Relationship between ethical ideology and moral judgment: Academic nurse educators’ perception

2017 ◽  
Vol 26 (3) ◽  
pp. 845-858 ◽  
Author(s):  
Ebtsam Aly Abou Hashish ◽  
Nadia Hassan Ali Awad
Keyword(s):  
Nursing Education ◽  
Moral Judgment ◽  
Nurse Educators ◽  
Ethical Decision ◽  
Ethical Ideology ◽  
Moderate Correlation ◽  
Ethical Position ◽  
Ethical Ideologies ◽  
Academic Nurse Educators ◽  
The Relationship

Background: Ascertaining the relationship between ethical ideology, moral judgment, and ethical decision among academic nurse educators at work appears to be a challenge particularly in situations when they are faced with a need to solve an ethical problem and make a moral decision. Purpose: This study aims to investigate the relationship between ethical ideology, moral judgment, and ethical decision as perceived by academic nurse educators. Methods: A descriptive correlational research design was conducted at Faculty of Nursing, Alexandria University. All academic nurse educators were included in the study (N = 220). Ethical Position Questionnaire and Questionnaire of Moral Judgment and Ethical Decisions were proved reliable to measure study variables. Ethical considerations: Approval was obtained from Ethics Committee at Faculty of Nursing, Alexandria University. Privacy and confidentiality of data were maintained and assured by obtaining subjects’ informed consent. Findings: This study reveals a significant positive moderate correlation between idealism construct of ethical ideology and moral judgment in terms of recognition of the behavior as an ethical issue and the magnitude of emotional consequences of the ethical situation (p < 0.001; p = 0.031) respectively. Also, there is a positive significant moderate correlation between relativism construct of ethical ideology and overall moral judgment (p = 0.010). Approximately 3.5% of the explained variance of overall moral judgment is predicted by idealism together with relativism. Discussion: The findings suggest that variations in ethical position and ideology are associated with moral judgment and ethical decision. Conclusion: Organizations of academic nursing education should provide a supportive work environment to help their academic staff to develop their self-awareness and knowledge of their ethical position and promoting their ethical ideologies and, in turn, enhance their moral judgment as well as develop ethical reasoning and decision-making capability of nursing students. More emphasis in nursing curricula is needed on ethical concepts for developing nursing competencies.

scholarly journals High Level of Emotional Intelligence is Related to High Level of Online Teaching Self-Efficacy among Academic Nurse Educators

2017 ◽  
Vol 6 (5) ◽  
pp. 122 ◽  
Author(s):  
Nagia Ali ◽  
Omar Ali ◽  
James Jones
Keyword(s):  
Emotional Intelligence ◽  
Nursing Education ◽  
Self Efficacy ◽  
Online Teaching ◽  
Nurse Educators ◽  
Age Groups ◽  
Coefficient Of Determination ◽  
Significant Difference ◽  
Academic Nurse Educators ◽  
High Level

This study examined the relationship between emotional intelligence (EI) and online teaching self-efficacy among 115 academic nurse educators who teach online (totally, blended, or both). The sample was randomly drawn from the list of nursing schools accredited by Commission on Collegiate Nursing Education (CCNE) with baccalaureate, master’s and/or doctoral programs. The hypothesis tested states “Academic nurse educators who teach online and who report higher levels of EI would also report greater online teaching self-efficacy.” Results showed a significant moderate relationship (r=0.446, p< .01) between EI and online teaching self-efficacy. The coefficient of determination R2 was 0.199, which indicates that about 20% of the variation in online teaching self-efficacy can be explained by EI contribution. The hypothesis was supported. Results also indicated that online teaching self-efficacy was positively related to duration of being an academic nurse educator (r = 0.212, p<0.05) and duration of teaching online (r = 0.203, p< 0.05). Further, there was no significant difference between the different age groups regarding EI and online teaching self-efficacy. Similarly, there was no significant difference among university degrees attained of participants regarding EI and online teaching self-efficacy. The Implications for enhancing EI and online teaching self-efficacy are discussed.

