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Journal articles on the topic 'Education ethics'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

Shetty, Pushpa. "Ethical Leadership: Need for Business Ethics Education." International Journal of Advances in Management and Economics 1, no. 1 (2012): 14–19. http://dx.doi.org/10.31270/ijame01012012/03.

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2

Piryani, R. M. "Medical ethics education." Journal of Chitwan Medical College 5, no. 1 (2015): 1. http://dx.doi.org/10.3126/jcmc.v5i1.12557.

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Ethics education is essential for everyone but indispensable for health care professionals. Health care professionals must strive for excellence as much as possible. The moral duty of health care professionals is to do the best for their patients and take healthcare decision based on evidence and clinical, technical and ethical ground. However, most of the times ethical aspects are either ignored, undermined or overlooked. There seems to be some gap in teaching and learning and its application in practice. The fundamental idea to teach medical ethics at undergraduate level is to sow the seeds to ethics at an early stage in the minds of health care professionals to deliver excellent health care to the community. All religions prescribe ethical and moral behaviour and thought for their followers. Hinduism through Bhagwat Gita preaches karma as the only dharma, Islam speaks of Khuluq, Buddhism of the 10 meritorious deeds, Jainism of three ratnas, Christianity of service and stewardship. Let’s invest our efforts in enhancing medical ethics education in our institutions besides technical education and produce quality healthcare professionals who can take healthcare decision based on evidence, and clinical, technical and ethical ground.DOI: http://dx.doi.org/10.3126/jcmc.v5i1.12557

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3

Zhu, Qin. "Engineering ethics education, ethical leadership, and Confucian ethics." International Journal of Ethics Education 3, no. 2 (2018): 169–79. http://dx.doi.org/10.1007/s40889-018-0054-6.

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4

Dr. A. Kumar, Dr A. Kumar, and Dr Saroj Vats. "Reinforcement of Ethics in Education." Global Journal For Research Analysis 3, no. 4 (2012): 101–3. http://dx.doi.org/10.15373/22778160/apr2014/34.

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5

Birkelund, Regner. "Ethics and Education." Nursing Ethics 7, no. 6 (2000): 473–80. http://dx.doi.org/10.1177/096973300000700603.

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In the debate concerning the education of nurses that is currently taking place in Denmark, two widely differing views are apparent regarding the best way of training nurses such that the ethical aspect of their work is adequately considered. The first of these is based on the premise that practical care is fundamental to and justified by theories on nursing, care and ethics, which is why the theoretical part of nurse education deserves a higher priority. The second view is based on the premise that social care cannot be taught by means of theories, but can be learnt only through practice. The master-apprentice principle of ancient Greece is stressed in connection with this as being a viable alternative to the theoretical model of education. These two very different views can be traced back to Plato’s and Aristotle’s ideas on ethics and teaching respectively; indeed, those engaged in the debate make specific reference to these philosophers. In Denmark, a third fundamental viewpoint exists, known as ‘ontological ethics’. Phenomenologist KE Løgstrup is one of the best-known representatives of this view. Basing the line of argument on Løgstrup’s ethics and the view of education associated with this, this article questions the relevance of ancient Greek thought to today’s world by illustrating a number of problems that are connected with the theoretical model of nurse education and with the master-apprentice principle. Løgstrup associates ethics with the aesthetic principle that ‘the useless is the most useful’ in human life and with the view we also see in Kierkegaard’s and NFS Grundtvig’s writings that ethics can be imparted only by indirect means. Løgstrup bases his understanding of ethics on the Judaeo-Christian concept of Genesis and the view that human beings were created with an ethical potential that is best nourished by aesthetic impressions.

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Vig, Elizabeth K., and Susan E. Merel. "Ethics Education During Palliative Medicine Fellowship." American Journal of Hospice and Palliative Medicine® 36, no. 12 (2019): 1076–80. http://dx.doi.org/10.1177/1049909119864300.

