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Journal articles on the topic 'Moral and ethical aspects of Bilingual education'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Hunt, Geoffrey. "Moral Crisis, Professionals and Ethical Education." Nursing Ethics 4, no. 1 (1997): 29–38. http://dx.doi.org/10.1177/096973309700400104.

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Western civilization has probably reached an impasse, expressed as a crisis on all fronts: economic, technological, environmental and political. This is experienced on the cultural level as a moral crisis or an ethical deficit. Somehow, the means we have always assumed as being adequate to the task of achieving human welfare, health and peace, are failing us. Have we lost sight of the primacy of human ends? Governments still push for economic growth and technological advances, but many are now asking: economic growth for what, technology for what? Health care and nursing are caught up in the s

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McLeod-Sordjan, Renee. "Evaluating moral reasoning in nursing education." Nursing Ethics 21, no. 4 (2013): 473–83. http://dx.doi.org/10.1177/0969733013505309.

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Evidence-based practice suggests the best approach to improving professionalism in practice is ethics curricula. However, recent research has demonstrated that millennium graduates do not advocate for patients or assert themselves during moral conflicts. The aim of this article is the exploration of evaluation techniques to evaluate one measurable outcome of ethics curricula: moral reasoning. A review of literature, published between 1995 and 2013, demonstrated that the moral orientations of care and justice as conceptualized by Gilligan and Kohlberg are utilized by nursing students to solve e

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Monteverde, Settimio. "Undergraduate healthcare ethics education, moral resilience, and the role of ethical theories." Nursing Ethics 21, no. 4 (2013): 385–401. http://dx.doi.org/10.1177/0969733013505308.

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Background: This article combines foundational and empirical aspects of healthcare education and develops a framework for teaching ethical theories inspired by pragmatist learning theory and recent work on the concept of moral resilience. It describes an exemplary implementation and presents data from student evaluation. Objectives: After a pilot implementation in a regular ethics module, the feasibility and acceptance of the novel framework by students were evaluated. Research design: In addition to the regular online module evaluation, specific questions referring to the teaching of ethical

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Kälvemark Sporrong, Sofia, Bengt Arnetz, Mats G. Hansson, Peter Westerholm, and Anna T. Höglund. "Developing Ethical Competence in Health Care Organizations." Nursing Ethics 14, no. 6 (2007): 825–37. http://dx.doi.org/10.1177/0969733007082142.

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Increased work complexity and financial strain in the health care sector have led to higher demands on staff to handle ethical issues. These demands can elicit stress reactions, that is, moral distress. One way to support professionals in handling ethical dilemmas is education and training in ethics. This article reports on a controlled prospective study evaluating a structured education and training program in ethics concerning its effects on moral distress. The results show that the participants were positive about the training program. Moral distress did not change significantly. This could

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Lemonidou, Chryssoula, Elizabeth Papathanassoglou, Margarita Giannakopoulou, Elisabeth Patiraki, and Danai Papadatou. "Moral Professional Personhood: ethical reflections during initial clinical encounters in nursing education." Nursing Ethics 11, no. 2 (2004): 122–37. http://dx.doi.org/10.1191/0969733004ne678oa.

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Moral agency is an important constituent of the nursing role. We explored issues of ethical development in Greek nursing students during clinical practice at the beginning of their studies. Specifically, we aimed to explore students’ lived experience of ethics, and their perceptions and understanding of encountered ethical conflicts through phenomenological analysis of written narratives. The process of developing an awareness of personal values through empathizing with patients was identified as the core theme of the students’ experience. Six more common themes were identified. Development of

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Abou Hashish, Ebtsam Aly, and Nadia Hassan Ali Awad. "Relationship between ethical ideology and moral judgment: Academic nurse educators’ perception." Nursing Ethics 26, no. 3 (2017): 845–58. http://dx.doi.org/10.1177/0969733017722825.

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Background: Ascertaining the relationship between ethical ideology, moral judgment, and ethical decision among academic nurse educators at work appears to be a challenge particularly in situations when they are faced with a need to solve an ethical problem and make a moral decision. Purpose: This study aims to investigate the relationship between ethical ideology, moral judgment, and ethical decision as perceived by academic nurse educators. Methods: A descriptive correlational research design was conducted at Faculty of Nursing, Alexandria University. All academic nurse educators were include

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Oelhafen, Stephan, Settimio Monteverde, and Eva Cignacco. "Exploring moral problems and moral competences in midwifery: A qualitative study." Nursing Ethics 26, no. 5 (2018): 1373–86. http://dx.doi.org/10.1177/0969733018761174.

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Background: Most undergraduate midwifery curricula comprise ethics courses to strengthen the moral competences of future midwives. By contrast, surprisingly little is known about the specific moral competences considered to be relevant for midwifery practice. Describing these competences not only depends on generic assumptions about the moral nature of midwifery practice but also reflects which issues practitioners themselves classify as moral. Objective: The goal of this study was to gain insight into the ethical issues midwives encounter in their daily work, the key competences and resources

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Abdurakhmonova, Manzura Manafovna, Murodil Abdulla ugli Mirzayev, Ulmasbek Umaralievich Karimov, and Gulnoza Yigitalievna Karimova. "Information Culture And Ethical Education In The Globalization Century." American Journal of Social Science and Education Innovations 03, no. 03 (2021): 384–88. http://dx.doi.org/10.37547/tajssei/volume03issue03-58.