Finding Meaning Through Kristen Swanson’s Caring Behaviors: A Cornerstone of Healing for Nursing Education

2018 ◽  
Vol 24 (1) ◽  
pp. 6-11 ◽  
Author(s):  
Michele M. McKelvey
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nursing Faculty ◽  
Nurse Educators ◽  
Caring Behaviors ◽  
Teaching Pedagogy ◽  
Middle Range ◽  
Healing Relationships ◽  
Range Theory ◽  
The Relationship

Swanson’s (1991) middle range theory of caring has traditionally been used to define the care of patients and family members. Swanson’s caring theory outlines five caring processes: knowing, being with, doing for, enabling, and maintaining belief (p. 163). Nurse educators can utilize these caring processes to teach nursing students by cultivating meaningful, healing relationships. This article presents an example of a nursing faculty member’s application of this theory to her teaching pedagogy. This account serves to guide therapeutic teaching as well as to encourage further scholarly work examining the relationship between Swanson’s caring theory and nursing education.

The Ethics of Maximizing or Satisficing

2020 ◽  
Vol 39 (1) ◽  
pp. 77-96
Author(s):  
Brandon William Soltwisch ◽  
Daniel C. Brannon ◽  
Vish Iyer ◽  
Keyword(s):  
Decision Making ◽  
Moral Reasoning ◽  
Ethical Dilemmas ◽  
Business Students ◽  
Ethical Ideology ◽  
Mediating Role ◽  
Ethical Ideologies ◽  
Decision Making Styles ◽  
Upper Level ◽  
The Relationship

This study explores the relationship between decision-making styles and moral judgements to understand how maximizers and satisficers differ in their analysis of ethical dilemmas. It also explores the linkage between decision-making styles and the moral reasoning perspectives of absolutism and relativism, investigating if ethical ideologies play a mediating role in how maximizers and satisficers evaluate ethical situations. In order to test these relationships, data is collected from a sample of 187 upper level business students. Results indicate that maximizers are significantly more likely than satisficers to judge ethically ambiguous actions as immoral. Underlying this effect, maximizers (vs. satisficers) have a more idealistic ethical ideology.

scholarly journals Why do good people do bad things? The effect of ethical ideology, guilt proneness, and self-control on consumer ethics

2017 ◽  
Vol 29 (5) ◽  
pp. 1055-1078 ◽  
Author(s):  
Denni Arli ◽  
Cheryl Leo
Keyword(s):  
Consumer Behaviour ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Consumer Ethics ◽  
Self Control ◽  
Ethical Ideology ◽  
Content Type ◽  
Good People ◽  
The Relationship ◽  
Guilt Proneness

Purpose Various studies showed that unethical behaviours committed by consumers occur more frequently than may be expected. People have stolen from a shop at some time in their life and remained silent, people walk out of a grocery store have stolen something from the store and employees have stolen from their workplace. Why seemingly good people do bad things and vice versa? What factors contribute to this discrepancy? Hence, the purpose of this paper is threefold: first, to examine the impact of ethical ideology on self-control and guilt proneness; second, to examine the roles of self-control and guilt proneness in consumer ethical decision making; and finally, to explore the mediating effects of self-control and guilt proneness on the relationship between consumer ideology and ethical decision making. Design/methodology/approach The authors collected a non-probability sample using a cross-sectional online survey of adult consumers across Australia wide. The sampling frame was from a pre-recruited online panel company Permissioncorp. Consumers were introduced to the study in relation to their beliefs in general consumer ethics behaviours. The response rate for the survey invite was 17.9 per cent, with a final sample size of 311 consumers out of 3,246 that were invited to participate based on the these screening criteria, i.e. their country of birth (Australia only), gender, age group, and state in which they reside to ensure representation across these groups. Findings The results showed that idealism was a positive determinant of guilt proneness and self-control, whereas relativistic individuals were less prone to guilt and less able to control their behaviour. In addition, there was a significant negative correlation between self-control and unethical consumer behaviour. Finally, both self-control and guilt proneness had an indirect mediating effect on the relationship between ethical ideology and consumer behaviour. Originality/value This is one of the first studies to explore the interactions between ethical ideology, self-control, guilt proneness, and consumer ethics.