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Background: Palliative care clinicians frequently encounter situations in which there are ethical dilemmas about the right thing to do. Palliative medicine fellowships are required to include education about ethics. Our fellowship increased fellows’ ethics education through monthly didactics, lectures in a professional development series, and a month-long ethics rotation. Methods: We sought input from graduates of our palliative medicine fellowship about the content and amount of the ethics education they received. Fellowship graduates were invited via e-mail to complete an online survey about the ethics education they received during fellowship. They were asked questions about their work environment, frequency with which they encounter ethical dilemmas, their perspectives on the ethics content, the amount of ethics education they received during fellowship, and their input on ways to improve the ethics education within the fellowship. Results: Twenty-eight (82%) of 34 fellowship graduates completed the survey; 93% noted that they encounter ethical dilemmas in their work, with half encountering these on a daily or weekly basis, and 86% noted that colleagues ask them questions about ethics because of their palliative medicine training. None responded that they had received too much ethics education. Fellowship graduates identified ethics content that has been useful since completing fellowship and suggested ways to improve ethics education for future fellows. Conclusion: Graduates of a palliative medicine fellowship encounter ethical dilemmas often and frequently are asked questions about ethics. Palliative medicine fellowships may want to examine their ethics curriculum to ensure that graduating fellows are learning about relevant ethics topics and are comfortable discussing ethical dilemmas with others.

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7

Brooks, Brian. "Ethics and Legal Education." Victoria University of Wellington Law Review 28, no. 1 (1998): 157. http://dx.doi.org/10.26686/vuwlr.v28i1.6089.

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The submission of the report by Brent Cotter QC and Christopher Roper on Education and Training in Ethics and Professional Responsibility to the New Zealand Law Society in 1994 highlighted the need for a concerted effort to inculcate ethical know-how into the profession at all stages of their education and practice. In this article Professor Brooks surveys the place of ethics in law teaching today and ponders the many problems surrounding the teaching of ethics in the university environment. He argues that the teaching of ethics needs to focus on the process and context of ethics rather than focussing on the rule based modfel which some commentators advocate.

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Nishiyama, M. "Ethics Education." Concrete Journal 57, no. 2 (2019): 113. http://dx.doi.org/10.3151/coj.57.2_113.

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9

Lipman, Hannah I. "Ethics Education." American Journal of Geriatric Cardiology 16, no. 4 (2007): 255–56. http://dx.doi.org/10.1111/j.1076-7460.2007.06201.x.

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10

Gallagher, Ann. "Ethics education." Nursing Ethics 21, no. 6 (2014): 635–36. http://dx.doi.org/10.1177/0969733014543880.

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Meade, Elizabeth, and Suzanne Weaver. "Ethics Education." Professional Ethics, A Multidisciplinary Journal 8, no. 1 (2000): 51–62. http://dx.doi.org/10.5840/profethics2000812.

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Hejase, Hussein J., and Hassana Tabch. "Ethics education." International Journal of Islamic and Middle Eastern Finance and Management 5, no. 2 (2012): 116–33. http://dx.doi.org/10.1108/17538391211233416.

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Dingle, Arden D., and Margaret L. Stuber. "Ethics Education." Child and Adolescent Psychiatric Clinics of North America 17, no. 1 (2008): 187–207. http://dx.doi.org/10.1016/j.chc.2007.07.009.

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Floyd, Larry A., Feng Xu, Ryan Atkins, and Cam Caldwell. "Ethical Outcomes and Business Ethics: Toward Improving Business Ethics Education." Journal of Business Ethics 117, no. 4 (2013): 753–76. http://dx.doi.org/10.1007/s10551-013-1717-z.

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Joyce, Kelly Ann, Kendall Darfler, Dalton George, Jason Ludwig, and Kristene Unsworth. "Engaging STEM Ethics Education." Engaging Science, Technology, and Society 4 (March 1, 2018): 1. http://dx.doi.org/10.17351/ests2018.221.

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The automation of knowledge via algorithms, code and big data has brought new ethical concerns that computer scientists and engineers are not yet trained to identify or mediate. We present our experience of using original research to develop scenarios to explore how STS scholars can produce materials that facilitate ethics education in computer science, data science, and software engineering. STS scholars are uniquely trained to investigate the societal context of science and technology as well as the meaning STEM researchers attach to their day-to-day work practices. In this project, we use a collaborative, co-constitutive method of doing ethics education that focuses on building an ethical framework based on empirical practices, highlighting two issues in particular: data validity and the relations between data and inequalities. Through data-grounded scenario writing, we demonstrate how STS scholars and other social scientists can apply their expertise to the production of educational materials to spark broad ranging discussions that explore the connections between values, ethics, STEM, politics, and social contexts.

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D. Keiser, John. "Business Ethics and Ethics Education in American Business Programs." Competitio 7, no. 2 (2008): 195–200. http://dx.doi.org/10.21845/comp/2008/2/13.

