Undergraduate healthcare ethics education, moral resilience, and the role of ethical theories

2013 ◽  
Vol 21 (4) ◽  
pp. 385-401 ◽  
Author(s):  
Settimio Monteverde
Keyword(s):  
Learning Theory ◽  
Online Survey ◽  
Ethics Education ◽  
Ethical Issues ◽  
Student Evaluation ◽  
Daily Practice ◽  
Healthcare Ethics ◽  
Ethical Theories ◽  
Research Students ◽  
Moral Resilience

Background: This article combines foundational and empirical aspects of healthcare education and develops a framework for teaching ethical theories inspired by pragmatist learning theory and recent work on the concept of moral resilience. It describes an exemplary implementation and presents data from student evaluation. Objectives: After a pilot implementation in a regular ethics module, the feasibility and acceptance of the novel framework by students were evaluated. Research design: In addition to the regular online module evaluation, specific questions referring to the teaching of ethical theories were added using simple (yes/no) and Likert rating answer formats. Participants and research context: At the Bern University of Applied Sciences, a total of 93 students from 2 parallel sub-cohorts of the bachelor’s program in nursing science were sent the online survey link after having been exposed to the same modular contents. A total of 62% of all students participated in the survey. Ethical considerations: The survey was voluntary and anonymous. Students were free to write their name and additional comments. Findings: Students consider ethical theories—as taught within the proposed framework—as practically applicable, useful, and transferable into practice. Discussion: Teaching ethical theories within the proposed framework overcomes the shortcomings described by current research. Students do not consider the mutually exclusive character of ethical theories as an insurmountable problem. Conclusion: The proposed framework is likely to promote the effectiveness of healthcare ethics education. Inspired by pragmatist learning theory, it enables students to consider ethical theories as educative playgrounds that help them to “frame” and “name” the ethical issues they encounter in daily practice, which is seen as an expression of moral resilience. Since it does not advocate a single ethical theory, but is open to the diversity of traditions that shape ethical thinking, it promotes a culturally sensitive, ethically reflected healthcare practice.

scholarly journals The Ethics of Outsourcing Online Survey Research

2012 ◽  
pp. 160-175
Author(s):  
Peter J. Allen ◽  
Lynne D. Roberts
Keyword(s):  
Survey Research ◽  
Online Survey ◽  
Ethical Issues ◽  
Service Providers ◽  
Academic Research ◽  
Limited Attention ◽  
Web Surveys ◽  
Web Based ◽  
Research Software ◽  
Research Students

The increasing level of Internet penetration over the last decade has made web surveying a viable option for data collection in academic research. Software tools and services have been developed to facilitate the development and deployment of web surveys. Many academics and research students are outsourcing the design and/or hosting of their web surveys to external service providers, yet ethical issues associated with this use have received limited attention in academic literature. In this article, the authors focus on specific ethical concerns associated with the outsourcing of web surveys with particular reference to external commercial web survey service providers. These include threats to confidentiality and anonymity, the potential for loss of control over decisions about research data, and the reduced credibility of research. Suggested guidelines for academic institutions and researchers in relation to outsourcing aspects of web-based survey research are provided.

Thinking About Difficulties: Using Poetry to Enhance Interpretative and Collaborative Skills in Healthcare Ethics Education

2020 ◽  
Vol 29 (3) ◽  
pp. 459-469
Author(s):  
AMY HADDAD
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Ethics Education ◽  
Ethical Issues ◽  
Health Science ◽  
Healthcare Ethics ◽  
Common View ◽  
Reading Text ◽  
Working Together ◽  
To Come

