Beyond silos: An interprofessional, campus-wide ethics education program

2019 ◽  
Vol 26 (7-8) ◽  
pp. 2314-2324 ◽  
Author(s):  
Angela M Polczynski ◽  
Cathy L Rozmus ◽  
Nathan Carlin
Keyword(s):  
Decision Making ◽  
Ethics Education ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Health Science ◽  
Comfort Level ◽  
Practical Training ◽  
Science Center ◽  
Ethics Program ◽  
Health Science Center

Background: Ethics education is essential to the education of all healthcare professionals. The purpose of this study was to evaluate an interprofessional approach to ethics education to all students across an academic health science center. Research objectives: The objectives were to (1) compare student perception of ethics education before and after the implementation of the campus-wide ethics program and (2) determine changes in student ethical decision-making skills following implementation of a campus-wide ethics program. Research design: This study was a quasi-experimental design with seniors graduating prior to the intervention serving as the control group. Participants and research context: The setting was a comprehensive health science center in the southwestern United States. All students enrolled in the university participated in the intervention; however, 976 graduating students were used for evaluation of the intervention. Ethical considerations: Study materials for each survey were submitted to the university’s IRB, and the project was approved as exempt by the Committee for the Protection of Human Subjects. Student participation in the surveys was voluntary. No names or other identifying information were collected, and responses to the survey questions were kept confidential. Findings: Students’ perception of the adequacy of time spent on the ethics content in course instruction and practical training decreased from the baseline to the fifth-year survey. Students’ overall comfort level with their abilities to deal with ethical issues increased from the baseline to the fifth year. Student ethical decision-making skills were higher at the third-year evaluation for all indicators. For the fifth-year survey, responses were also higher scoring on all four indicators. Discussion: After participation in an interprofessional campus-wide effort on health professions ethics, students demonstrated higher ethical decision-making scores according to the Health Professional Ethics Rubric. However, their scores still did not reach the proficiency level identified in the rubric. Conclusion: Examination of the effectiveness of each part of the intervention is needed.

How far ethics education positively influences ethical decision making of the young lawyers in Kedah?

2007 ◽  
Vol 4 (2) ◽  
pp. 83
Author(s):  
Anida Mahmood ◽  
Haswira Nor Mohamad Hashim ◽  
Kamarul Ariffin Mansor
Keyword(s):  
Decision Making ◽  
Ethics Education ◽  
Ethical Decision ◽  
Current Practice ◽  
Ethical Decision Making ◽  
The State ◽  
Legal Ethics ◽  
Basic Premise ◽  
Law Faculty ◽  
Ethics Course

This paper was written based on part of the findings of a survey made on young lawyers who are practicing in the state of Kedah. Young lawyers are advocates and solicitors with less than seven y ears of active practice. The objective of this study is to determine what factors positively influenced young lawyers' ethical decision making. Data was collected from /33 young lawyers who are practicing in the state of Kedah between January - June 2006 through self-administered and close- end questionnaires. The finding suggests that knowledge in professional legal ethics gained at the law faculty, pupil age and short ethics course does not contribute much to the ethical decision making of the young lawyers. Moved by this finding. this paper attempts to discuss the current legal ethics education in Malaysia. The main contention of the writers is their firm belief that the current practice of professional legal ethics education in Malaysia is insufficient and far from being adequate in producing ethical lawyers. Therefore the writers have proposed for professional legal ethics education in Malaysia to be reformed and this proposal serves as the basic premise of this paper.

Effects of using standardized patients on nursing students’ moral skills

2020 ◽  
Vol 27 (7) ◽  
pp. 1587-1602
Author(s):  
Gulhan Erkus Kucukkelepce ◽  
Leyla Dinc ◽  
Melih Elcin
Keyword(s):  
Decision Making ◽  
Nursing Students ◽  
Moral Reasoning ◽  
Teaching Methods ◽  
Ethics Education ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Case Analysis ◽  
Standardized Patients ◽  
Moral Sensitivity

Background: Nurses and nursing students increasingly confront ethical problems in clinical practice. Moral sensitivity, moral reasoning, and ethical decision-making are therefore important skills throughout the nursing profession. Innovative teaching methods as part of the ethics training of nursing students help them acquire these fundamental skills. Aim: This study investigated the effects and potential benefits of using standardized patients in ethics education on nursing baccalaureate students’ moral sensitivity, moral reasoning, and ethical decision-making by comparing this method with in-class case analyses. Research design: This is a quasi-experimental study. Participants and research context: The sample comprised 89 students in Hacettepe University’s Faculty of Nursing. Following lectures describing the theoretical components of ethics, students were randomly assigned to two working groups, one using standardized patients and the other using in-class case analyses. Data were collected using the Moral Sensitivity Questionnaire, Rest’s Defining Issues Test, and the Nursing Dilemma Test. All data were analysed using IBM SPSS Statistics Version 23. Ethical considerations: Ethical approval and official permission were obtained. All participating students completed informed consent forms. Findings: According to the results, the moral sensitivity of students in the standardized patient group significantly improved over time compared to those in the case analysis group, while the mean scores of students in both groups for moral reasoning and ethical decision-making were not statistically significant. Conclusion: Based on our results, we recommend the use of both standardized patients and case analysis as appropriate teaching methods in ethics education.

