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Journal articles on the topic 'Ethical reasoning'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 June 2025

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1

Linder, G. Fletcher, Allison J. Ames, William J. Hawk, Lori K. Pyle, Keston H. Fulcher, and Christian E. Early. "Teaching Ethical Reasoning." Teaching Ethics 19, no. 2 (2019): 147–70. http://dx.doi.org/10.5840/tej202081174.

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This article presents evidence supporting the claim that ethical reasoning is a skill that can be taught and assessed. We propose a working definition of ethical reasoning as 1) the ability to identify, analyze, and weigh moral aspects of a particular situation, and 2) to make decisions that are informed and warranted by the moral investigation. The evidence consists of a description of an ethical reasoning education program—Ethical Reasoning in Action (ERiA)—designed to increase ethical reasoning skills in a variety of situations and areas of life. ERiA is housed at a public, major comprehensive U.S. university—James Madison University—and assessment of the program focuses on interventions delivered prior to and during orientation for incoming first-year students. Findings indicate that the interventions measurably enhance the ability of undergraduate students to reason ethically. ERiA’s competency-targeted program and positive student learning outcomes offers a promising model for higher education ethics programs seeking to connect classroom learning in ethics to decision-making in everyday life.

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Abdolmohammadi, Mohammad J., and M. Francis Reeves. "Does Group Reasoning Improve Ethical Reasoning?" Business and Society Review 108, no. 1 (2003): 127–37. http://dx.doi.org/10.1111/1467-8594.00001.

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Uustal, Diann B. "Enhancing Your Ethical Reasoning." Critical Care Nursing Clinics of North America 2, no. 3 (1990): 437–42. http://dx.doi.org/10.1016/s0899-5885(18)30803-7.

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Frolova, Alla. "Ecological reasoning: Ethical alternatives." Ecological Economics 24, no. 2-3 (1998): 169–82. http://dx.doi.org/10.1016/s0921-8009(97)00141-9.

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Sternberg, Robert. "Teaching for Ethical Reasoning." International Journal of Educational Psychology 1, no. 1 (2012): 35–50. http://dx.doi.org/10.4471/ijep.2012.03.

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This article argues for the importance of teaching for ethical reasoning.Much of our teaching is in vain if it is not applied to life in an ethical manner.The article reviews lapses in ethical reasoning and the great costs they have had for society.It proposes that ethical reasoning can be taught across the curriculum. It presents an eight-step model of ethical reasoning that can be applied to ethical challenges and illustrates its application. The eight steps range from recognizing there even is a situation to which to respond, to acting.It is argued that ethical behavior requires the completion of all eight steps.It further points to a source of frustration in the teaching and application of ethics: ethical drift.Finally it draws conclusions.

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Smith, Kristen, Keston Fulcher, and Elizabeth Hawk Sanchez. "Ethical Reasoning in Action: Validity Evidence for the Ethical Reasoning Identification Test (ERIT)." Journal of Business Ethics 144, no. 2 (2015): 417–36. http://dx.doi.org/10.1007/s10551-015-2841-8.

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Kin, Cheung. "How Meditation Affects Ethical Reasoning and Ethical Behavior: Limitations of Current Research and Suggestions Moving Forward." Institute of Mind Humanities 7 (October 31, 2023): 78–103. http://dx.doi.org/10.61420/mp.2023.4.2.78.

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Some earlier scientific research on mindfulness, lovingkindness and compassion meditation have investigated their effects on ethical reasoning and ethical behavior. Unfortunately, when these studies are cited, improving ethical reasoning or awareness or judgment is too often conflated with increasing ethical behavior. However, empirical evidence from Experimental Philosophy shows a key gap between reasoning and behavior. A similar issue exists with research on meditation and ethical awareness or ethical judgment. Later studies on meditation and ethics acknowledge that there are mitigating factors that influence changing ethical behavior. Though I conclude that the current evidence from research is limited, it is still a promising area of study. This paper argues for the need for more multidisciplinary work to combine insights from the discipline of philosophy and the field of religious studies in order to inform psychological research on meditation and changing ethical behavior.