AbstractViewing difficulty as an opportunity for learning runs counter to the common view of difficulty as a source of frustration and confusion. The aim of this article is to focus on the idea of difficulty as a stepping-off point for learning. The literature on difficulty in reading texts, and its impact on thinking and the interpretive process, serve as a foundation for the use of poetry in healthcare ethics education. Because of its complexity and strangeness compared to the usual scientific and clinical texts health science students encounter, poetry is an excellent means to achieve the aim of thinking through difficulties in ethics. Specific examples of teaching and learning strategies for turning difficulty into opportunities for learning are presented, including the difficulty paper and the triple mark-up method. Both methods require students to examine their process of working through difficulties, reflect on how they make sense of difficult texts and then share their process and interpretations in a collaborative manner with peers. The importance of framing difficulties as a public, visible, collaborative process rather than a personal process is emphasized. Working together to hypothesize reasons for difficulty and map out plans to come to terms with difficulty are equally relevant for reading text as they are for reading complex ethical situations. Finally, I argue that transference of this kind of personal and collaborative learning about difficulties benefits interprofessional clinical practice, particularly when dealing with ethical issues.

A Comparison of Student Performance between Two Instructional Delivery Methods for a Healthcare Ethics Course

2011 ◽  
Vol 20 (3) ◽  
pp. 493-501 ◽  
Author(s):  
HUGH A. STODDARD ◽  
TOBY SCHONFELD
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Student Performance ◽  
Interprofessional Education ◽  
Ethics Education ◽  
Ethical Issues ◽  
Well Being ◽  
Healthcare Ethics ◽  
Nursing Curricula ◽  
Ethics Course

Healthcare ethics has become part of the standard curriculum of students in the health professions. The goals of healthcare ethics education are to give students the skills they need to identify, assess, and address ethical issues in clinical practice and to develop virtuous practitioners. Incorporating the medical humanities into medical school, for example, is intended to foster empathy and professionalism among students and to provide mechanisms for enhanced physician well-being. Yet, despite the long-standing inclusion of the humanities in nursing curricula, increases in the amount and kinds of scientific knowledge essential for clinical practice has resulted in the erosion of the “humanistic arts” from nursing education. One potential solution to this challenge comes with the increase in interprofessional education, where students in a variety of healthcare professions programs come together to learn about issues common to all healthcare fields.

scholarly journals Iranian Physiotherapists’ Perceptions of the Ethical Issues in Everyday Practice

2020 ◽  
Vol 18 (2) ◽  
pp. 125-136
Author(s):  
Niloofar Souri ◽  
◽  
Afsun Nodehi Moghadam ◽  
Farahnaz Mohammadi Shahbolaghi ◽  
◽  
...  
Keyword(s):  
Professional Ethics ◽  
Ethics Education ◽  
Professional Competence ◽  
Ethical Issues ◽  
Daily Practice ◽  
Structured Interview ◽  
Medical Professional ◽  
Medical Community ◽  
Data Saturation ◽  
The Impact

Objectives: Considering the significant role of physiotherapists in the process of rehabilitation, their ethical commitment is essential to successful interaction and care provision. However, investigations on the medical professional ethics ​​in Iran are limited. Generally, research in this regard is rare in Asia. Thus, such studies could improve the moral knowledge of the Iranian physiotherapy community. Accordingly, this study aimed to explore professional ethics issues in physiotherapy to provide a platform concerning the challenges of professional ethics in physiotherapy in Iran. Methods: This qualitative study was conducted in 2016-2017 using the content analysis method. The study samples were recruited through purposive sampling approach until data saturation (12 physiotherapists). The required data were gathered by an in-depth semi-structured interview. All of the interviews were transcribed and analyzed, inductively. Results: Physiotherapists in Ahvaz and Tehran cities, Iran experienced challenges in 6 different categories during daily practice. These aspects included the following: therapists’ self-interest-craving, observing patients’ rights, maintaining professional competence, the effect of workplace on ethical conduct, personal ethical outlook, and insufficient professional ethics education. This study implicated the existence of a trend of kick-backs in the physiotherapy community; a problematic trend in the medical community, i.e. addressed by physicians in several articles. Additionally, the lack of receiving ethical education leads to ethical judgments based on personal values rather than ethical codes. According to the current research findings, it To increase the visibility of the article as well as to increase the citation of your article, we suggest that Latin keywords be based on the MeSH list. See: https://meshb.nlm.nih.gov/search was problematic for practitioners.  Discussion: Three subcategories of the incompetence of the healthcare system, the lack of supervision on ethical principles, and the impact of poor insurance system on patient admission are related to the endemic conditions of the health system of the country. These issues require serious interventions from executive powers.