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This essay presents an overview of what American business programs cover in their curricula regarding ethics and the reasons behind teaching ethics-related material to business students. Topics for the paperinclude; requirements for having ethics in the curricula, broad perspectives of what constitutes ethical business practices, and the difference between professional ethics and business ethics. Journal of Economic Literature (JEL) classification: M14, A20

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Moorthy PhD, Ravichandran, and Gabriel Tyoyila Akwen. "Environmental Ethics through Value-Based Education." Bangladesh Journal of Bioethics 11, no. 2 (2020): 1–9. http://dx.doi.org/10.3329/bioethics.v11i2.49257.

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Environmental ethics is the subject in philosophy that examines the moral relationship of human beings to the environment and its non-human species. It concerns human’s ethical relationship with the natural environment. The central question concerning environmental ethics is essentially – what is human being’s moral obligation concerning the natural environment? The paper will firstly provide a review of the ethical relations of humans and the environment, secondly examine how value-based education can assist in inculcating environmental ethics among learners.

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Kennedy, Anggi Ayu Septi, and Lisa Martiah Nila Puspita. "SENSITIVITAS ETIS DAN PERTIMBANGAN ETIS MAHASISWA AKUNTANSI BERDASARKAN PENDIDIKAN ETIKA AKUNTANSI." Jurnal Akuntansi 8, no. 2 (2019): 111–22. http://dx.doi.org/10.33369/j.akuntansi.8.2.111-122.

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This study examined the differences between ethical sensitivity and ethical judgement by students based on their knowledge of accounting ethics education. A total of 40 accounting students attended accounting ethics education in University of Bengkulu responded to questionnaire and another 43 students who does not complete an accounting ethics education were included for comparative purpose. Statistical analysis reveals that students who attended an accounting ethics education improved significantly in their ethical sensitivity and ability to made an ethical judgement compared to students who does not attended the accounting ethics education. Females students got more benefit from an accounting ethics education and increased their ability to made ethical judgement compared to male students, but in contrast, between male students and female students who attended accounting ethics education has no difference in terms of their ethical sensitivity.Key words: Ethical sensitivity, ethical judgement, accounting ethics education

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Vodenitcharova, Alexandrina, Nikoleta Leventi, and Kristina Popova. "STUDENTS ATTITUDE TOWARDS MEDICAL ETHICS EDUCATION." CBU International Conference Proceedings 7 (September 30, 2019): 853–57. http://dx.doi.org/10.12955/cbup.v7.1466.

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Medical ethics (ME) and bioethics education are integrated in many medical schools, as a discipline, which aims to help future doctors to recognize ethical issues in healthcare and develop ethical decision-making skills. The main purpose of this paper was to explore students’ attitude towards medical ethics and bioethics, as a course of their education curriculum in the Medical University of Sofia in Bulgaria. The goal was to find out students expectations for the contribution of the acquired knowledge to reflect upon the ethical dimensions and human rights considerations of medicine, healthcare and science after the end of their ME course. A paper questionnaire was distributed to medical students with a letter indicating the purpose of the study. All the students were anonymous and voluntarily participated in the survey. Completed questionnaires were received from 344 medical students. According to the results, the majority (94%) of the participants are familiar with the principles of medical ethics and bioethics and supports (86%) the necessity of studying Medical ethics. Most of the students (87%) think that medical ethics education will help them in their future work and believe (86%) that this course will improve their professionalism, while their opinion (70%) is that medical ethics will lead to effectively co-working with other medical professionals.

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20

Görgülü, Refia Selma, and Leyla Dinç. "Ethics in Turkish Nursing Education Programs." Nursing Ethics 14, no. 6 (2007): 741–52. http://dx.doi.org/10.1177/0969733007082114.

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This descriptive study investigated the current status of ethics instruction in Turkish nursing education programs. The sample for this study comprised 39 nursing schools, which represented 51% of all nursing schools in Turkey. Data were collected through a postal questionnaire. The results revealed that 18 of these nursing schools incorporated an ethics course into undergraduate and three into graduate level programs. Most of the educators focused on the basic concepts of ethics, deontological theory, ethical principles, ethical problems in health care, patient rights and codes of ethics for nurses. More than half of the educators believed that students' theoretical knowledge of ethics is applied to their clinical experiences. The teaching methods used included discussion in class, lectures, case studies, small group discussion, dramatization and demonstration. Assessment was carried out by means of written essays and written examinations.

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Gonzalez Blasco, Pablo, Graziela Moreto, Marco Aurelio Janaudis, Maria Auxiliadora De Benedetto, Maria Teresa Delgado-Marroquín, and Rogelio Altiseri. "Educating Emotions to Promote Ethics Education." Persona y Bioética 17, no. 1 (2013): 28–48. http://dx.doi.org/10.5294/pebi.2013.17.1.2.

