readiness to face ethical challenges in their profession.

The Challenge of Assessing Character: Measuring APA Goal 3 Student Learning Outcomes

Goal 3 of the APA Goals for Undergraduate Major in Psychology specifies three dimensions of character development deemed central to the major. The purpose of this article is to review the current state of practice that addresses how we measure student learning in ethical reasoning, interpersonal relationship-building, and diversity-related skills, including globally. Deemed the most difficult goal to measure by the organizers of the Summit on National Assessment in Psychology, Goal 3 still generated a variety of strategies to assist in teaching and assessing aspects of the major dedicated to character development; however, this category remains one of significant untapped potential. We conclude by evaluating what gaps in assessing these goals exist and still need to be addressed.

Creating Bioethics Distance Learning Through Virtual Reality

Bioethics education is a central element in the biotechnology curriculum. Re-imagining distance learning, virtual reality (VR) is taking student involvement to the next level of interaction, offering a real classroom experience and a new way to gain ethical reasoning skills. Here, we explore a new paradigm for bioethics education that involves VR.

Cross-cultural comparison of ethical reasoning of students in China and the United States

ABSTRACTAs China advances, attitudes about ethical reasoning will continue to evolve from norms rooted in Confucianism, guanxi, and collectivism toward attitudes consistent with developed countries. With the lack of understanding of reasoning in China, business executives, professors, and students from developed countries rely on their society’s cultural norms to inform ethical reasoning. The purpose of this study was to examine cross-cultural ethical reasoning skills of the next generation of executives in the United States and China represented by students from mid-sized universities. Using the Accounting Ethical Dilemma Instrument [Thorne, 2000. The development of two measures to assess accountants’ prescriptive and deliberative moral reasoning. Behavioral Research in Accounting, 12, 139–169. https://aaajournals.org/loi/bria] and Hofstede’s [1991. Cultures and organizations. McGraw-Hill] taxonomy of cultural identities, the researchers determined that students from a public university in the United States exhibited higher reasoning skills than their Chinese peers. With the potential evolution of ethical reasoning in China, findings from this study may prove beneficial in the future of the convergence of Chinese and Western cultures.

Graduate training in psychotherapy: The importance of ongoing clinical activity for the training faculty

AbstractBackgroundPsychotherapy training is designed to help graduate students develop confidence and competence in their clinical skills.ApproachThe present manuscript explores three dimensions of an Aristotelian doctrine of knowledge as related to skill in psychotherapy.FindingsFirst, a psychotherapist should be knowledgeable about the background information pertaining to psychological theories and current research in the field. Typically, background information is covered in graduate courses and updated through continuing education opportunities for the licensed psychologists. Second, psychotherapists develop competence in technical skills used in psychotherapy sessions. For graduate students, competence in technical skills can be developed through the direct provision of clinical services in supervised placements. For faculty members, technical skills can be maintained through their involvement in ongoing clinical activities. Third, psychotherapy instructors need expertise in practical wisdom to guide clinical judgment and ethical reasoning skills. Expertise develops through years of practice.ConclusionsGraduate students are expected to develop background knowledge and basic competence in clinical skills. Furthermore, faculty members who teach graduate courses on psychological assessment, psychiatric diagnosis and psychological treatments can be expected to attain a level of expertise. Psychotherapy training is improved when faculty instructors have ongoing clinical experience and practical wisdom. The present manuscript confronts the problem and proposes several possible solutions.

Teaching Ethical Reasoning

This article presents evidence supporting the claim that ethical reasoning is a skill that can be taught and assessed. We propose a working definition of ethical reasoning as 1) the ability to identify, analyze, and weigh moral aspects of a particular situation, and 2) to make decisions that are informed and warranted by the moral investigation. The evidence consists of a description of an ethical reasoning education program—Ethical Reasoning in Action (ERiA)—designed to increase ethical reasoning skills in a variety of situations and areas of life. ERiA is housed at a public, major comprehensive U.S. university—James Madison University—and assessment of the program focuses on interventions delivered prior to and during orientation for incoming first-year students. Findings indicate that the interventions measurably enhance the ability of undergraduate students to reason ethically. ERiA’s competency-targeted program and positive student learning outcomes offers a promising model for higher education ethics programs seeking to connect classroom learning in ethics to decision-making in everyday life.

Exploring influences on pharmacists' and students' ethical reasoning in a changing practice landscape in Australia.

