Professional Ethics Education Research Articles

Developmental Strategies for Nursing Ethics Education

Developmental Strategies for Nursing Ethics Education

Analysis of Medical Errors: A Case Study

Analysis of Medical Errors: A Case Study

Nursing Professional Ethics Education Using a Superior Method- Lecture or Multimedia

Nursing Professional Ethics Education Using a Superior Method- Lecture or Multimedia

Fostering values: four stages towards developing professional ethics for future accountants

The many accounting scandals occurred in the last three decades have change the perspective of accountant globally. As such, the higher institutions have to play their role in nurturing professional ethics in order to change the misconception towards the profession. Our observation of the literature indicates that incorporating professional ethics in higher institutions is a way forward towards developing future accountants with values. Henceforth, we conducted a generic inquiry study to explore how higher institutions could inculcate accounting graduates with professional ethics. Our findings show a conceptual framework which depicted four stages towards incorporating professional ethics at tertiary level education there are: 1) value development, 2) ethics maturation, 3) professionalism development and 4) ownership through effective implementation and enforcement. Consequently, the findings contribute to expanding the current knowledge in our conceptualisation of the professional ethics concept. In addition, the findings support the development of ethics education for accounting graduates in higher institutions in Malaysia. We consider that this study provides evidence to educators and policy makers that teaching methods and pedagogical policies should ensure professional ethics education in business schools in Malaysia is treated as a pervasive element of curricula rather than an optional choice.

EFEKAT ETIČKE POZICIJE I EDUKACIJE NA ETIČKA UVERENJA PSIHOLOGA KOJI SE BAVE PSIHOTERAPIJOM U SRBIJI

Osnovni cilj ovog rada bio je da se ispitaju etička uverenja psihologa koji se bave psihoterapijom u Srbiji, kao i efekat etičke pozicije i edukacije iz profesionalne etike na etička uverenja. Istraživanje je sprovedeno na uzorku od 204 psihologa (74.5% ženskog pola). Od instrumenata su korišćeni Upitnik etičkih uverenja i Upitnik etičke pozicije. Rezultati su pokazali da čak petina ispitanika smatra da je neetično prijavljivanje kolege, koji je prekršio profesionalnu etiku, Sudu časti. Kada su u pitanju seksualni višestruki odnosi, skoro svi ispitanici su uverenja da su oni neetični. Nalazi pokazuju i da psiholozi koji nisu pohađali edukativne kurseve imaju „blaža“ uverenja prema upuštanju u seksualne odnose sa klijentima i neetičnim postupcima u kliničkoj proceni. Takođe, ispitanici koji su pohađali kurseve procenjuju kršenje poverljivosti, u cilju zaštite drugih, u većoj meri etičnim. Sa druge strane, utvrđeno je da psiholozi koji zastupaju apsolutističku etičku poziciju imaju „stroža“ uverenja prema nekompetentnom postupanju, prelaženju i rušenju granica sa klijentima, seksualnim odnosima sa njima, kao i neetičnim postupcima u kliničkoj proceni u poređenju sa psiholozima koji imaju drugačije etičke pozicije. Istovremeno, psiholozi apsolutisti takođe procenjuju kršenje poverljivosti, u cilju zaštite drugih, u većoj meri etičnim, u odnosu na psihologe koji zastupaju drugačije etičke pozicije. Diskutovane su implikacije za dalja istraživanja i psihoterapeutsku praksu.

On reasons we want teachers to care

Much of the literature supports the moral development theory as a justification for teachers to care, where teachers should care for their students because it contributes to their moral education as caring persons. If no causal relationship can be established, the question remains whether we would want teachers to care, preferably one that does not merely import its external normative significance into teaching. I argue that an understanding of teaching, and moreover, of good teaching already has embedded within it conceptions of care. Understanding that teaching involves care would then challenge virtue/character-based conceptions of the good teacher. While these clarifications are modest in scope, taking caring seriously in teaching has implications on how we conceptualize the good teacher, which in turn affects how both teacher education and professional ethics might be understood.

Professional ethics education for future teachers: A narrative review of the scholarly writings

This article provides a narrative review of the scholarly writings on professional ethics education for future teachers. Against the background of a widespread belief among scholars working in this area that longstanding and sustained research and reflection on the ethics of teaching have had little impact on the teacher education curriculum, the article takes stock of the field by synthesizing viewpoints on key aspects of teaching ethics to teacher candidates—the role ethics plays in teacher education, the primary objectives of ethics education for teachers, recommended teaching and learning strategies, and challenges to introducing ethics curriculum—and maps out how opinions on these matters have evolved over the three decades since the initial publication of Strike and Soltis’ seminal book, The Ethics of Teaching. In light of the review’s results, the article identifies critical deficits in this literature and proposes a set of recommendations for future inquiry.

