The essence analysis of ethical translator's competence

In this article the authors reveal the essence of the phenomenon of ethical competence of the future translator, because the challenges of nowadays require the approval of new conceptual trends related to the humanization of education. These tendencies become especially relevant in the humanities and pedagogical education, especially in philology. Modern higher education should not aim only at forming the necessary amount of professional knowledge, skills and abilities of the future philologist-translator or interpreter. It is required nowadays that the instrumental sphere of the personality of the graduate of the Faculty of Philology is closely combined with the development of motivational and value sphere, moral and ethical qualities, which in the synthesis provides a thorough professional and ethical training. The purpose of research is to analyze the essence of the phenomenon of ethical competence of the future translator, because the success of the future specialist – translator, his formation as a professional directly depends on the level of his professional and ethical training. In view of this, the realities of today require the intensification of pedagogical research aimed at studying the processes of formation and development of ethical competence in future translators. Results of research. Analysis of philosophical, psychological and pedagogical literature allows us to draw the following conclusions about the essence of the ethical component of the professional activity of a translator. First, the profession of translator performs an important social function. The translator in his professional activity is guided by two motives that have a purely moral and ethical character: internal, which is based on the moral consciousness of the individual, and external, which is based on the strength of the professional code of the specialist. Secondly, the study of the components of the professional competence of the translator led us to the system-forming nature of the personal component, which, in turn, breaks down into two components, one of which relates to the moral and ethical sphere of the specialist. Third, the review of research in the field of professional competence of a translator showed the lack of study of the analyzed problem, but pointed out the importance of its solution to ensure the appropriate level of professional activity of the translator. Fourth, a thorough component analysis of the professional competence of a specialist allowed us to determine the internal structure of ethical competence, which will consist of knowledge, skills, abilities and personal characteristics, i.e. those personal qualities necessary to ensure this competence. The above principles give us a reasonable basis for allocating the ethical component of the professional activity of a translator into an independent significant competence necessary for the successful performance of a professional's professional duties and meeting public needs.

A proposal of ethical competence model for cyber security organization

A proactive cyber security plan to safeguard confidential information and privacy still lacks initiatives to avoid frequent harmful attacks. Cybersecurity professionals must possess ethical competence and prove worthy of overseeing valuable information for efficient decision‐making since ethical competence is fundamental for daily practice. There is a need to define what it means to be ethically competent in the era of IR4.0. The previous competence models still lack consideration of both artificial intelligence (AI) and emotional intelligence (EI) skills. AI brings new opportunities to cyber security organizations that focus on AI skills related to cognitive Intelligence or intelligent quotient (IQ). EI, which refers to emotional quotient (EQ), is a good predictor of ethical competence as it can perceive and express emotions precisely to facilitate thought to understand and manage emotions. However, practically, most cyber security organizations focused on AI skills and disregarded EI skills' roles. This research proposes a cyber artemotional model that blends AI skills and EI skills for cyber security employees. This research would benefit cyber security organizations with cyber artemotional model as employees ethical competence assessment, and it is in line with the demand of IR4.0.

Nursing students’ experience of learning ethical competence and person-centred care through simulation

Background: Ethics is a difficult subject for nursing students to grasp and learn but, like person-centredness, it has an important role in the relationship between nurses and patients. Simulation has been found to be a suitable method for learning nursing procedures and actions, and the researchers wanted to explore whether it could be a suitable learning strategy for acquiring ethical skills, which are a prerequisite for delivering person-centred care. Aim: In response to the research question How can nursing students develop ethical competence through simulation? the study sought to consider how students could learn ethical reflection and decision making through simulated ethical dilemmas, and whether this could enhance their ability to deliver person-centred care. Design: The study was qualitative and exploratory, and based on students acting in scenarios representing general ethical dilemmas in nursing. There were four focus group interviews with nine nursing students in their second year, during their clinical practice. Students were recruited by self-selection. Data were transcribed and analysed using Graneheim and Lundman’s content analysis. Findings: The students gained experience through participation and acting in simulation exercises. The shared experience was a good starting point for guided reflection on ethical and tacit knowledge, and the acquired experience led to knowledge that is transferable to similar situations in clinical practice. Conclusion: This study shows that simulation is a valuable method for learning ethical reflection in nursing education. It found simulation to be suitable for developing ethical awareness that helps prepare nursing students to deliver person-centred practice. It has become a permanent learning strategy within nursing training at Nord University. Implications for practice: • Nursing students benefit from learning to practise critical ethical thinking as early as possible in order to become ethically aware and reflective during their training and later as nurses • Simulation is a valuable way to practise personal relationships with patients and colleagues • Simulated clinical scenarios improve competence in critical thinking and ethical conduct, and help prepare nurses to deliver person-centred practice. They can be used in all healthcare settings.