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22

Butler, Joy, David P. Burns, and Claire Robson. "Dodgeball: Inadvertently teaching oppression in physical and health education." European Physical Education Review 27, no. 1 (2020): 27–40. http://dx.doi.org/10.1177/1356336x20915936.

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Though students can learn a great deal about ethics as they play sport, the authors of this article ask what, exactly, they learn from playing dodgeball. As they look beyond the usual arguments offered for and against the teaching of the game, they view it through three ethical lenses: the ethic of care, the ethic of anti-oppressive education, and the ethics of virtue. They conclude that in terms of modelling, confirming, and practising caring behaviours, or offering opportunities to discuss and process what might be considered fair, dodgeball can be considered miseducative. They further argue that the hidden curriculum of dodgeball reinforces the five faces of oppression defined by the feminist theorist Iris Young as marginalization, powerlessness, and the helplessness of those perceived as weaker individuals through the exercise of violence and dominance by those who are considered more powerful. They conclude that the playing of dodgeball habituates the practice of aggression and fails to contribute positively to an ethical education.

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23

Ledwith, Matthew C., Ross A. Jackson, Amanda M. Reboulet, and Thomas P. Talafuse. "Ethics and Education." International Journal of Responsible Leadership and Ethical Decision-Making 1, no. 1 (2019): 25–37. http://dx.doi.org/10.4018/ijrledm.2019010103.

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Education is a frequent area of concern when attempting to improve organizational performance. In this paper, absorbing Markov chains were used to assess education levels of civil servants within Air Force Materiel Command (AFMC). The results suggest that AFMC will have 47% of its workforce with an advanced, college degree by the year 2030. Given an increasingly educated workforce within AFMC, ethical implications for management strategy were explored. Specifically, the authors examined the ethics of managing a highly-educated workforce in ways which are procedurally similar to those used for a workforce which was historically less educated. Through a thematic bifurcation, ethical solutions were presented which will either provide more autonomy for the highly-educated workforce or attempt to change the internal credentialing process so that the current management strategies are aligned to a more appropriately-educated workforce.

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Martinez, Serge A. "Currents in Contemporary Ethics: Reforming Medical Ethics Education." Journal of Law, Medicine & Ethics 30, no. 3 (2002): 452–54. http://dx.doi.org/10.1111/j.1748-720x.2002.tb00415.x.

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Biomedical advances of the past 20 years have stimulated a renewed interest in medical ethics. Transplantation of multiple human organs, implantation of artificial devices, advances in genetics, and stem cell research are a few of the medical procedures and discoveries that have awakened in both professionals and the public an awareness that medical discoveries often raise important ethical and societal issues. Today, members of the medical profession face issues that did not seem so pressing to their predecessors, and physician conduct in response to many of these issues involves decision-making based on ethical principles. Issues of informed consent, gifts from pharmaceutical companies, and patient rights to privacy were not of great concern to most physicians a generation ago. However, these and other topics that involve a physician's ethical conduct have become increasingly pertinent to the practice of medicine.A renewed emphasis on ethics has been voiced by leaders in the field of medicine.

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Stirrat, Gordon M. "Education in ethics." Clinics in Perinatology 30, no. 1 (2003): 1–15. http://dx.doi.org/10.1016/s0095-5108(02)00086-6.

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Rivera, Isaias. "Business ethics education." Journal of Governance and Regulation 4, no. 4 (2015): 476–85. http://dx.doi.org/10.22495/jgr_v4_i4_c4_p5.

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This paper makes the review of the literature dedicated to relevant social issues that have been addressed by business practices and the business ethics literature, especially during the past century. The review of practical literature is undertaken from the perspective of the practitioner and demonstrates that the business ethics literature has been lax in the sense that it mostly addresses specific managerial problems and personal ethics within the business environment.

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Miles, S. H., L. W. Lane, J. Bickel, R. M. Walker, and C. K. Cassel. "Medical ethics education." Academic Medicine 64, no. 12 (1989): 705–14. http://dx.doi.org/10.1097/00001888-198912000-00004.

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Gillon, R. "Medical ethics education." Journal of Medical Ethics 13, no. 3 (1987): 115–16. http://dx.doi.org/10.1136/jme.13.3.115.

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29

LeBlanc, G. "Ethics and education." Canadian Medical Association Journal 171, no. 5 (2004): 485–86. http://dx.doi.org/10.1503/cmaj.1040332.