COVID-19 era healthcare ethics education: Cultivating educational and moral resilience

2021 ◽  
Vol 28 (1) ◽  
pp. 58-65
Author(s):  
Hedy S Wald ◽  
Settimio Monteverde
Keyword(s):  
Moral Agency ◽  
Ethics Education ◽  
Virtual Classroom ◽  
Educational Resilience ◽  
Healthcare Ethics ◽  
Global Citizens ◽  
Ethics Teaching ◽  
Identify Formation ◽  
Content Specification ◽  
Moral Resilience

The COVID-19 pandemic crisis has had profound effects on global health, healthcare, and public health policy. It has also impacted education. Within undergraduate healthcare education of doctors, nurses, and allied professions, rapid shifts to distance learning and pedagogic content creation within new realities, demands of healthcare practice settings, shortened curricula, and/or earlier graduation have also challenged ethics teaching in terms of curriculum allotments or content specification. We propose expanding the notion of resilience to the field of ethics education under the conditions of remote learning. Educational resilience starts in the virtual classroom of ethics teaching, initially constituted as an “unpurposed space” of exchange about the pandemic’s challenging impact on students and educators. This continuously transforms into “purposed space” of reflection, discovering ethics as a repertory of orientative knowledge for addressing the pandemic’s challenges on personal, professional, societal, and global levels and for discovering (and then addressing) that the health of individuals and populations also has moral determinants. As such, an educational resilience framework with inherent adaptability rises to the challenge of supporting the moral agency of students acting both as professionals and as global citizens. Educational resilience is key in supporting and sustaining professional identify formation and facilitating the development of students’ moral resilience and leadership amid moral complexity and potential moral transgression—not only but especially in times of pandemic.

Caring for tomorrow’s workforce

2014 ◽  
Vol 23 (1) ◽  
pp. 104-116 ◽  
Author(s):  
Settimio Monteverde
Keyword(s):  
Nursing Students ◽  
Ethics Education ◽  
Moral Distress ◽  
Clinical Experiences ◽  
Healthcare Ethics ◽  
Before And After ◽  
Students First ◽  
Ethical Approval ◽  
Related Stress ◽  
Moral Resilience

Background: Preparing tomorrow’s healthcare workforce for managing the growing complexity of care places high demands on students, educators, and faculties. In the light of worrying data about study-related stress and burnout, understanding how students manage stressors and develop resilience has been identified as a priority topic of research. In addition to study-related stressors, also moral stressors are known to characterize the students’ first clinical experiences. Objectives: However, current debates show that it remains unclear how healthcare ethics education should address them. In order to clarify this issue, this study first develops the notion of moral resilience as a response to moral stressors involving both situations of moral complexity and moral wrongness. Second, it explores the potential of healthcare ethics education in fostering moral resilience. For this purpose, it defines moral resilience operationally as a reduction of moral distress in a given axis of time measured by a validated tool. Research design, participants, and context: The educational transferability was assessed within an explorative, quantitative pre–post interventional study with a purposive sample of 166 nursing students. The educational intervention comprised a lecture introducing the typology of moral stressors. Before and after the lecture, students were presented vignettes depicting morally stressful situations. Ethical considerations: The competent research ethics committee confirmed that no ethical approval was needed. Informed consent was obtained from participants. Findings: Three of four vignettes showed a modest but statistically significant reduction in measured levels of distress after the lecture (p < 0.05, α = 5%). Discussion: The study shows the potential of healthcare ethics education in providing students with transformative knowledge that fosters moral resilience. Conclusion: In times of global scarcity of educational resources, healthcare ethics education has an important contribution to offer in the promotion of students’ mental and physical health by strengthening the knowledge base of moral resilience. This legitimates its costs for societies, faculties, and professional bodies.