Relationships between personal religious orientation and ethical ideologies

2009 ◽  
Vol 37 (3) ◽  
pp. 313-320 ◽  
Author(s):  
Shiou-Yu Chen ◽  
Chung-Chu Liu
Keyword(s):  
Conceptual Framework ◽  
Religious Orientation ◽  
Demographic Variables ◽  
Ethical Ideology ◽  
Moderating Effects ◽  
Ethical Ideologies ◽  
The Relationship ◽  
Practical Implications

The main purpose of this study was to investigate the relationship between personal religious orientation and ethical ideologies. Demographic variables were also taken into consideration as moderators to examine if moderating effects exist. 265 questionnaires were collected to test the conceptual framework. We found that personal religious orientation is significantly negatively correlated with relativism, but nonsignificantly correlated with idealism. Age and education have moderate effects on the relationship between personal religious orientation and ethical ideology. The theoretical and practical implications of religious orientation and ethical ideology are also discussed.

Observers’ Reactions to Social-Sexual Behavior at Work: An Ethical Decision Making Perspective

1999 ◽  
Vol 25 (6) ◽  
pp. 779-802 ◽  
Author(s):  
Lynn Bowes-Sperry ◽  
Gary N. Powell
Keyword(s):  
Decision Making ◽  
Sexual Behavior ◽  
Ethical Issue ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Full Time ◽  
Ethical Ideology ◽  
Decision Making Model ◽  
The Relationship

The role of observers has been generally ignored in prior theories and research on social-sexual behavior at work. This study proposed and tested an ethical decision making model of individuals’ reactions to social-sexual behavior that they witness at work. Full-time employees responded to vignettes regarding an incident of social-sexual behavior. The findings revealed the influence of both the moral intensity of the behavior and the ethical ideology of the observer on recognition of the behavior as an ethical issue and intentions to intervene in the behavior. In addition, respondents’ experiences with a sexualized work environment moderated the relationship between their recognition of social-sexual behavior as an ethical issue and their intentions to intervene in the behavior.

scholarly journals Competency of Academic Nurse Educators

2020 ◽  
Vol 6 ◽  
pp. 237796082096938
Author(s):  
Miho Satoh ◽  
Akiko Fujimura ◽  
Naoko Sato
Keyword(s):  
Nursing Education ◽  
Online Survey ◽  
Nurse Educators ◽  
Response Rate ◽  
Least Squares Method ◽  
Academic Research ◽  
University Management ◽  
Cross Sectional ◽  
Research Activities ◽  
Academic Nurse Educators

Background In the face of a rapidly changing social environment and increasing demand for health care services, there is a global concern that academic nurse educators should have expert-level competencies and should improve the level of nursing education. Objective This study aimed to investigate the elements that constitute competency in academic nurse educators. Methods A cross-sectional self-completed online survey was conducted involving academic nurse educators working at universities in Japan. We invited 277 nursing universities to participate in the survey and to provide academic nurse educators with information about the research by contacting the dean of each university’s nursing department. In total, 372 educators completed the survey (response rate 4.03%), and after excluding those with incomplete data, 367 were analyzed (valid response rate 3.97%). The data were analyzed by exploratory-factor analysis, with the least-squares method and promax rotation performed. Results An exploratory analysis yielded five competency factors: “facilitating active learning,” “engaging in academic research activities,” “participating in university management,” “undertaking self-directed learning based on professional ethics,” and “practicing education autonomously.” Conclusions The competencies identified in the present study are essential for academic nurse educators, and the five factors are in accord with the findings of previous studies. Support systems for academic nursing educators should be established to improve their competencies comprehensively. However, further research is needed to develop the competencies of academic nurse educators into more comprehensive and sophisticated competencies.