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30

Miller, Ralph M. "Ethics, development, education." Prospects 18, no. 4 (1988): 443–58. http://dx.doi.org/10.1007/bf02196014.

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Hall, Judy E. "Gender-related ethical dilemmas and ethics education." Professional Psychology: Research and Practice 18, no. 6 (1987): 573–79. http://dx.doi.org/10.1037/0735-7028.18.6.573.

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32

Thomas, Stuart. "Ethics and Accounting Education." Issues in Accounting Education 27, no. 2 (2012): 399–418. http://dx.doi.org/10.2308/iace-50119.

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ABSTRACT The current study investigates how a university accounting education affects the rationales used by accounting and first-year business students in making ethical decisions, the level of deliberative reasoning they employ, and their ethical decisions. Senior accounting students (with approximately four accounting courses to complete) were found to exhibit higher deliberative reasoning, make more frequent use of post-conventional modes of deliberative reasoning, and make more ethical decisions than first-year accounting students. These results suggest that a university accounting education has a positive effect on deliberative reasoning, on the use of post-conventional modes of deliberative reasoning, and on ethical decisions. There was no difference between the level of deliberative reasoning and ethical decisions of first-year accounting and first-year business students, but there were differences in their modes of deliberative reasoning. These results suggest that first-year accounting and first-year business students may make ethical decisions differently, implying the need for a different emphasis when teaching ethics to these two groups of students.

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Lee, Won, Sungkyoung Choi, Sujeong Kim, and Ari Min. "A Case-Centered Approach to Nursing Ethics Education: A Qualitative Study." International Journal of Environmental Research and Public Health 17, no. 21 (2020): 7748. http://dx.doi.org/10.3390/ijerph17217748.

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Nurses deal with ethical decisions as they protect patients’ rights, but a consensus on effective approaches to nursing ethics education is lacking. The “four topics” method can facilitate decision-making when nurses experience ethical dilemmas in practice. This study aimed to describe nursing students’ perspectives on and experiences of a case-centered approach to nursing ethics education using the four topics method. This qualitative study consisted of two phases. First, we delivered case-centered nursing ethics education sessions to nursing students using the four topics method. Then, we conducted two focus group discussions that explored students’ perspectives on and experiences of nursing ethics education. Data were analyzed using conventional content analysis. Four themes were identified: the importance of ethics education as perceived by nursing students, problems in current nursing ethics education, the experience of case-centered nursing ethics education using the four topics approach, and suggestions for improving nursing ethics education. The case-centered approach using the four topics method is effective in enhancing nursing students’ nursing ethics ability. It is crucial to understand that nursing students would like to set up their own ethical standards and philosophy. Continuous efforts to encourage students’ participation and to provide ethical reflection opportunities during clinical practice are needed to better connect theory with clinical practice.

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Krč, Miroslav. "Codes of Ethics and Their Place in Education." Acta Technologica Dubnicae 5, no. 3 (2015): 1–10. http://dx.doi.org/10.1515/atd-2015-0067.

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AbstractThe paper deals with the place of codes of ethics within the system of ethical work. In schools in Olomouc district, we analyzed whether they use codes of ethics and how they deal with them. In this region, there are 153 schools and the sample consisted of 80 schools. The research problem was set whether the teaching profession needs its own code of ethics. The advantages of a mandatory code of ethics or a generated code as their own initiative are analyzed here. The research results indicate that the best way is to provide schools a sample code of ethics and let them adapt it to their specific conditions. The research has been mixed, it includes a quantitative research that describes phenomena using variables and qualitative research interpreting the respondents' views on the relation of ethics and professional conduct. The greatest lack a code of ethics was found in secondary vocational schools. Secondary grammar schools usually treated ethical codes. In most European countries, it represents one of the curriculum options in ethical education.

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35

이경원. "Restorative education and moral education: Healing through restorative education." KOREAN ELEMENTARY MORAL EDUCATION SOCIETY ll, no. 65 (2019): 339–62. http://dx.doi.org/10.17282/ethics.2019..65.339.

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Williams, Tom, Qin Zhu, and Daniel Grollman. "An Experimental Ethics Approach to Robot Ethics Education." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 09 (2020): 13428–35. http://dx.doi.org/10.1609/aaai.v34i09.7067.