Background Practising pharmacists continuously develop their ethical reasoning skills, which evolve with practice experience and exposure to challenging scenarios. Considering the recent expansion of the roles of pharmacists and the paradigm shift in pharmacy practice, it is timely to explore community pharmacists' attitudes regarding the importance of ethics and their ethical reasoning. Objective To explore underlying factors influencing community pharmacists' and pharmacy students' ethical reasoning and attitudes towards pharmacy ethics, ethical reasoning processes and perceived current dilemmas. Setting Practising registered community pharmacists, pharmacists with provisional registration (interns) and final year pharmacy students in Australia. Method Two focus group discussions and two interviews were conducted with 16 Western Australian community pharmacists, interns and students. Participants were purposively selected for gender, background, practice setting, and practice experience. Main outcome measure Emerging themes embracing important influences on community pharmacists', interns' and students' ethical reasoning and perceived current ethical dilemmas and challenges. Results Two major themes embraced participants' ethical reasoning processes and conduct: (1) fundamental underpinning, from personal values and practice exposure, and (2) paradigm influenced, such as the changing healthcare landscape, expansion of roles, management of dilemmas, and competence. Increased frequency and complexity of ethical dilemmas related to role expansion. Rural pharmacists experienced unique ethical dilemmas in relation to practice isolation, privacy and confidentiality. Conclusion Changes in the community pharmacy practice environment has increasingly exposed pharmacists to more complex ethical dilemmas. Pharmacists practising in rural communities experience unique challenges. Structured and sound ethical reasoning skills are essential as pharmacists are faced with contemporary challenges.

Using Course-Embedded Assessment: Defining and Assessing Ethical Reasoning Skills of Mis Students

Using Course-Embedded Assessment: Defining and Assessing Ethical Reasoning Skills of Mis Students

Evaluating the Effectiveness of a Focused Debate on the Development of Ethical Reasoning Skills in Pharmacy Technician Students

Objective. To evaluate the effectiveness of debating an ethical dilemma on the development of ethical reasoning skills in pharmacy technician students. Methods. A mixture of qualitative and quantitative methods was used. This included analysis of before and after 5-minute papers, a sentiment survey, thematic analysis of student reflective writing and a qualitative questionnaire by an independent observer. Results. Twenty-five students participated in the study. The 5-minute papers showed improvement in student learning. In the sentiment survey, 83% of students agreed or strongly agreed that they had a better understanding of ethical dilemmas following the debate. The main theme identified from student blogs was the variety of different opinions expressed during the debate. Conclusion. Debating was an effective means of exploring ethics with pharmacy technician students.

Ethics and Sustainability in Global Contexts: Studying Engineering Student Perspectives Through Photoelicitation

AbstractBackgroundEthical issues have become increasingly important in discussions of sustainability, an area involving ethical and sociotechnical decisions that engineers may not be prepared to consider. Recent literature on engineering ethics highlights the need to integrate social and environmental aspects of ethics into technical topics through culturally sensitive and community‐oriented approaches.Purpose/HypothesisThis paper explores the ethical reflections of U.S. doctoral engineering students after a two‐week experience studying electronics manufacturing in India. This authentic experience is essentially a lived case study, where the students' roles were to listen and engage with a broad range of stakeholders affiliated with the electronics industry.Design/MethodThis study used photoelicitation methods to elicit deep reflective interviews with the doctoral student participants, reporting the qualitative analysis of these interview transcripts.ResultsThe concept of sustainability is typically seen as comprising the individual dimensions of economic, social, and environmental facets; however, the narratives of ethics and sustainability emerging from the interview data reported here point to the importance of the intersections among these aspects. Themes relating to safety and regulations, gender roles, and resources and waste emerged as manifestations of these intersections.ConclusionsThe graduate students demonstrated ethical reasoning skills related to regulations, gender roles, resources and waste, and their professional ethical responsibilities as they discussed the experiences of their trip. As students reflected on ethical tensions based on their experience, they demonstrated a deep commitment to engineering ethics, acknowledging their roles in fostering sustainability and committing to thinking about the distant stakeholders affected by engineering decisions.

Mock Institutional Review Board: Promoting Analytical and Reasoning Skills in Research Ethics.

Although it is critical that nurses possess ethical reasoning skills for research, there is limited information on effective strategies to develop these skills in graduate health care students. A research study analyzing educational interventions including the effect of online human subjects training followed by a mock institutional review board simulation demonstrated that knowledge acquisition is not enough to acquire the ethical reasoning skills needed to implement health care research. Situational context is also needed to envision the application of ethical principles.