Conceptual Analysis of Professional Ethics in Teaching

Background/Objectives: Professional ethics in teaching is an abstract and obscure concept. Analyzing this concept is key to reach a common sense, setting behavioral standards and preparation of measures of evaluation. Methods/Statistical Analysis: This study was a qualitative research and the concept of professional ethics in teaching analyzed using Walker and Avant method. Review of literature was done to carry out the eight stages of concept analysis. The sample was 38 studies and the saturation was reached by 21 of them. Findings: The results showed professional ethics in teaching is form in deference to professional obligations and has four constituting elements consist of professional etiquette, intrapersonal professional values and beliefs, professional-exclusive social behavior and, professional encountering with technical issues and problems. Forming this concept needs ethical competencies including ethical sensitivity, ethical knowledge, ethical reasoning and ethical self-regulation. Applications/Improvements: Identification of these elements and attributes contributes to optimization of teaching professional ethics as a necessity for high quality assurance of professional performance of teachers and designing its evaluation measures.

Exploring New Zealand Paramedic Attitudes towards Advance Directives: An Ethical Analysis

Introduction Advance directives are known to present challenging ethical issues in health care practice, however there is a paucity of research paramedic perspectives. When a cardiac arrest occurs in the community, end of life provisions have often not been considered by patients or the patients are unable to communicate their wishes and these are not usually known to the attending paramedic crew. These factors contribute to an ethically complex decision-making environment. Ethical deliberation contributes to practitioners’ critical thinking skills and helps prepare them for decision-making under uncertainty. This research aims to highlight and explore underlying values present within practice-based decisions. Methods An exploratory, interpretive study, using the Values Exchange, a web-based ethical decision-making tool, explored eighteen urban-based New Zealand paramedics’ deliberative perspectives on an ethically controversial end of life scenario. Results Thematic analysis of participants’ free text responses ascertained the breadth of views on advanced directives, with the emergence of three dominant themes; legal tensions, multiple constructs of dignity and seeking solutions that support clinical practice. Conclusion Findings revealed that when considering situations involving advance directives, participants regarded the duty to uphold patient dignity as paramount. There was a desire for greater legal guidance and a call for increased professional education in law and ethics. This study provides insight into New Zealand urban-based paramedics’ views and experiences of this ethically challenging aspect of patient care.

Learning professional ethics: Student experiences in a health mentor program.

The use of patient centred approaches to healthcare education is evolving, yet the effectiveness of these approaches in relation to professional ethics education is not well understood. The aim of this study was to explore the experiences and learning of health profession students engaged in an ethics module as part of a Health Mentor Program at the University of Toronto. Students were assigned to interprofessional groups representing seven professional programs and matched with a health mentor. The health mentors, individuals living with chronic health conditions, shared their experiences of the healthcare system through 90 minute semi-structured interviews with the students. Following the interviews, students completed self-reflective papers and engaged in facilitated asynchronous online discussions. Thematic analysis of reflections and discussions was used to uncover pertaining to student experiences and learning regarding professional ethics. Five major themes emerged from the data: (1) Patient autonomy and expertise in care; (2) ethical complexity and its inevitable reality in the clinical practice setting; (3) patient advocacy as an essential component of day-to-day practice; (4) qualities of remarkable clinicians that informed personal ideals for future practice; (5) patients' perspectives on clinician error and how they enabled suggestions for improving future practice. The findings of a study in one university context suggest that engagement with the health mentor narratives facilitated students' critical reflection related to their understanding of the principles of healthcare ethics.

Teaching professional ethics through popular culture

The LETR urged UK law schools to consider how they might do more to encourage the development of professional ethics. This article engages with that call and reflects on the experience of teaching professional ethics through popular culture. It begins by outlining some of the theoretical work that has been undertaken in establishing law and popular culture as a discipline more generally, before focusing on professional ethics in particular. The course itself is designed to encourage students to understand the changes to professional ethics over the past 100 years and how these changes have pushed law away from a model of professionalism towards one of commercialism. These changes are mirrored by a subsequent downturn in cultural representations of the lawyer. The module encourages students to see professional ethics as a possible reason for these negative portrayals. The paper then considers student evaluations of the first two years that the course has run, highlighting its positives and also looking at how it may be improved for the future.