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We propose an experimental ethics-based curricular module for an undergraduate course on Robot Ethics. The proposed module aims to teach students how human subjects research methods can be used to investigate potential ethical concerns arising in human-robot interaction, by engaging those students in real experimental ethics research. In this paper we describe the proposed curricular module, describe our implementation of that module within a Robot Ethics course offered at a medium-sized engineering university, and statistically evaluate the effectiveness of the proposed curricular module in achieving desired learning objectives. While our results do not provide clear evidence of a quantifiable benefit to undergraduate achievement of the described learning objectives, we note that the module did provide additional learning opportunities for graduate students in the course, as they helped to supervise, analyze, and write up the results of this undergraduate-performed research experiment.

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Vynckier, Tine, Chris Gastmans, Nancy Cannaerts, and Bernadette Dierckx de Casterlé. "Effectiveness of ethics education as perceived by nursing students." Nursing Ethics 22, no. 3 (2014): 287–306. http://dx.doi.org/10.1177/0969733014538888.

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Background: The effectiveness of ethics education continues to be disputed. No studies exist on how nursing students perceive the effectiveness of nursing ethics education in Flanders, Belgium. Objectives: To develop a valid and reliable instrument, named the ‘Students’ Perceived Effectiveness of Ethics Education Scale’ (SPEEES), to measure students’ perceptions of the effectiveness of ethics education, and to conduct a pilot study in Flemish nursing students to investigate the perceived efficacy of nursing ethics education in Flanders. Research design: Content validity, comprehensibility and usability of the SPEEES were assessed. Reliability was assessed by means of a quantitative descriptive non-experimental pilot study. Participants and research context: 86 third-year baccalaureate nursing students of two purposefully selected university colleges answered the SPEEES. Ethical considerations: Formal approval was given by the ethics committee. Informed consent was obtained and anonymity was ensured for both colleges and their participating students. Findings: The scale content validity index/Ave scores for the subscales were 1.00, 1.00 and 0.86. The comprehensibility and user-friendliness were favourable. Cronbach’s alpha was 0.94 for general effectiveness, 0.89 for teaching methods and 0.85 for ethical content. Students perceived ‘case study’, ‘lecture’ and ‘instructional dialogue’ to be effective teaching methods and ‘general ethical concepts’ to contain effective content. ‘Reflecting critically on their own values’ was mentioned as the only ethical competence that, was promoted by the ethics courses. The study revealed rather large differences between both schools in students’ perceptions of the contribution of ethics education to other ethical competences. Discussion and conclusion: The study revealed that according to the students, ethics courses failed to meet some basic objectives of ethics education. Although the SPEEES proved to be a valid and reliable measure, the pilot study suggests that there is still space for improvement and a need for larger scale research. Additional insights will enable educators to improve current nursing ethics education.

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Tormo-Carbó, Guillermina, Elies Seguí-Mas, and Víctor Oltra. "Business Ethics as a Sustainability Challenge: Higher Education Implications." Sustainability 10, no. 8 (2018): 2717. http://dx.doi.org/10.3390/su10082717.

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Recent financial scandals worldwide have intensified concern for business (and especially accounting) ethics. Hence, under an overall economic and social sustainability approach, it is crucial to improve the effectiveness of business ethics and corporate social responsibility (CSR) education, in terms of its impact on business students’ awareness of ethical issues. However, stand-alone business ethics/CSR courses are uncommon in Spanish universities. Accordingly, this paper aims at examining the influence of ethics courses on students’ awareness of business ethics in unfriendly environments. We test our hypotheses, through hierarchical regression, in a sample of 551 management students of a Spanish university. Our results suggest that business ethics/CSR courses increase awareness of the importance of ethics in: (i) business courses, (ii) recognizing accounting ethical implications, and (iii) workplace decisions. Our findings also show that a joint interactive effect of gender (female students) and age (older students) increases the impact of business ethics/CSR courses on students’ awareness of the importance of: (i) ethics in workplace decisions, and (ii) the recognition of accounting ethical implications. Our results also support the relevance of different learning styles and the convenience of adapting ethics/CSR teaching methods depending on students’ characteristics. Research and practical implications are derived from our findings.

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Gastmans, Chris. "A Fundamental Ethical Approach to Nursing: some proposals for ethics education." Nursing Ethics 9, no. 5 (2002): 494–507. http://dx.doi.org/10.1191/0969733002ne539oa.

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The purpose of this article is to explore a fundamental ethical approach to nursing and to suggest some proposals, based on this approach, for nursing ethics education. The major point is that the kind of nursing ethics education that is given reflects the theory that is held of nursing. Three components of a fundamental ethical view on nursing are analysed more deeply: (1) nursing considered as moral practice; (2) the intersubjective character of nursing; and (3) moral perception. It is argued that the fundamental ethical view on nursing goes together with a virtue ethics approach. Suggestions are made for the ethics education of nurses. In particular, three implications are considered: (1) an attitude versus action-orientated ethics education; (2) an integral versus rationalistic ethics education; and (3) a contextual model of ethics education. It will also be shown that the European philosophical background offers some original ideas for this endeavour.