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Ho, Yi-Hui. "Associations Between the Religious Beliefs and Ethical-Reasoning Abilities of Future Accounting Professionals." Social Behavior and Personality: an international journal 37, no. 5 (2009): 673–78. http://dx.doi.org/10.2224/sbp.2009.37.5.673.

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This paper was aimed at examining the associations between the ethical-reasoning abilities and religious beliefs of accounting students. The accounting-specific Defining Issues Test (Rest, 1979) was used to assess participants' ethical reasoning abilities. Results revealed significant associations between religious beliefs and ethical reasoning abilities. Accounting students with religious beliefs revealed higher levels of ethical reasoning abilities than their counterparts who did not hold religious beliefs. However, no significant difference in ethical-reasoning abilities was found among respondents with different religions overall.

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Callister, Lynn Clark. "Ethical Reasoning in Capstone Students." International Journal of Human Caring 8, no. 2 (2004): 55–60. http://dx.doi.org/10.20467/1091-5710.8.2.65.

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Complex ethical issues characterize current healthcare environments. Nurse educators have been charged in the American Association of Colleges of Nursing (AACN) Essentials of Baccalaureate Education for Nursing Practice document with the responsibility to provide baccalaureate graduates with the knowledge and skills to apply ethical decision-making frameworks to clinical practice. However, there is a paucity of literature on ethical reasoning in nursing students. The purpose of this paper is to describe ethical reasoning in capstone students in an integrated baccalaureate nursing program. Themes identified from clinical journal entries include integration of ethics into both personal and professional life, strengthened commitment to professional integrity, and integration of the ethics of care with the ethics of justice. Helping students focus on empowered caring in nursing practice may be a significant way in which nurses can reform flawed healthcare delivery systems.

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KETEFIAN, SHAKÉ. "Moral Reasoning and Ethical Practice." Annual Review of Nursing Research 7, no. 1 (1989): 173–95. http://dx.doi.org/10.1891/0739-6686.7.1.173.

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McQuaide, Judith, Gaea Leinhardt, and Catherine Stainton. "Ethical Reasoning: Real and Simulated." Journal of Educational Computing Research 21, no. 4 (1999): 433–74. http://dx.doi.org/10.2190/r2v2-mtv9-qckd-h8h9.

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Fleischman, Gary M., Sean Valentine, and Don W. Finn. "Ethical Reasoning and Equitable Relief." Behavioral Research in Accounting 19, no. 1 (2007): 107–32. http://dx.doi.org/10.2308/bria.2007.19.1.107.

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Professional manager perceptions were investigated in this study using a survey containing two equitable relief situational vignettes to investigate empirically two of the four steps from Rest's (1986) ethical reasoning process. Business societal perceptions of the equitable relief subset of the innocent spouse rules were also investigated, focusing on the knowledge of evasion and abuse factors. The results indicated that the ethical reasoning process was significantly related to ethical decision making and Rest's (1986) model. Furthermore, decision makers were more likely to judge that relief be granted in an equitable relief scenario involving abuse than to one not involving abuse. The knowledge of evasion factor contained in both scenarios appeared to influence indirectly respondents' judgments to deny equitable relief, while the presence of emotional abuse strengthened relief judgments. Finally, the study presents a general framework involving the interrelationship of Congressional intent with societal perceptions regarding subjective equitable relief tax-law provisions that are associated within a societal context.

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O'Neill, Onora. "Ethical Reasoning and Ideological Pluralism." Ethics 98, no. 4 (1988): 705–22. http://dx.doi.org/10.1086/293000.

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Sternberg, Robert J. "A Model for Ethical Reasoning." Review of General Psychology 16, no. 4 (2012): 319–26. http://dx.doi.org/10.1037/a0027854.

