Midwifery students’ reactions to ethical dilemmas encountered in outpatient clinics

2020 ◽  
Vol 27 (7) ◽  
pp. 1542-1555
Author(s):  
Serap Ejder Apay ◽  
Ayşe Gürol ◽  
Elif Yağmur Gür ◽  
Sarah Church
Keyword(s):  
Decision Making ◽  
Focus Groups ◽  
Professional Ethics ◽  
Ethics Education ◽  
Moral Distress ◽  
Ethical Dilemmas ◽  
Empirical Studies ◽  
Intrauterine Device ◽  
Health Science ◽  
Written Information

Background: Midwives are required to make ethical decisions with the support of respective codes of professional ethics which provide a framework for decision making in clinical practice. While each midwife should be ethically aware and sensitive to the ever-changing issues within reproduction, few empirical studies have examined the views of student midwives in relation to reproductive ethical dilemmas. Objective: The aim of this study was to explore midwifery students’ reactions to a number of ethical dilemmas relating to women’s experiences of reproductive decision making. Design: A series of focus groups were conducted with midwifery students who were asked to discuss five culturally significant scenarios including issues of knowledge acquisition regarding methods of family planning, removal or insertion of an intrauterine device, and abortion. Setting: A University in Turkey was the setting for this study. Participants: Purposeful sampling was adopted which resulted in five focus groups with a total of 57 midwifery students. Ethical considerations: The study was reviewed and granted formal ethical approval by an ethical committee at the Faculty of Health Science in Atatürk University. The head of the Faculty of Health Science approved the investigation. The participants received both oral and written information about the study and they gave their consent. Results: Five themes were identified from the analysis of the focus group data related to all five scenarios. These themes were ‘the right to information’, ‘choice and protection’, ‘parental rights and welfare of the women’, ‘make a decision’ and ‘women rights and sexual abuse’. Conclusion: This study has shown that while students respected women’s choice, they also expressed great ambivalence in some situations when personal values conflict with dominant societal beliefs and professional ethics. A focus on ethics education to include human rights is suggested as a means to enable students to explore their own social-value judgements, and as a means to limit the possible development of ethical confusion and moral distress.

CO-ACTIVE COACHING SUPPORTING THE DEVELOPMENT OF SKILLS IN SOLVING ETHICAL DILEMMAS IN ACCOUNTING AND FINANCE-RELATED PROFESSIONS

2019 ◽  
Vol 20 (4) ◽  
pp. 23-44
Author(s):  
Janina Stankiewicz ◽  
Hanna Bortnowska ◽  
Patrycja Łychmus
Keyword(s):  
Decision Making ◽  
Market Economy ◽  
Ethical Dilemma ◽  
Professional Ethics ◽  
Ethical Dilemmas ◽  
Ethical Dimension ◽  
Coaching Session ◽  
Key Competencies ◽  
The Subject

In contemporary market economy, an increasing importance is attributed to the observance of ethics. The subject of considerations of researchers dealing with this issue is also the ethical dimension of professions, including those ones, which are related to accounting and finances. It is recognized the need to develop substantive and interpersonal competences, but also in the field of professional ethics. The aim of the article is: 1) to demonstrate that co-active coaching is a particularly useful tool for developing skills to solve ethical dilemmas among employees working in accounting and finance; 2) to present the key competencies of a co-active coach, with particular emphasis on the ability to ask questions facilitating analysis and decision-making for the coachee when facing an ethical dilemma; 3) to present the stages of a coaching session supporting the development of skills to solve ethical dilemma common among professionals whose job relates to accounting and finance using the GROW model, plus to indicate selected questions recommended in each of these stages. It was achieved on the basis of the results of the analysis of the literature of the subject.

Preparing Rehabilitation Counselors to Deal with Ethical Dilemmas

1991 ◽  
Vol 22 (1) ◽  
pp. 30-33 ◽  
Author(s):  
Carolyn A. Wilson ◽  
Stanford E. Rubin ◽  
Richard P. Millard
Keyword(s):  
Decision Making ◽  
Ethics Education ◽  
Ethical Decision Making ◽  
Ethical Dilemmas ◽  
Codes Of Ethics ◽  
Rehabilitation Counselors ◽  
Management Decision ◽  
Ethical Conflicts ◽  
Management Decision Making ◽  
Service Training

Teaching rehabilitation counselors a systematic approach for resolving ethical dilemmas is one purpose of ethics education in rehabilitation. The influence of ethical principles on rehabilitation counseling as a profession and upon case management decision making is examined in this article. Codes of ethics are assessed as guides for resolving ethical conflicts. Finally, an in-service training program for teaching critical analytical ethical decision making skills is described.