Competence, Ethical Practice and Professional Ethics Teaching

Ethical practice has a complex and ambiguous relationship to notions of ‘competence’. Both, of course, seem vital elements of suitability to practise in professional roles across the settings of health and social care. But exactly how they relate is less self-evident. Is there such a thing as ‘ethical competence’? This article argues that there is, and that is it something which we might assess in the teaching of professional ethics. After comparing different versions of what a practitioner ‘competent’ at meeting ethical challenges in their work might look like, I argue (1) that ethical practice and wider professional competence (or, from the reverse angle, misconduct and incompetence) are integrated rather than distinct, and relatedly that (2) competence and ethical practice should be seen as achievable in tandem, rather than one being prior to the other. I then consider the model of skills acquisition utilised by Hubert and Stuart Dreyfus—and in nurse education by Patricia Benner—and argue that while illuminating, it does not provide an adequate framework for the development and assessment of ethical competence. Rather, we need a pluralistic approach incorporating different forms of propositional knowledge, practical reasoning and orientation-based skills.

Distance, dialogue and reflection: Interpersonal reflective equilibrium as method for professional ethics education

The method of reflective equilibrium (RE) is well known within the domain of moral philosophy, but hardly discussed as a method in professional ethics education. We argue that an interpersonal version of RE is very promising for professional ethics education. We offer several arguments to support this claim. The first group of arguments focus on a changed practice that is more team-oriented, inter-professional and aims at shared decision-making with patients and clients. The second group of arguments relate to the core aim of professional ethics education, namely to stimulate critical moral reflection. This central aim is a core professional moral competence that entails both a dialogical approach to practice and one’s own moral beliefs as well as a more detached viewpoint on practice, reflection on types of cases and one’s attitude as a professional in practice.

Interrogating the Significance of Professionalism and Professional Ethics in the Teaching Profession

KEYWORDS Teaching Profession. Professionalism. Ethics. Teacher Indiscipline. Accountability ABSTRACT The teaching profession is generally referred to as a noble profession. There are, however, numerous reported cases of professional misconduct by teachers in schools. In this concept paper the researchers explore the concepts professionalism and professional ethics in the teaching profession. The researchers further examine the importance of professionalism and professional ethics in the teaching profession. Teacher accountability as a way of ensuring the upholding of professional ethics is discussed. Teacher indiscipline as a result of lack of professionalism is explored and common forms of misconduct by teachers in schools are unearthed through examination of related studies. The researchers conclude by restating the significance of professionalism and professional ethics in the teaching profession, against the realisation that teachers deal with the moulding of future citizens, which should be done with utmost care and concern. In this paper the researchers recommend that teacher training programmes should place more emphasis on the teaching of professional ethics in the same way content and pedagogical expertise are valued. Continuous professional development programmes for practising teachers should expose teachers to the importance of professionalism and professional ethics. Measures should be put in place to hold teachers accountable for the ways in which they dispensetheir duties. Performance-related pay increases and licencing of teachers are some of the ways to ensure accountability.

The role of professional knowledge in case-based reasoning in practical ethics.

The use of case-based reasoning in teaching professional ethics has come of age. The fields of medicine, engineering, and business all have incorporated ethics case studies into leading textbooks and journal articles, as well as undergraduate and graduate professional ethics courses. The most recent guidelines from the National Institutes of Health recognize case studies and face-to-face discussion as best practices to be included in training programs for the Responsible Conduct of Research. While there is a general consensus that case studies play a central role in the teaching of professional ethics, there is still much to be learned regarding how professionals learn ethics using case-based reasoning. Cases take many forms, and there are a variety of ways to write them and use them in teaching. This paper reports the results of a study designed to investigate one of the issues in teaching case-based ethics: the role of one's professional knowledge in learning methods of moral reasoning. Using a novel assessment instrument, we compared case studies written and analyzed by three groups of students whom we classified as: (1) Experts in a research domain in bioengineering. (2) Novices in a research domain in bioengineering. (3) The non-research group--students using an engineering domain in which they were interested but had no in-depth knowledge. This study demonstrates that a student's level of understanding of a professional knowledge domain plays a significant role in learning moral reasoning skills.

Evaluating continuing professional education in ethics.

Evaluating continuing professional education in ethics.