scholarly journals Nursing Education Institutions’ Readiness to Fully Implement Simulation-Based Education in Lesotho

2021 ◽  
Vol 23 (1) ◽  
Author(s):  
Pule Solomon Moabi ◽  
Ntombifikile Gloria Mtshali
Keyword(s):  
Nursing Education ◽  
Nurse Educators ◽  
Major Influence ◽  
Chi Square ◽  
Qualified Personnel ◽  
The Social ◽  
Simulation Based ◽  
Competency Based ◽  
Quantitative Descriptive ◽  
The Relationship

The use of simulation learning in competency-based nursing education programmes is gaining momentum in an effort to ensure competency among graduates. Nursing education institutions are using various simulation methods, such as low, medium, and high fidelity. Simulation laboratories need to be manned by qualified personnel and the management of the institutions need to create an enabling environment for the implementation of simulation-based education. In Lesotho, nursing education institutions use improvised equipment and supplies, malfunctioning mannequins are not fixed timeously, and simulation laboratories are manned by educators who also conduct demonstrations and do student follow-ups in clinical areas. The aim of the study was to assess the readiness of the four private nursing education institutions in Lesotho to implement simulation-based education and to describe facilitators of and barriers to implementing simulation-based education. A quantitative, descriptive design was used, employing the Simulation Culture Organisational Readiness Survey questionnaire, with 63 nurse educators from the private nursing education institutions. Data were analysed using the Statistical Package for the Social Sciences version 27. Pearson’s Chi-square was used to assess the relationship between the variables of interest and frequency distribution was used to assess the distribution of responses. The results show that the institutions are moderately ready to implement simulation-based education (readiness score 134.2 to 136.8). Factors related to administration, management, and human resources have a major influence on institutions’ readiness. It is therefore concluded that management should motivate nurse educators to implement simulation-based education and also put policies in place in support of this.

Reliability of the Minimum Masking Level as Outcome Variable in Tinnitus Clinical Research

2020 ◽  
Vol 29 (3) ◽  
pp. 429-435
Author(s):  
Patricia C. Mancini ◽  
Richard S. Tyler ◽  
Hyung Jin Jun ◽  
Tang-Chuan Wang ◽  
Helena Ji ◽  
...  
Keyword(s):  
Standard Deviation ◽  
High Frequency ◽  
Pearson Correlation ◽  
Correlation Coefficients ◽  
Outcome Variable ◽  
Reliable Estimate ◽  
Moderate Correlation ◽  
Trained Subjects ◽  
The Relationship ◽  
Minimum Intensity

Purpose The minimum masking level (MML) is the minimum intensity of a stimulus required to just totally mask the tinnitus. Treatments aimed at reducing the tinnitus itself should attempt to measure the magnitude of the tinnitus. The objective of this study was to evaluate the reliability of the MML. Method Sample consisted of 59 tinnitus patients who reported stable tinnitus. We obtained MML measures on two visits, separated by about 2–3 weeks. We used two noise types: speech-shaped noise and high-frequency emphasis noise. We also investigated the relationship between the MML and tinnitus loudness estimates and the Tinnitus Handicap Questionnaire (THQ). Results There were differences across the different noise types. The within-session standard deviation averaged across subjects varied between 1.3 and 1.8 dB. Across the two sessions, the Pearson correlation coefficients, range was r = .84. There was a weak relationship between the dB SL MML and loudness, and between the MML and the THQ. A moderate correlation ( r = .44) was found between the THQ and loudness estimates. Conclusions We conclude that the dB SL MML can be a reliable estimate of tinnitus magnitude, with expected standard deviations in trained subjects of about 1.5 dB. It appears that the dB SL MML and loudness estimates are not closely related.

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