scholarly journals Nurses’ contributions to the resolution of ethical dilemmas in practice

2017 ◽  
Vol 25 (2) ◽  
pp. 230-242 ◽  
Author(s):  
Nichola Ann Barlow ◽  
Janet Hargreaves ◽  
Warren P Gillibrand
Keyword(s):  
Decision Making ◽  
Ethical Decision ◽  
Moral Distress ◽  
Ethical Decision Making ◽  
Ethical Dilemmas ◽  
Treatment Options ◽  
District General Hospital ◽  
Professional Relationships ◽  
Structured Interviews ◽  
Acute Care Nurses

Background: Complex and expensive treatment options have increased the frequency and emphasis of ethical decision-making in healthcare. In order to meet these challenges effectively, we need to identify how nurses contribute the resolution of these dilemmas. Aims: To identify the values, beliefs and contextual influences that inform decision-making. To identify the contribution made by nurses in achieving the resolution of ethical dilemmas in practice. Design: An interpretive exploratory study was undertaken, 11 registered acute care nurses working in a district general hospital in England were interviewed, using semi-structured interviews. In-depth content analysis of the data was undertaken via NVivo coding and thematic identification. Participants and context: Participants were interviewed about their contribution to the resolution of ethical dilemmas within the context of working in an acute hospital ward. Participants were recruited from all settings working with patients of any age and any diagnosis. Ethical considerations: Ethical approval was obtained from the local National Research Ethics Committee. Findings: Four major themes emerged: ‘best for the patient’, ‘accountability’, ‘collaboration and conflict’ and ‘concern for others’. Moral distress was also evident in the literature and findings, with moral dissonance recognised and articulated by more experienced nurses. The relatively small, single-site sample may not account for the effects of organisational culture on the results; the findings suggested that professional relationships were key to resolving ethical dilemmas. Discussion: Nurses use their moral reasoning based on their beliefs and values when faced with ethical dilemmas. Subsequent actions are mediated though ethical decision-making frames of reference including deontology, consequentialism, the ethics of care and virtue ethics. Nurses use these in contributing to the resolution of these dilemmas. Nurses require the skills to develop and maintain professional relationships for addressing ethical dilemmas and to engage with political and organisational macro- and micro-decision-making. Conclusion: Nurses’ professional relationships are central to nurses’ contributions to the resolution of ethical dilemmas.

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.

In Case You Didn't Know

2015 ◽  
pp. 224-249
Author(s):  
Zhanna Bagdasarov ◽  
Alexandra E. MacDougall ◽  
James F. Johnson ◽  
Michael D. Mumford
Keyword(s):  
Decision Making ◽  
Ethics Education ◽  
Ethical Decision Making ◽  
Empirical Studies ◽  
Ethics Training ◽  
Approach To Learning ◽  
Optimal Methods ◽  
New Evidence ◽  
Case Development ◽  
Case Based

The case-based approach to learning and instruction has been employed across multiple disciplines, including ethics education, and advocated for its effectiveness. Despite the widespread use of cases, there remain questions regarding optimal methods for case construction and presentation in order to facilitate knowledge acquisition, ethical decision making (EDM), and the transfer of learned material. Several empirical studies were conducted over the course of three years (2010-2013) in an attempt to shed some light on these topics. This chapter's purpose is three-fold. First, it provides a brief overview of the literature regarding case development. Second, it describes the new studies in this arena with respect to ethics case construction. Third, the chapter culminates in specific recommendations for case-based ethics training for young scholars and professionals in light of the new evidence.

The Role of Ethical Decision-Making Frameworks in Education and Practice for Professional Accountants

2018 ◽  
Vol 15 ◽  
pp. 99-132
Author(s):  
Lawrence P. Kalbers ◽  
Arthur Gross-Schaefer ◽  
Keyword(s):  
Decision Making ◽  
Ethics Education ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Mission Statement ◽  
Ethical Dilemmas ◽  
The United States ◽  
Professional Standards ◽  
Future Research ◽  
Decision Making Framework

In the aftermath of the accounting scandals of the early 2000s, the accounting profession experienced increased legislation and rules regulating ethical behavior of professional accountants and accounting firms. This paper considers ethics education for professional accountants (particularly Certified Public Accountants (CPAs)) and concludes that there is a need for a broader, principles-based approach to continuing professional ethics (CPE) in the United States. This conclusion is supported by the recent trend toward principles-based global ethics standards and a review of the current professional standards and CPE requirements for ethics education for CPAs. We present tools, such as listing core values, creation of a personal mission statement, and the utilization of a comprehensive ethical decision-making framework, that can be incorporated into ethics CPE courses for CPAs, ethics education in academic programs, and ethical decisions in practice. We also present results from a survey about ethical dilemmas distributed to a sample of CPAs taking CPE ethics courses. Consistent with our expectations, we find that for ethical dilemmas in which professional standards more clearly apply and the facts were less ambiguous, the CPAs in the sample responded with higher average levels of ethicality and more agreement than for ethical dilemmas when professional standards were not as applicable and facts were more ambiguous. Finally, the paper demonstrates how a comprehensive ethical decision-making framework may be applied to ethical dilemmas, particularly those that cannot be satisfactorily resolved using a rulesbased approach and makes recommendations for future research.