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Dunaway, Billy. "Ethical Vagueness and Practical Reasoning." Philosophical Quarterly 67, no. 266 (2016): 38–60. http://dx.doi.org/10.1093/pq/pqw038.

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Shapiro, David. "Cloning, dignity and ethical reasoning." Nature 388, no. 6642 (1997): 511. http://dx.doi.org/10.1038/41409.

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Banner, Michael. "Introductory remarks: Christian ethical reasoning." Transformation: An International Journal of Holistic Mission Studies 15, no. 2 (1998): 15–17. http://dx.doi.org/10.1177/026537889801500205.

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Laaser, Ulrich. "Health, economics and ethical reasoning." Journal of Public Health 13, no. 5 (2005): 229–30. http://dx.doi.org/10.1007/s10389-005-0126-x.

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Guarini, Marcello. "Computation, Coherence, and Ethical Reasoning." Minds and Machines 17, no. 1 (2007): 27–46. http://dx.doi.org/10.1007/s11023-007-9056-4.

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Edwards, Ian, Annette Braunack-Mayer, and Mark Jones. "Ethical reasoning as a clinical-reasoning strategy in physiotherapy." Physiotherapy 91, no. 4 (2005): 229–36. http://dx.doi.org/10.1016/j.physio.2005.01.010.

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Abdelhak, Engy E., Ahmed A. Elamer, Aws AlHares, and Craig McLaughlin. "Auditors’ ethical reasoning in developing countries: the case of Egypt." International Journal of Ethics and Systems 35, no. 4 (2019): 558–83. http://dx.doi.org/10.1108/ijoes-02-2019-0041.

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Purpose The purpose of this study is to investigate Egyptian auditors’ ethical reasoning, to understand whether auditors’ ethical reasoning is influenced by audit firm size and/or auditor’s position. Design/methodology/approach This paper draws on 178 questionnaires that include six different ethical scenarios. This paper also uses the accounting ethical dilemma instrument that is developed by Thorne (2000) to measure the ethical reasoning of Egyptian auditors. Findings The findings are threefold. First, this study finds that the general level of deliberative ethical reasoning of auditors working in the Central Auditing Organization (CAO) and small firms are categorized in the post-conventional level, while auditors working in big and medium firms are categorized in conventional level. Second, the result suggests that there is a negative relationship between ethical reasoning and audit firm size in Egypt. Finally, the results show that ethical reasoning levels decrease when the position of auditors increase except for auditors working in CAO. Originality/value This study adds to the scarce literature in developing countries that measure auditors’ ethical reasoning. The findings suggest that auditors’ ethical reasoning depends on auditor’s firm size and the position the auditor holds within the firm. These findings will aid policymakers and regulators, especially in developing countries, to avoid any potential risk regarding professional misconduct and in evaluating the adequacy of the current code of ethics.

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De Silva, D. K. M., G. V. G. Madhushika, S. D. D. Prabhani, and T. A. Asuakkody. "Overview of Ethical Reasoning in Nursing: A Scoping Review." Sri Lankan Journal of Nursing 3, no. 1 (2024): 46–60. http://dx.doi.org/10.4038/sljn.v3i1.50.