scholarly journals The Ethics of Outsourcing Online Survey Research

2010 ◽  
Vol 1 (3) ◽  
pp. 35-48 ◽  
Author(s):  
Peter J. Allen ◽  
Lynne D. Roberts
Keyword(s):  
Survey Research ◽  
Online Survey ◽  
Ethical Issues ◽  
Service Providers ◽  
Academic Research ◽  
Limited Attention ◽  
Web Surveys ◽  
Web Based ◽  
Research Software ◽  
Research Students

The increasing level of Internet penetration over the last decade has made web surveying a viable option for data collection in academic research. Software tools and services have been developed to facilitate the development and deployment of web surveys. Many academics and research students are outsourcing the design and/or hosting of their web surveys to external service providers, yet ethical issues associated with this use have received limited attention in academic literature. In this article, the authors focus on specific ethical concerns associated with the outsourcing of web surveys with particular reference to external commercial web survey service providers. These include threats to confidentiality and anonymity, the potential for loss of control over decisions about research data, and the reduced credibility of research. Suggested guidelines for academic institutions and researchers in relation to outsourcing aspects of web-based survey research are provided.

scholarly journals Perception of change and ethical issues in the use of information and communication technologies in the health sector: Results of an online survey

2020 ◽  
pp. 35-39
Author(s):  
Nissrine Hassini Alaoui ◽  
Saida Belouali
Keyword(s):  
Information And Communication Technologies ◽  
Online Survey ◽  
Ethical Issues ◽  
Health Sector ◽  
Communication Technologies ◽  
Daily Practice ◽  
Common Source ◽  
Information And Communication ◽  
The Common ◽  
Source Of Information

For several decades, information and communication technologies (ICT) applied to health have undergone a revolutionary development, whether they are e-health, telemedicine or others, these digital changes have marked the global care system. Today, internet is the common source of information to many uses, and it is considered as the wealthiest mine of information for any kind including those of health. This survey, which interviews both Moroccan practitioners and users, is conducted online by distributing two questionnaires. The aim of this study is to discover the perception that Moroccan doctors and users have concerning the change ICTs have been able to bring about without neglecting the ethical and deontological issues involved. The results showed that doctors are already using the web in their daily practice and are open to eHealth practices such as telemedicine. As for users, the practices of eHealth are an asset that should become more widespread. Further research is needed to confirm and further explore the results of this study.

scholarly journals THU0647-HPR SHARED DECISION MAKING AMONGST RHEUMATOLOGISTS IN TRAINING IN THE NETHERLANDS: WHERE DO WE STAND?

2020 ◽  
Vol 79 (Suppl 1) ◽  
pp. 568.2-568
Author(s):  
L. Kranenburg ◽  
M. Dankbaar ◽  
N. Basoski ◽  
W. Van den Broek ◽  
J. Hazes
Keyword(s):  
Decision Making ◽  
The Netherlands ◽  
Shared Decision Making ◽  
Online Survey ◽  
Daily Practice ◽  
Clear Understanding ◽  
Shared Decision ◽  
Professional Activities ◽  
Self Evaluation ◽  
The Subject