Expert nurses’ coping strategies in ethically challenging situations: a qualitative study

Background Nurses frequently encounter ethically challenging situations in everyday practice. In these situations, nurses often know an appropriate course of action to take but are unable to do so. Many studies have examined the ethically challenging situations faced by nurses, but how nurses cope with these situations is not well understood. Therefore, this study aims to explore the coping strategies used or adopted in ethically challenging situations by expert nurses in South Korea. Methods Participants were recruited via purposive sampling. Small group interviews were conducted with 26 expert registered nurses in a general hospital in South Korea. The data were analyzed using Giorgi’s descriptive phenomenological method. Results The essential theme of nurses’ experience of coping with ethically challenging situations was “being faithful to the nature of caring.” This essential theme comprised three themes: self-monitoring of ethical insensitivity, maintaining honesty, and actively acting as an advocate. Conclusions The findings of this study suggest that the coping strategies of expert nurses are mostly consistent with the attributes of ethical competence as previously defined in healthcare, and expert nurses can address ethically challenging situations in an effective and ethical manner by faithfully adhering to the spirit of caring. System-wide early counseling and interventions should be considered for nurses who have experienced ethical difficulties.

The application and deployment of welfare technology in Swedish municipal care: a qualitative study of procurement practices among municipal actors

Background Welfare technology has been launched as a concept to accelerate digital transformation in care services, but the deployment of these technologies is still hindered by organisational resistance, lack of infrastructure, and juridical and ethical issues. This paper investigates decision-making among municipal actors in the application and deployment of welfare technology from a procurement process perspective. The study explores the perceptions and negotiations involved in purchasing welfare technology at each stage of the procurement model, revealing the impact of technical, economic, juridical and ethical competence on the mapping, planning, procurement, implementation and management of welfare technology. Methods The study presents empirical findings from qualitative interviews conducted among municipal actors in Sweden. Semi-structured interviews were gathered in 2020 among procurement managers, IT managers, and managers in social administration in three different municipalities (n = 8). Content analysis and systematic categorisation were applied resulting in the division of procurement practices into sub-categories, generic categories and main categories. Results Challenges in the application and deployment of welfare technology occur at all stages of the procurement model. In mapping and planning, barriers are identified in the need analysis, requirement specification and market analysis. In the procurement stage, economic resources, standardisation and interoperability hinder the procurement process. Implementation and management are complicated by supplier assessment, legislation, cross-organisational collaboration and political strategy. Building on these findings, this study defines ‘procurement competence’ as consisting of technical, economic, juridical and ethical expertise in order to assess and evaluate welfare technology. Technical and ethical competence is needed in early stages of procurement, whereas juridical and economic competence relates to later stages of the model. Conclusions Procurement competence is associated with the application and deployment of welfare technology in (1) assessment of the end-user’s needs, (2) estimation of the costs and benefits of welfare technology and (3) management of juridical and legislative issues in data management. Economic and juridical decisions to purchase welfare technology are not value-neutral, but rather associated with socially shared understandings of technological possibilities in care provision. Optimisation of procurement processes requires a combination of capabilities to introduce, apply and deploy welfare technology that meets the demands and needs of end-users.

Identifying competencies for future graphic design graduates in Malaysia: A Delphi study

Traditionally, graphic design (GD) education focuses on the training of technical production skills to prepare graduates for entry-level employment. However, due to the new challenges and the expanding opportunities of emerging practices, GD graduates are expected to master a wide range of additional competencies beyond traditional scope. The study aims to identify the competencies required by future GD graduates in the context of Malaysia. A two-round modified Delphi technique was used to gain consensus from a panel of experts consisted of design educators and industry practitioners regarding the competencies needed by the graduates for effective work performance. A total of 108 competencies were generated. All accepted competencies were ranked ‘very important’ and ‘extremely important’ by at least 75 percent of the respondents in Round Two. These competencies could be classified into 29 subdomains under five components, i.e., cognitive competence, functional competence, personal competence, ethical competence, and meta-competencies. The findings of this study are useful for enhancing the education and employability of graphic designers as they provide a common vocabulary to relevant stakeholders about the standards of performance for new entrants to the GD profession.