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Introduction: Nurses are anticipated to address diverse human needs, leading to the emergence of numerous ethical challenges in their daily practice. Contemporary nursing requires proficiency not only in advanced medical-technical skills but also competence in focusing on the ethical dimensions, including ethical reasoning and decision-making, inherent in-patient care. Negotiating the ethical intricacies of treatment in practical scenarios presents a significant challenge for nurses. Despite the complexity, ongoing review and improvement are necessary to uphold professional standards and prioritize patient well-being.Aim: The objective of this scoping review is to describe the landscape of nurses' ethical reasoning and the process of ethical reasoning in nursing practice.Methods: A scoping review was conducted based on the Arksey and O'Malley framework, spanning publications released from 1990 to 2023, utilizing electronic databases including PubMed, ScienceDirect, Google Scholar, and CINAHL. Diverse keywords were employed to optimize the search strategy. The review process encompassed examining 21 finalized articles selected using the PRISMA guideline, comprising qualitative, quantitative, and mixed-methods studies.Findings: This review identified two main domains: Factors for ethical reasoning in nursing and the ethical frameworks utilized. Nurses employ individual-related and profession-related factors to navigate ethical reasoning. Ethical frameworks, including principle-based approaches, ethical decision-making models, ethical theories; deontology, and utilitarianism, provide structured methods for ethical reasoning.Conclusions: The scoping review highlights the importance of ethical reasoning and frameworks in nursing, identifying key approaches, principle-based methods, and ethical decision-making models. It underscores the need for practical application and integration of ethical reasoning education in nursing to enhance quality patient care and decision-making.

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Yousef Andargeery, Shaherah, and Sally Mohammed Farghaly Abdelaliem. "Assessing the relationship between ethical reasoning confidence and self-esteem among female nursing students for enhancing the quality of work life: A cross-sectional study." Medicine 103, no. 14 (2024): e37614. http://dx.doi.org/10.1097/md.0000000000037614.

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To investigate the relationship between ethical reasoning confidence and self-esteem among female nursing students for enhancing the quality of work life. A necessary component of professional competence and a prerequisite for high-quality care is ethical reasoning confidence competence. As well as, self-esteem is the subjective perception of one’s own worth and significance. This was a descriptive correlational cross-sectional study design. Data was collected within a month starting from December 2022 to January 2023, and 164 nursing students were recruited from one College at a governmental university in Riyadh. Respondents completed the self-administered, online questionnaires. Measures included self-esteem, and ethical reasoning confidence questionnaires. Findings investigated via descriptive and inferential statistics as well as structured equation modeling to examine the mediating effect of self-esteem on behaviors and attitudes of the nursing students toward ethical reasoning confidence. Nursing students had a moderate perception regarding their self-esteem as well as their ethical reasoning confidence (Mean = 2.99, SD ± 0.58; and Mean = 3.57, SD ± 0.55, respectively). Data revealed that self-esteem was accounted for the prediction of 54% of positive variance of nursing students’ behaviors toward ethical reasoning confidence and 78% of the variance of their attitudes toward ethical reasoning confidence. Self-esteem is a significant determinant of nursing students’ behaviors and attitudes toward their ethical reasoning confidence. Further research is required to ascertain whether this approach enhances nursing students’ moral decision-making, moral reasoning, practical considerations, and acquaintance with ethical concerns.

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Coleman, Renita. "Race and Ethical Reasoning: The Importance of Race to Journalistic Decision Making." Journalism & Mass Communication Quarterly 80, no. 2 (2003): 295–310. http://dx.doi.org/10.1177/107769900308000205.

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A controlled experiment is used to investigate the effects of race of news subjects on journalists' ethical reasoning. In this study, race of the people in the ethical dilemmas presented had a significant effect on ethical reasoning. When participants knew the race because they saw photographs, their ethical reasoning scores were higher when the people in the ethical dilemmas were white than when they were African American.

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Lasthuizen, Karin, and Kamal Badar. "Ethical Reasoning at Work: A Cross-Country Comparison of Gender and Age Differences." Administrative Sciences 13, no. 5 (2023): 136. http://dx.doi.org/10.3390/admsci13050136.

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This paper uses the IBE Ethics at Work 2018 survey to explore employees’ ethical reasoning and examine gender and age differences across 12 countries. Debates about gender and ethics have been intense since Kohlberg’s theory of moral development, with feminist critiques from Gilligan and others advocating the different voice of women, while the recent arrival of Millennials in the workplace has raised new questions about age/generational differences and ethics. The findings in this study suggest that women and older workers have stronger ethical judgments in the workplace than men and younger workers. These gender and age differences, both among employees and managers, are consistent across countries. This study shows that individual characteristics are important for employees’ ethical reasoning, which affects their ability to make ethical decisions and act ethically. Business ethics research should therefore take greater account of differences between (groups of) employees and their learning needs when examining the effectiveness of ethics policies and instruments, while organizations can improve employee ethical reasoning by adopting diversity-based training programs and ethical leadership.