Background:The training curriculum for rheumatologists in training in the Netherlands describes competences and entrusted professional activities (EPA) to monitor the progress in learning. However, this training program does not discuss training of Shared Decision Making. As the basis for shared care and patient participation is made during these years, the question arises how rheumatologist in training think about Shared Decision Making and how they use this in daily practice.Objectives:Inventory of vision, experience and self-evaluation of skills related to Shared Decision Making amongst rheumatologists in training in the Netherlands in order to identify barriers in the implementation of Shared Decision Making in daily practice.Methods:Qualitative data was collected from on online survey amongst rheumatologists in training who were registered in January 2018 by the Dutch Society of Rheumatology.Results:Forty-two rheumatologists in training from various years of training responded (60%). Respondents think that Shared Decision Making is important. A third applies Shared Decision Making on a regular basis in daily practice. Self rating of skills for Shared Decision Making varies from sufficient to good. However, respondents are uncertain about their performance due to a lack of feedback and unclearness of the concept. They indicate that Shared Decision Making is not possible for all patients and find it difficult to assess whether the patient has a clear understanding of the options. Patient’s preferences are discussed only by 33% of the doctors on a regular basis when starting new treatment.Conclusion:Rheumatologists in training agree on the importance of Shared Decision Making, but are uncertain about their performance. Unclearness of the concept is described as a known barrier in literature1,2and is frequently mentioned by respondents. Rheumatologist in training indicate that not all patients are fit for Shared Decision Making. Regarding the limited training on the subject this could also be a misjudgment of patients preferences and lack of experience how to deal with different patient types. There is a clear plea for more training and feedback on the subject. Training should be integrated in the curriculum focusing on how to assess patients preferences and how to apply Shared Decision Making also for patients who indicate to leave decisions up to their doctor.References:[1]van Veenendaal, H.et al.Accelerating implementation of shared decision-making in the Netherlands: An exploratory investigation.Patient Educ Couns101, 2097-2104 (2018).[2]Legare, F., Ratte, S., Gravel, K. & Graham, I. D. Barriers and facilitators to implementing shared decision-making in clinical practice: update of a systematic review of health professionals’ perceptions.Patient Educ Couns73, 526-535 (2008).Disclosure of Interests:Laura Kranenburg Grant/research support from: Pfizer and UCB for the development of the Reuma App, a tool to support selfmanagement for patients. This is not used for the research related to the submitted abstract., Mary Dankbaar: None declared, Natalja Basoski: None declared, Walter Van den Broek: None declared, Johanna Hazes: None declared

‘Who Ya Gonna Call …?’ Ethical and legal dilemmas in specialist children centres and district general hospitals

2021 ◽  
pp. 147775092110366
Author(s):  
Harika Avula ◽  
Mariana Dittborn ◽  
Joe Brierley
Keyword(s):  
Intensive Care ◽  
Clinical Ethics ◽  
Ethical Issues ◽  
General Setting ◽  
Daily Practice ◽  
Paediatric Intensive Care ◽  
Ethical Challenges ◽  
Legal Cases ◽  
Ethics Support ◽  
The Uk

The field of Paediatric Bioethics, or ethical issues applied to children's healthcare, is relatively new but has recently gained an increased professional and public profile. Clinical ethics support to health professionals and patients who face ethical challenges in clinical practice varies between and within institutions. Literature regarding services available to paediatricians is sparse in specialist tertiary centres and almost absent in general paediatrics. We performed a mixed-methods study using online surveys and focus groups to explore the experiences of ethical and legal dilemmas and the support structures available to (i) paediatric intensive care teams as a proxy for specialist children's centres and (ii) paediatricians working in the general setting in the UK. Our main findings illustrate the broad range of ethical and legal challenges experienced by both groups in daily practice. Ethics training and the availability of ethics support were variable in structure, processes, funding and availability, e.g., 70% of paediatric intensive care consultants reported access to formal ethics advice versus 20% general paediatricians. Overall, our findings suggest a need for ethics support and training in both settings. The broad experience reported of ethics support, where it existed, was good – though improvements were suggested. Many clinicians were concerned about their relationship with children and families experiencing a challenging ethical situation, partly as a result of high-profile recent legal cases in the media. Further research in this area would help collect a broader range of views to inform clinical ethics support's development to better support paediatric teams, children and their families.

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