scholarly journals THOUGHTS ON ENGINEERING ETHICS EDUCATION IN CANADA

2013 ◽  
Author(s):  
Andrew Roncin
Keyword(s):  
Professional Ethics ◽  
Ethics Education ◽  
Ethical Dilemmas ◽  
Codes Of Conduct ◽  
Engineering Ethics ◽  
Ethical Conflicts ◽  
Engineering Ethics Education ◽  
The Impact

The purpose of this paper is to summarize current research in engineering ethics education and interpret it within the Canadian engineering and accreditation context. Outcome 3.1.10 of the Canadian Engineering Accreditation Board is that upon graduation students have an "ability to apply professional ethics, accountability, and equity". Yet teaching students to memorize a few canons and acts does little to help them recognize and resolve ethical conflicts effectively. The ability to apply their knowledge implies that students have had practice recognize ethical conflicts, interpret the positions of stakeholders, and designing solutions that address the myriad of ethical viewpoints that stakeholders may have. Our engineering acts, bylaws, and codes of conduct affirm that Engineering is about more than just crunching numbers, it is about serving the needs of society and creating solutions that work. In order to learn this, young engineers need opportunities to experience, explore, and resolve ethical dilemmas and in doing so develop a deeper understanding of the impact of engineering on society.

scholarly journals Dilema Etika pada Akuntan – Sebuah Studi Persepsi Mahasiswa Akuntansi

2017 ◽  
Vol 4 (2) ◽  
pp. 159-172
Author(s):  
Dwi Marlina Wijayanti ◽  
Frisky Jeremi Kasingku ◽  
Risa Rukmana
Keyword(s):  
Decision Making ◽  
Moral Development ◽  
Undergraduate Students ◽  
Ethics Education ◽  
Ethical Dilemmas ◽  
Moral Dilemmas ◽  
Chi Square ◽  
Internal Factors ◽  
Postgraduate Students ◽  
Level Of Education

Internal factors play an important role in decision making, especially under conditions of a dilemma. Therefore, we examined the internal factors of individuals consisting of gender, age, and level of education in the deliberations and decision-making when faced with ethical dilemmas. This study used a survey by Aluchna & Mikolajczyk (2013) and Eweje & Brunon (2010) to collect data. 106 students who were respondents in this study were divided into 87 undergraduate students and 19 postgraduate students. Hypothesis testing used was nonparametric chi-square test to see the differences in the perception of respondents. As a result, women were more often indicate or face the ethical dilemma rather than in men. Age did not affect the attitude when it was faced with moral dilemmas for the development of the higher age of respondents, where it is not necessarily better than the moral development of the respondents with a younger age. There was no different in perception between age and level of education to ethical dilemmas. Practical contribution of this research was taken into consideration by the personnel manager when recruiting human resources and become knowledgeable in instilling ethics education from an early age, so that the moral development of the individual can arrive at the highest stage.

In Case You Didn't Know

2015 ◽  
pp. 1480-1505
Author(s):  
Zhanna Bagdasarov ◽  
Alexandra E. MacDougall ◽  
James F. Johnson ◽  
Michael D. Mumford
Keyword(s):  
Decision Making ◽  
Ethics Education ◽  
Ethical Decision Making ◽  
Empirical Studies ◽  
Ethics Training ◽  
Approach To Learning ◽  
Optimal Methods ◽  
New Evidence ◽  
Case Development ◽  
Case Based

The case-based approach to learning and instruction has been employed across multiple disciplines, including ethics education, and advocated for its effectiveness. Despite the widespread use of cases, there remain questions regarding optimal methods for case construction and presentation in order to facilitate knowledge acquisition, ethical decision making (EDM), and the transfer of learned material. Several empirical studies were conducted over the course of three years (2010-2013) in an attempt to shed some light on these topics. This chapter's purpose is three-fold. First, it provides a brief overview of the literature regarding case development. Second, it describes the new studies in this arena with respect to ethics case construction. Third, the chapter culminates in specific recommendations for case-based ethics training for young scholars and professionals in light of the new evidence.

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