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Anggriati, Lia, and Muslichah M. "ANALISIS PENGARUH PENALARAN ETIS DAN SENSITIVITAS ETIKA TERHADAP PERILAKU ETIS MAHASISWA." Jurnal Akuntansi, Audit, dan Aset 2, no. 1 (2019): 26–35. http://dx.doi.org/10.52062/jurnal_aaa.v2i1.24.

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Along with the violations of ethics that occur frequently committed by accountants, both publicaccountants, and internal company accountants and government accountants and based on the resultsof research that has been done before producing different results, this study aims to examine the effectof ethical reasoning and ethical sensitivity to behavior ethical students. The population in this studywere accounting students at STIE Malangkucecwara. Research samples were taken using a simple randomsampling technique. The total sample used in the study was 184 accounting students. This study usesthe Partial Least Square (PLS) method. The results of this study indicate that (1) Ethical sensitivityhas a significant positive effect on ethical behavior. (2) Ethical sensitivity has a significant positiveeffect on ethical reasoning. (3) Ethical reasoning has a significant positive effect on ethical behavior.(4) Ethical reasoning does not mediate the relationship between ethical sensitivity on ethicalbehavior.

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Jackson, Alexander T., Mathias J. Simmons, Bradley J. Brummel, and Aaron C. Entringer. "Appropriate Training Should Turn Ethical Reasoning into Ethical Practice." Journal of Business Ethics Education 13 (2016): 373–92. http://dx.doi.org/10.5840/jbee20161317.

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Liu, Mingzhi. "Effect ofguanxiand ethical orientations on Chinese auditors' ethical reasoning." Managerial Auditing Journal 28, no. 9 (2013): 815–37. http://dx.doi.org/10.1108/maj-01-2013-0801.

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Lewis, Erica J., Patrice M. Ludwig, Jacquelyn Nagel, and Allison Ames. "Student ethical reasoning confidence pre/post an innovative makerspace course: A survey of ethical reasoning." Nurse Education Today 75 (April 2019): 75–79. http://dx.doi.org/10.1016/j.nedt.2019.01.011.

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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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Abu Bakar, Siti Salmah, and Nadzri Ab Ghani. "EXAMINING ETHICAL REASONING AMONG MILLENNIAL SUPERVISORS IN MALAYSIA: A PRELIMINARY STUDY." Advanced International Journal of Business, Entrepreneurship and SMEs 6, no. 21 (2024): 162–75. https://doi.org/10.35631/aijbes.621013.

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Nowadays, millennials face unethical workplace behaviour, yet research indicates their actions are no different from older generations, suggesting millennials tend to perform wrongdoings as if they are not equipped with ethical conduct. Hence, a pilot study was carried out as a pre-test for a primary study on millennials’ ethical reasoning. The study employs cognitive moral development theory to investigate the application of ethical reasoning to millennials' ethical behaviour. Descriptive analysis and a short version of Rest’s Defining Issues Test (DIT) were applied to examine millennials' ethical reasoning level, i.e., supervisors, for their ethical behaviour. Generally, the ethical reasoning of Malaysian supervisors is in the “middle third” category following Kohlberg’s cognitive moral development stages. Implications for theory and practice of findings are discussed.

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Kirby, Peggy C., Louis V. Paradise, and Russell Protti. "The Ethical Reasoning of School Administrators." Journal of School Leadership 2, no. 2 (1992): 178–87. http://dx.doi.org/10.1177/105268469200200203.