Practicing Teachers' Perceptions of Teacher Trainees: Implications for Teacher Education

Practicing teachers are partners in preparation of teacher trainees. However, little is known about their perceptions of the teacher trainees they receive every year in their schools. Ninety three practicing teachers from twenty schools participated in this study. The objectives were to find out the practicing teachers' perceptions of teacher trainees' behaviors and knowledge of subject content as well as teaching methods they use. Secondly, to find out how teacher trainees' relate to both teaching and non-teaching staff in the schools where they posted and to the students they teach. Thirdly, to assess teacher trainees' participation in extra-curricular activities and any other issues relating to their stay in the schools. Questionnaires and focus group discussions were used to collect data. Results show that practicing teachers perceive teacher trainees as follows; they are fairly good regarding professional ethics, they dress well except some girls who dress poorly, the majority of teacher trainees do not exhibit masterly of the subject matter in their respective subjects and most of them participate in school activities if assigned to do that. Researchers recommend that teacher trainees need more subject matter guidance from their subject lecturers and support from the subject teachers in schools where they do school practice. The idea of team work should be instilled in teacher trainees so that they support one another in schools where they practice from. The School of Education should intensify its relationship with practicing teachers in the process of preparing teachers. The course on professional ethics for teachers should be more practical so that the teacher trainees are properly guided before they graduate.

Ethics Education and Training for Construction Professionals in Malaysia

In the attempt to reshape the future landscape of the construction industry in Malaysia, there is a need to address the increasing concern of ethical issues prevailing in the industry. The way forward is to improve ethics in the industry and it should start from the way we educate the construction professionals. This paper discusses the research on the significance of ethics education and training for construction professionals. It underlines construction professionals’ perceptions on ethics education and training as a way to improve ethics in the Malaysian construction industry. A questionnaire survey was conducted with construction professionals made up of architects, quantity surveyors and engineers from Malaysian main construction industry players that are the clients, contractors and consultants involved with the design, project management and construction of projects in Malaysia. Results from the survey show that ethics and moral education at elementary school; ethics education for undergraduate levels of construction and engineering programs at colleges/universities; and, professional institutions’ responsibility to endorse the ethics substance by conducting Continuing Professional Development (CPD) ethics training for their members, are significant to form the nucleus of the construction professionals’ ethical setting to improve ethics in industry. Further research may focus on ethics education specifically in designing appropriate ethics curricula for undergraduate construction and engineering programs in Malaysia.

The place of ethics education in nursing in Iran

Background: Almost all health-related disciplines, especially nurses daily faced with Ethical issues that for their resolve need to have ability for moral reasoning. The purpose of ethics in the nursing profession to improve health care and caring of patients. Ethics in Nursing Education has an important role in improving the quality of care, Ethical problem solving, decision making process and the acquisition of professional identity of nurses. This review article was conducted to examine the status of ethics education in nursing education in Iran. Methods: Articles and related resources in this research using ethics, education, nursing and Iran keywords and fusion words from databases Magiran, Irandoc, Medline and CINAHL were searched and selected. Result: After review of literature, attention to ethics education in nursing(Ability to solve ethical dilemmas, acquiring of professional identity), challenges of teaching ethics (lack of qualified teachers in the field of education, elimination of courses in nursing ethics…), Factors of influencing on teaching of professional ethics ( personality traits, values and Lack of awareness codes of professional ethics), methods of ethics education (critical thinking, interdisciplinary training, group discussions and using ethical decision making models) are essential. Discussion and Conclusion: According to economic and social changes and the dramatic changes in the nursing profession more attention to ethics is inevitable. The factors may need to professional nurses with critical thinking, clinical decision making and moral reasoning increased. Undoubtedly, the development ethics education can be a major contribution in advancing the professional competence in nursing.

A Study of Teacher Education Institute Climate and Professional Ethics of Teacher-Trainees

The present study focuses on the Education Institute Climate and professional ethics of teacher- trainees of Delhi and NCR region. The non-probability sampling technique was used and a sample of 177 teacher-trainees from Delhi and NCR region was drawn. The purposive convenient sampling method was used as institutes were selected keeping the time, purpose and distance in the mind. In order to study the institutional climate of different teacher education institutes, the investigator used Teacher Education Institute Climate Inventory developed by Anand (1992) and self-constructed scale for measuring the perception of professional ethics of teacher- trainees. The analysis and interpretation of the raw data, lead to certain findings. The Education Institute Climate of Pradeep Memorial Comprehensive College of Education (PMCCE) is very good as compared to Ideal Institute of Management and Technology (IIMT) and Modern College of Professional Studies (MCPS). The perception of professional ethics of teacher-trainees of all three teacher-training institutes has average score. There is a significant difference and relationship between the Education Institute Climate and professional ethics of teacher-trainees of selected institutes.