Ethics for Students Means Knowing and Experiencing

2015 ◽  
pp. 153-178
Author(s):  
Cynthia Roberts ◽  
Carolyn D. Roper
Keyword(s):  
Decision Making ◽  
Ethical Behavior ◽  
Ethics Education ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Multiple Perspectives ◽  
Ethical Thought ◽  
Business Programs ◽  
Scholarly Literature ◽  
Potential Impact

There is growing interest in ethics education and the literature is replete with methods for approaching this complex and challenging subject. This chapter reviews the state of ethics education in business programs from infusion across the curriculum to standalone courses, the potential impact it may have on ethical behavior, and outlines several approaches to addressing ethics in the classroom. An instructional module in ethical decision making, grounded in scholarly literature, is presented. The authors discuss implications for practice and suggest utilizing several approaches from multiple perspectives to facilitate the development of ethical thought and action.

Ethics for Students Means Knowing and Experiencing

2015 ◽  
pp. 598-623
Author(s):  
Cynthia Roberts ◽  
Carolyn D. Roper
Keyword(s):  
Decision Making ◽  
Ethical Behavior ◽  
Ethics Education ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Multiple Perspectives ◽  
Ethical Thought ◽  
Business Programs ◽  
Scholarly Literature ◽  
Potential Impact

There is growing interest in ethics education and the literature is replete with methods for approaching this complex and challenging subject. This chapter reviews the state of ethics education in business programs from infusion across the curriculum to standalone courses, the potential impact it may have on ethical behavior, and outlines several approaches to addressing ethics in the classroom. An instructional module in ethical decision making, grounded in scholarly literature, is presented. The authors discuss implications for practice and suggest utilizing several approaches from multiple perspectives to facilitate the development of ethical thought and action.

Nursing Students’ Experience of Ethical Problems and Use of Ethical Decision-Making Models

2001 ◽  
Vol 8 (5) ◽  
pp. 432-447 ◽  
Author(s):  
Miriam E Cameron ◽  
Marjorie Schaffer ◽  
Hyeoun-Ae Park
Keyword(s):  
Decision Making ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Ethics Education ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Ethical Problem ◽  
Baccalaureate Nursing Students ◽  
Ethical Problems ◽  
Decision Making Model

Using a conceptual framework and method combining ethical enquiry and phenomenology, we asked 73 senior baccalaureate nursing students to answer two questions: (1) What is nursing students’ experience of an ethical problem involving nursing practice? and (2) What is nursing students’ experience of using an ethical decision-making model? Each student described one ethical problem, from which emerged five content categories, the largest being that involving health professionals (44%). The basic nature of the ethical problems consisted of the nursing students’ experience of conflict, resolution and rationale; 85% of the students stated that using an ethical decision-making model was helpful. Although additional research is needed, these findings have important implications for nursing ethics education and practice.

Exploring The Heart Ofethical Nursing Practice: implications for ethics education

2004 ◽  
Vol 11 (3) ◽  
pp. 240-253 ◽  
Author(s):  
Gweneth Doane ◽  
Bernadette Pauly ◽  
Helen Brown ◽  
Gladys McPherson
Keyword(s):  
Decision Making ◽  
Ethics Education ◽  
Ethical Decision ◽  
Nursing Practice ◽  
Ethical Decision Making ◽  
Student Nurses ◽  
Role Expectations ◽  
Direct Care ◽  
Ethical Practice ◽  
Educational Processes

The limitations of rational models of ethical decision making and the importance of nurses’ human involvement as moral agents is increasingly being emphasized in the nursing literature. However, little is known about how nurses involve themselves in ethical decision making and action or about educational processes that support such practice. A recent study that examined the meaning and enactment of ethical nursing practice for three groups of nurses (nurses in direct care positions, student nurses, and nurses in advanced practice positions) highlighted that humanly involved ethical nursing practice is also simultaneously a personal process and a socially mediated one. Of particular significance was the way in which differing role expectations and contexts shaped the nurses’ ethical practice. The study findings pointed to types of educative experiences that may help nurses to develop the knowledge and ability to live in and navigate their way through the complex, ambiguous and shifting terrain of ethical nursing practice.

Nursing Ethics Education: are we really delivering the good(s)?

2005 ◽  
Vol 12 (1) ◽  
pp. 5-18 ◽  
Author(s):  
Martin Woods
Keyword(s):  
Decision Making ◽  
Nurse Educators ◽  
Ethics Education ◽  
Ethical Decision ◽  
Nursing Practice ◽  
Ethical Decision Making ◽  
Student Nurses ◽  
Nursing Ethics ◽  
Research Projects ◽  
Current Health

The vast majority of research in nursing ethics over the last decade indicates that nurses may not be fully prepared to ‘deliver the good(s)’ for their patients, or to contribute appropriately in the wider current health care climate. When suitable research projects were evaluated for this article, one key question emerged: if nurses are educationally better prepared than ever before to exercise their ethical decision-making skills, why does research still indicate that the expected practice-based improvements remain elusive? Hence, a number of ideas gleaned from recent research about the current nature of nursing ethics, and especially teaching nursing ethics to student nurses, are analysed and critiqued in this article, which concludes with a cluster of ideas and conclusions based on that analysis. It is hoped that such a review may serve as a catalyst for nurse educators to re-examine their teaching practices with a view to enhancing good (i.e. ethical) nursing practice through educational means.

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