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The nature of typical dilemmas confronted by educational administrators was assessed through a two-phase study of ethical conflicts of school principals. On the basis of analyses of principals’ level of ethical reasoning—using the Van Hoose and Paradise model—it was found that in cases of ethical dilemma, principals tend to weigh competing alternatives against societal norms in determining courses of action. Conversely, principals ascribe to others less elevated moral behavior. They reported that other administrators are more likely to act in strict accordance with institutional rules and norms of behavior. The authors suggest that administrators’ training in ethical reasoning might best be accomplished in district settings where a common moral philosophy can be developed and open debate encouraged, thereby demonstrating support for broader levels of ethical reasoning.

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Hansson, Sven Ove. "Ethical Reasoning: Guidance or Just Rationalization?" Theoria 87, no. 4 (2021): 861–65. http://dx.doi.org/10.1111/theo.12347.

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Fleig-Palmer, Michelle M., Kay A. Hodge, and Janet L. Lear. "Teaching Ethical Reasoning Using Venn Diagrams." Journal of Business Ethics Education 9 (2012): 325–42. http://dx.doi.org/10.5840/jbee2012916.

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Macneill, Paul Ulhas. "Balancing ethical reasoning and emotional sensibility." Medical Education 44, no. 9 (2010): 851–52. http://dx.doi.org/10.1111/j.1365-2923.2010.03764.x.

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Callister, Lynn Clark, Karlen E. Luthy, Pam Thompson, and Rae Jeanne Memmott. "Ethical Reasoning in Baccalaureate Nursing Students." Nursing Ethics 16, no. 4 (2009): 499–510. http://dx.doi.org/10.1177/0969733009104612.

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Nurses are encountering an increasing number of ethical dilemmas in clinical practice. Ethics courses for baccalaureate nursing students provide the opportunity for the development of critical thinking skills in order to deal with these effectively. The purpose of this descriptive qualitative study was to describe ethical reasoning in 70 baccalaureate nursing students enrolled in a nursing ethics course. Reflective clinical journals were analyzed as appropriate for qualitative inquiry. The overriding theme emerging from the data was `in the process of becoming', which includes: practicing as a professional, lacking the confidence as a student nurse to take an ethical stand, advocating for patients, being just in the provision of care, identifying the spiritual dimensions of nursing practice, confronting the `real world' of health care, making a commitment to practice with integrity, and caring enough to care. The development of critical thinking and ethical reasoning within the framework of knowing and connecting is essential in nursing education.

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Greco, Sara, Erica J. Lewis, Julie Sanford, Erika Metzler Sawin, and Allison Ames. "Ethical Reasoning Debriefing in Disaster Simulations." Journal of Professional Nursing 35, no. 2 (2019): 124–32. http://dx.doi.org/10.1016/j.profnurs.2018.09.004.

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Kray, Laura J., and Michael P. Haselhuhn. "Male pragmatism in negotiators’ ethical reasoning." Journal of Experimental Social Psychology 48, no. 5 (2012): 1124–31. http://dx.doi.org/10.1016/j.jesp.2012.04.006.

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Simkins, David W., and Constance Steinkuehler. "Critical Ethical Reasoning and Role-Play." Games and Culture 3, no. 3-4 (2008): 333–55. http://dx.doi.org/10.1177/1555412008317313.

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Dean, Robyn K., and Robert Q. Pollard. "Context-based Ethical Reasoning in Interpreting." Interpreter and Translator Trainer 5, no. 1 (2011): 155–82. http://dx.doi.org/10.1080/13556509.2011.10798816.

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Batavia, Chelsea, and Michael Paul Nelson. "Ethical Reasoning for Natural Resource Professionals." Journal of Forestry 117, no. 6 (2019): 632–37. http://dx.doi.org/10.1093/jofore/fvz055.

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Gibson, Cheryl H. "Underpinnings of ethical reasoning in nursing." Journal of Advanced Nursing 18, no. 12 (1993): 2003–7. http://dx.doi.org/10.1046/j.1365-2648.1993.18122003.x.