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Baďurová, Barbora. "The potential of virtue ethics in ethical education in Slovakia." Metodički ogledi 25, no. 2 (2019): 67–84. http://dx.doi.org/10.21464/mo.25.2.4.

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Virtue ethics is an approach to normative ethics that emphasizes the great character traits of moral agents. As many authors have pointed out, this approach also has great potential in contemporary ethical education. The following text will focus on the possibility practically utilising virtue ethics in ethical education in Slovakia. One of the most influential figures in the development of this topic in Slovakia is Ladislav Lencz, who also created key texts for teachers of ethical education. His concept is based primarily on a pedagogical and psychological basis, inspired by Spanish psychologist R.R. Olivar’s concept of prosociality. However, some of L. Lencz’s texts also display elements of virtue ethics. This article will point out the possibilities of implementing virtue ethics in ethical education.

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Clark-Grill, Monika. "Ethics support for GPs: what should it look like?" Journal of Primary Health Care 8, no. 1 (2016): 75. http://dx.doi.org/10.1071/hc14999.

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ABSTRACT INTRODUCTION Ethics support services for hospital clinicians have become increasingly common globally but not as yet in New Zealand. However, an initiative to change this is gathering momentum. Its slogan ‘Clinical ethics is everyone’s business’ indicates that the aim is to encompass all of health care, not just the hospital sector. General Practitioners (GPs) deal with ethical issues on a daily basis. These issues are often quite different from ethical issues in hospitals. To make future ethics support relevant for primary care, local GPs were interviewed to find out how they might envisage ethics support services that could be useful to them. METHODS A focus group interview with six GPs and semi-structured individual interviews with three GPs were conducted. Questions included how they made decisions on ethical issues at present, what they perceived as obstacles to ethical reflection and decision-making, and what support might be helpful. FINDINGS Three areas of ethics support were considered potentially useful: Formal ethics education during GP training, access to an ethicist for assistance with analysing an ethical issue, and professional guidance with structured ethics conversations in peer groups. CONCLUSION The complex nature of general practice requires GPs to be well educated and supported for handling ethical issues. The findings from this study could serve as input to the development of ethics support services. KEYWORDS General practice; primary care; ethics; support; education

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Susilowati, Nurdian, Kusmuriyanto Kusmuriyanto, and Kris Brantas Abiprayu. "Encouraging student ethical behavior through ethical climate in higher education." Journal of Education and Learning (EduLearn) 15, no. 2 (2021): 213–22. http://dx.doi.org/10.11591/edulearn.v15i2.19271.

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This study investigated the direct and indirect effects of learning styles, ethics education, and ethical climate on student’s ethical behavior. The samples were obtained through a proportionate random sampling technique so that 273 students had taken the courses of conservation education, professional ethics for teachers, and business ethics. The data were collected using questionnaires and analyzed using path analysis. The research findings showed that learning styles and ethical education could directly influence ethical behavior. At the same time, the ethical climate did not have a direct influence on ethical behavior. The ethical climate could not mediate the effect of learning styles and ethics education on ethical behavior. It means that learning styles and ethical education contribute significantly to the formation of good behavior and student’s characters. It is supporting a learning styles approach suggests that it offers benefit to students.

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Laethem, Erica. "Ethics Education of Medical Staff and Associates." Ethics & Medics 45, no. 2 (2020): 1–2. http://dx.doi.org/10.5840/em202045217.

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Ethics education is an essential obligation of a robust health care ethics service. Although there is no one-size-fits all approach, all ethics education should be proactive and therefore should avoid portraying ethics as mere compliance with moral norms or as an esoteric activity that applies only in cases of moral conflict. Such a negative approach can lead to an ethics of minimums and to the disempowerment of moral agency. In addition, ethics education should promote ethics competency and virtue for the sake of human flourishing through instruction and habituation. To serve the individuals from diverse backgrounds who work in Catholic health care, ethics education should reflect the Catholic teaching that faith and reason are compatible, and that ethics need not be bound to an exclusively theological approach. This will foster a flourishing moral community where medical staff and associates are united by a common mission and ethical commitments.