Midwifery students' experiences of support for ethical competence

Background: Midwifery students are confronted with several ethical dilemmas and challenging situations during clinical midwifery care practice. Since ethical competence of midwifery students is under development, it is important to support the students’ learning progress of ethical issues from diverse viewpoints. Objective: From the perspective of didactics of caring science and the context of midwifery students, to explore how midwifery students’ experience supports for ethical competence in midwifery education and investigate how ethically challenging situations have been carried out during clinical midwifery care practice. Design: Qualitative, explorative and descriptive design with inductive nature. Methods: Focus group interviews with nine Swedish midwifery students. Hans-Georg Gadamer’s philosophical hermeneutics was applied to guide the interpretation. Ethical considerations: Ethical principles and scientific guidelines were followed. Informed consent was obtained from the participants. Confidentiality was respected and quotations anonymised. Results: Receiving support when ethically challenging situations occur in clinical midwifery practice is important and necessary. One main theme, such as support is a human and caring factor in the midwifery students’ Bildung process on ethical competence, and four subthemes, such as supporting through trust and responsibility; supporting through dignity and respect; supporting through truthfulness and justice; and supporting through dialogue and reflection, were created from the hermeneutical interpretation. Discussion: Teaching ethics should be carefully planned, consistent and continue throughout the midwifery education. There is dispersion in the pedagogy of ethical situations, the methods and perceptions associated with it, and in obtaining possible support for students. Developing well-experienced methods could benefit the support of midwifery students’ ethical competence when they experience ethically challenging situations in midwifery care practice.

Research of Ethical Competence of Future Doctors at Medical Universities

The article reveals a study of the ethical competence formation of students at medical universities. This competence includes theoretical knowledge of professional ethics, professional and ethical value orientations, moral and personal qualities and practical skills of a doctor in the professional activity. Formation of ethical competence provides for the doctor’s conscious ethical behavior in accordance with professional and ethical standards, as well as the need for professional and ethical self-improvement throughout life. The results of the study allowed to establish the availability of reserves to improve the quality of future doctors’ training and formation of their ethical competence. Taking into account the trends of globalization of the educational sphere, the impact of postmodernism on the formation and development of value orientations of student youth, the emergence of new forms of ethical values, etc., it is assumed that the this competence formation will be effective if at different stages of students’ training at medical universities there will be introduced pedagogical conditions that enhance functioning of the main subsystems of the educational process. These stages correspond to the peculiarities of students’ professional and personal development during different years of study and in view of their cognitive abilities. Experimental verification of the effectiveness of pedagogical conditions for the formation of future doctors’ ethical competence at medical universities confirmed the validity of the research hypothesis. At the same time summarizing of the research results revealed certain influence of the tendencies of traditionalism, universalism and pragmatic motives on the future doctors’ value-motivational sphere.

Assessment of ethical competence among clinical nurses in health facilities

Background: Ethical competence in nursing practice helps clinical nurses to think critically, analyse issues, make ethical decisions, solve ethical problems and behave ethically in their daily work. Thus, ethical competence contributes to the promotion of high-quality care. However, studies on ethical competence in Malawi are scanty. Objectives: The aim of this study was to explore ethical competence among clinical nurses in selected hospitals in Malawi. Methodology: A cross-sectional survey was conducted in four selected hospitals in Malawi with a sample of 271 clinical nurses. Data were collected using self-administered questionnaires, which included a Moral Competence Scale for Home Care Nurses. Descriptive statistics and logistic regression were computed for the dataset using STATA version 12.0. Ethical consideration: The study protocol complied with all ethical requirements and was approved by the College of Medicine Research Ethics Committee under the University of Malawi. Results: The clinical nurses in Malawi are ethically competent. However, there is a significantly high number (p < 0.05) of nurses 57% (n = 135) with low ethical competence. There was no significant association between respondents’ demographic variables and level of ethical competence (p > 0.05). Three determinants of high ethical competence level (strong will, judgement skills and recognition of discrepancy of intention) were identified through a reduced model after stepwise logistic regression analysis. Furthermore, results show that indicators of ethical competence include caring, confidentiality and observance of nurses dressing code. The study has also confirmed that the Moral Competence Scale for Home Care Nurses is a reliable tool to assess ethical competence in low-resource settings. Conclusion: The majority of nurses who completed the survey had low ethical competence. However, clinical nurses with high ethical competence level are required to competently manage complex ethical challenges in health facilities. Strategies for enhancing ethical competence such as continuing ethics education, establishment of ethics committees and provision of supportive supervision are recommended to enable nurses in Malawi attain a high level of ethical competence.