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Englund, Heather, Sharon Chappy, Jaya Jambunathan, and Erick Gohdes. "Ethical Reasoning and Online Social Media." Nurse Educator 37, no. 6 (2012): 242–47. http://dx.doi.org/10.1097/nne.0b013e31826f2c04.

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White, Judith, and Chris Manolis. "INDIVIDUAL DIFFERENCES IN ETHICAL REASONING AMONG LAW STUDENTS." Social Behavior and Personality: an international journal 25, no. 1 (1997): 19–47. http://dx.doi.org/10.2224/sbp.1997.25.1.19.

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Individual differences in ethical reasoning were examined among first-year law school students to determine, among other things, whether gender moderates the process of ethical reasoning. Individuals bring a variety of psychological, philosophical, and ethical orientations to professional life, potentially challenging traditional assumptions concerning appropriate responses to ethical dilemmas. Using both qualitative and quantitative methods, this research demonstrates that the individual differences of gender, learning style, and world view are significantly more influential in the use of an ethic of care and justice (i.e., ethical reasoning), compared with personality and moral orientation factors.

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Fazljoo, Seyede Elham, Khadijeh Nasiriani, Najme Zamani, and Somaye Azimpor. "Nurses' Perceptions of Ethical Climate, Ethical Reasoning, and Moral Courage in the Hospital." Iran Journal of Nursing 34, no. 133 (2022): 28–39. http://dx.doi.org/10.32598/ijn.34.5.3.

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Background & Aims: The ethical climate of nurses' work environment makes the nurse achieve higher levels of ethical reasoning by participating in decision making. Although making decisions is essential, responding appropriately to situations and overcoming fear requires moral courage. The study aimed to determine the nurses' understanding of the hospital's moral climate, reasoning, and moral courage. Materials & Methods: The present study is a cross-sectional descriptive performed on 87 nurses working in Meybod and Ardakan hospitals in March 2020. The Hospital Ethical Climate Survey (HECS), Nursing Dilemma Test (NDT), and Professional Moral Courage (PMC) questionnaire were used to collect data. Data were analyzed using SPSS software, v. 16, and descriptive and analytical statistics of Pearson, independent t-test. Results: The age range of participants was 24-50 years, with a Mean±SD of 32.97±7.26. The average score of ethical climate was 83.72±17.42, moral reasoning was obtained at 45.00±6.91, and moral courage was 45.55±6.04. Significant differences were found between gender and perception of the Ethical Climate (P=0.03). But other individual characteristics of nurses were not significantly different from the studied variables (P> 0.05). Conclusion: According to the findings, the average score of the three variables of nurses' perception of the ethical climate in the hospital, Moral Courage and moral reasoning, was higher than the average score that It reflects the appropriateness of the Ethical Climate in the hospital and the desirable ability of nurses to deal with moral tensions and critical situations. According to the results, the average score of the three variables of nurses 'perception of the Ethical Climate in the hospital, Moral Courage, and moral reasoning, was higher than the average score, which does not indicate the appropriateness of the moral atmosphere in the hospital and nurses' ability to cope with moral tensions. However, due to the need for continuous upgrading and improvement of organizations and human resources working in it, it is suggested to improve the Ethical Climate of hospitals by planning and using appropriate interventions and to promote Moral Courage and moral reasoning in nurses.

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Snell, Robin S., Keith F. Taylor, and Almaz M.-K. Chak. "Ethical dilemmas and ethical reasoning: a study in Hong Kong." Human Resource Management Journal 7, no. 3 (1997): 19–30. http://dx.doi.org/10.1111/j.1748-8583.1997.tb00422.x.

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Tama, Gede Mandirta, Gerianta Wirawan Yasa, I. Wayan Ramantha, and Ni Ketut Rasmini. "Organizational Culture As A Moderation Of Influence Of Professional Commitment And Moral Reasoning On Independent Auditors' Ethical Decisions." Wiga : Jurnal Penelitian Ilmu Ekonomi 13, no. 1 (2023): 17–27. http://dx.doi.org/10.30741/wiga.v13i1.945.