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Remišová, Anna, Anna Lašáková, and Zuzana Búciová. "ETHICAL-ECONOMIC DILEMMAS IN BUSINESS EDUCATION." Business, Management and Education 12, no. 2 (2014): 303–17. http://dx.doi.org/10.3846/bme.2014.238.

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The main purpose of the article is to support the idea of institutionalizing business ethics education at all business schools. Further, the article stresses the importance of using ethical-economic dilemmas in business ethics education. It argues that business students should learn that managerial work is too complex to make do with expertise and experience and help them to acquire the skill of ethical reflection of economic activity. Solving ethical-economic dilemmas in business ethics courses helps to develop cognitive skills in considering economic or managerial problems on the basis of ethical and economic interaction. In order to support the main purpose stated above, we aimed at getting a picture of how respondents assess and solve an ethical-economic dilemma. Hence, this article presents results of an empirical investigation of the ethical decision-making (EDM) process on a sample of Slovak students of Management.

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Simola, Sheldene. "Exploring process recording in behavioural ethics education." Journal of Applied Research in Higher Education 12, no. 3 (2019): 534–44. http://dx.doi.org/10.1108/jarhe-07-2019-0175.

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Purpose The purpose of this paper is to introduce, illustrate and explore the use of process recording as a pedagogical tool in behavioural ethics education. Design/methodology/approach An overview of the nature and components of process recording as a pedagogical tool is provided. Potential challenges and benefits associated with its use are described. The particular relevance of process recording for behavioural ethics education is highlighted. Illustrative examples of ethics-related process records are discussed. Findings Process recording shows promise as a pedagogical technique for meeting three goals of behavioural ethics education (i.e. Chugh and Kern, 2016). These include: enhancing literacy with research-supported concepts and principles such that these can be applied in “real-world” settings; increasing student awareness of gaps that might exist between their intended and actual ethical behaviour; and, fostering the sense that ethical skills are not static, but rather, open to development. Research limitations/implications This paper introduces, illustrates and explores the use of process recording in behavioural ethics education. Additional, more systematic study of process recording in ethics education would be useful. Practical implications Process recording shows promise as a tool for supporting learning about behavioural ethics. Practical information on its use and concrete examples are provided. Originality/value Despite the need for pedagogical tools in behavioural ethics education, as well as the previously identified relevance of process recording as a potential tool in ethics education, there has been no prior exploration or illustration of process recording within this realm.

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Guenther,, Charles J. "Coopting Ethics Education: Ethically Challenged Ethics Lessons." Bulletin of Science, Technology & Society 20, no. 6 (2000): 441–44. http://dx.doi.org/10.1177/027046760002000602.

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Ozar, David T. "Reproductive Ethics and Frameworks for Ethics Education." Teaching Philosophy 14, no. 3 (1991): 305–11. http://dx.doi.org/10.5840/teachphil199114338.

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Donaldson, Chase M. "Using Kantian Ethics in Medical Ethics Education." Medical Science Educator 27, no. 4 (2017): 841–45. http://dx.doi.org/10.1007/s40670-017-0487-0.

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Li, Dan, and Yang Ai. "Ethics Acculturation of International Counseling Students." Journal of International Students 10, no. 4 (2020): 1103–9. http://dx.doi.org/10.32674/jis.v10i4.1442.

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Counseling ethics is a complex discipline; it is more than the acquisition of ethical principles, codes of ethics, and standards of practice. To disentangle the intricacies of ethics education, we use the acculturation model to conceptualize students’ learning of counseling ethics, particularly international students who experience acculturation in the general sense and the acculturation of ethics in the counseling profession specifically. A case study is presented to illustrate the four acculturation strategies that students may adopt in ethical decision-making. Implications for counselor education, practice, and research are provided.

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Fowler, Marsha D., and Anne J. Davis. "Ethical issues occurring within nursing education." Nursing Ethics 20, no. 2 (2013): 126–41. http://dx.doi.org/10.1177/0969733012474290.

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The large body of literature labeled “ethics in nursing education” is entirely devoted to curricular matters of ethics education in nursing schools, that is, to what ought to be the ethics content that is taught and what theory or issues ought to be included in all nursing curricula. Where the nursing literature actually focuses on particular ethical issues, it addresses only single topics. Absent from the literature, however, is any systematic analysis and explication of ethical issues or dilemmas that occur within the context of nursing education. The objective of this article is to identify the spectrum of ethical issues in nursing education to the end of prompting a systematic and thorough study of such issues, and to lay the groundwork for research by identifying and provisionally typologizing the ethical issues that occur within the context of academic nursing.

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