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This study aims to provide empirical evidence regarding the effect of professional commitment and moral reasoning on ethical decisions and the ability of organizational culture to moderate the effect of professional attention and moral reasoning on ethical decisions. The population of this study was independent auditors of the capital market at KAPs in the East Java and West Java Regions who were actively registered with the OJK. The sampling method used the total sampling technique and obtained a sample of 59 people. The data analysis technique used is the PLS model. The results showed that professional attention has a positive effect on ethical decisions, moral reasoning has a positive effect on ethical decisions, organizational culture strengthens the effect of positive professional attention on ethical decisions, and organizational culture strengthens the effect of positive moral reasoning on ethical decisions.

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Massey, Dawn W., and Linda Thorne. "The Impact of Task Information Feedback on Ethical Reasoning." Behavioral Research in Accounting 18, no. 1 (2006): 103–16. http://dx.doi.org/10.2308/bria.2006.18.1.103.

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This study investigates whether task information feedback (TIF) promotes 84 auditors' and accounting students' use of higher ethical reasoning, thereby increasing their tendency to consider the public interest in the resolution of ethical dilemmas. TIF is a type of feedback in which subjects are provided with guidance about the cognitive decision-making process they should use. In our experiment, subjects used higher ethical reasoning to resolve audit dilemmas after receiving TIF than they did before receiving TIF. Accordingly, our findings suggest that TIF is effective in promoting higher ethical reasoning and thus increasing the tendency of practicing and aspiring auditors to consider the public interest when resolving ethical dilemmas.

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Robertson, Michael, Christopher Ryan, and Garry Walter. "Overview of Psychiatric Ethics IV: The Method of Casuistry." Australasian Psychiatry 15, no. 4 (2007): 287–91. http://dx.doi.org/10.1080/10398560701378582.

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Objective: The aim of this paper is to describe the method of ethical analysis known as casuistry and consider its merits as a basis of ethical deliberation in psychiatry. Conclusions: Casuistry approximates the legal arguments of common law. It examines ethical dilemmas by adopting a taxonomic approach to ‘paradigm’ cases, using a technique akin to that of normative analogical reasoning. Casuistry offers a useful method in ethical reasoning through providing a practical means of evaluating the merits of a particular course of action in a particular clinical situation. As a method ethical moral reasoning in psychiatry, casuistry suffers from a paucity of paradigm cases and its failure to fully contextualize ethical dilemmas by relying on common morality theory as its basis.

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Blomberg, Karin, and Birgitta Bisholt. "Clinical group supervision for integrating ethical reasoning." Nursing Ethics 23, no. 7 (2016): 761–69. http://dx.doi.org/10.1177/0969733015583184.

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Background: Clinical group supervision has existed for over 20 years in nursing. However, there is a lack of studies about the role of supervision in nursing students’ education and especially the focus on ethical reasoning. Aim: The aim of this study was to explore and describe nursing students’ ethical reasoning and their supervisors’ experiences related to participation in clinical group supervision. Research design: The study is a qualitative interview study with interpretative description as an analysis approach. Participants and research context: A total of 17 interviews were conducted with nursing students (n = 12) who had participated in clinical group supervision in their first year of nursing education, and with their supervisors (n = 5). Ethical considerations: The study was based on the ethical principles outlined in the Declaration of Helsinki, and permission was obtained from the Regional Ethical Review Board in Sweden. Findings: The analysis revealed that both the form and content of clinical group supervision stimulated reflection and discussion of handling of situations with ethical aspects. Unethical situations were identified, and the process uncovered underlying caring actions. Discussion and conclusion: Clinical group supervision is a model that can be used in nursing education to train ethical reflection and to develop an ethical competence among nursing students. Outcomes from the model could also improve nursing education itself, as well as healthcare organizations, in terms of reducing moral blindness and unethical nursing practice.

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