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Today we live in a rapidly changing, extremely turbulently and at the same time extremely complex world that is radically different from the times that humanity has ever experienced. Experts call this turbulent period the "media era" or "globalization." The article discusses the concept of globalization. It also explores the social aspects of information culture and moral education in the era of globalization.

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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

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Kucukkelepce, Gulhan Erkus, Leyla Dinc, and Melih Elcin. "Effects of using standardized patients on nursing students’ moral skills." Nursing Ethics 27, no. 7 (2020): 1587–602. http://dx.doi.org/10.1177/0969733020935954.

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Background: Nurses and nursing students increasingly confront ethical problems in clinical practice. Moral sensitivity, moral reasoning, and ethical decision-making are therefore important skills throughout the nursing profession. Innovative teaching methods as part of the ethics training of nursing students help them acquire these fundamental skills. Aim: This study investigated the effects and potential benefits of using standardized patients in ethics education on nursing baccalaureate students’ moral sensitivity, moral reasoning, and ethical decision-making by comparing this method with in

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Potanina, Leila T., Julia V. Koinova-Zoellner, and Tatyana V. Sklyarova. "Teachers’ Readiness to Develop Students’ Moral Concepts in Innovative Educational Contexts." Integration of Education 24, no. 4 (2020): 608–21. http://dx.doi.org/10.15507/1991-9468.101.024.202004.608-621.

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Introduction. The development of students’ moral beliefs about the world is an essential component in the process of moral education. Various issues concerned with the transmission of moral and ethical values across generations are investigated in the theory and practice of vocational education. However, the problem of teachers’ value perceptions about the world as a means of developing students’ value systems has attracted little research attention. For the first time, this study aims to identify the levels of teachers’ value perceptions about the world as their most important competence in d

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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 comprehens

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Rennó, Heloiza Maria Siqueira, Flávia Regina Souza Ramos, and Maria José Menezes Brito. "Moral distress of nursing undergraduates: Myth or reality?" Nursing Ethics 25, no. 3 (2016): 304–12. http://dx.doi.org/10.1177/0969733016643862.

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Introduction: During their education process, nursing undergraduates experience ethical conflicts and dilemmas that can lead to moral distress. Moral distress can deprive the undergraduates of their working potential and may cause physical and mental health problems. Objective: We investigated the experiences of the undergraduates in order to identify the existence of moral distress caused by ethical conflict and dilemmas experienced during their nursing education. Ethical considerations: This study was designed according to the principles of research with human beings and was approved by the

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Pauly, Bernadette, Colleen Varcoe, Janet Storch, and Lorelei Newton. "Registered Nurses’ Perceptions of Moral Distress and Ethical Climate." Nursing Ethics 16, no. 5 (2009): 561–73. http://dx.doi.org/10.1177/0969733009106649.

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Moral distress is a phenomenon of increasing concern in nursing practice, education and research. Previous research has suggested that moral distress is associated with perceptions of ethical climate, which has implications for nursing practice and patient outcomes. In this study, a randomly selected sample of registered nurses was surveyed using Corley’s Moral Distress Scale and Olson’s Hospital Ethical Climate Survey (HECS). The registered nurses reported moderate levels of moral distress intensity. Moral distress intensity and frequency were found to be inversely correlated with perceptions

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Sellman, Derek. "The Virtues in the Moral Education of Nurses: Florence Nightingale Revisited." Nursing Ethics 4, no. 1 (1997): 3–11. http://dx.doi.org/10.1177/096973309700400102.

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The virtues have been a neglected aspect of morality; only recently has reference been made to their place in professional ethics. Unfashionable as Florence Nightingale is, it is nonetheless worth noting that she was instrumental in continuing the Aristotelian tradition of being concerned with the moral character of persons. Nurses who came under Nightingale’s sphere of influence were expected to develop certain exemplary habits of behaviour. A corollary can be drawn with the current UK professional body: nurses are expected to behave in certain ways and to display particular kinds of disposit

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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. Suggestion

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Tuvesson, Hanna, and Kim Lützén. "Demographic factors associated with moral sensitivity among nursing students." Nursing Ethics 24, no. 7 (2016): 847–55. http://dx.doi.org/10.1177/0969733015626602.

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Background: Today’s healthcare environment is often characterized by an ethically demanding work situation, and nursing students need to prepare to meet ethical challenges in their future role. Moral sensitivity is an important aspect of the ethical decision-making process, but little is known regarding nursing students’ moral sensitivity and its possible development during nursing education. Objectives: The aims of this study were to investigate moral sensitivity among nursing students, differences in moral sensitivity according to sample sub-group, and the relation between demographic charac

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Mayper, Alan G., Robert J. Pavur, Barbara D. Merino, and William Hoops. "The Impact of Accounting Education on Ethical Values: An Institutional Perspective." Accounting and the Public Interest 5, no. 1 (2005): 32–55. http://dx.doi.org/10.2308/api.2005.5.1.32.

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The accounting scandals at the beginning of the 21st century led to public distrust and demands for reform. Were these scandals unexpected? From an old institutional economics (OIE) perspective, which originated with the work of Thorstein Veblen in the 1890s, these failures and the moral lapses should not be a surprise. OIE theorists, like critical theorists, generally, contend that corporate hegemony, i.e., the domination of business values in all areas of human life, has eroded moral sensitivities. All institutions, including our once-autonomous educational institutions, have become mechanis

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Krawczyk, Rosemary M. "Teaching Ethics: Effect on Moral Development." Nursing Ethics 4, no. 1 (1997): 57–65. http://dx.doi.org/10.1177/096973309700400107.

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The purpose of this study was to determine the development of moral judgement in first-year and senior baccalaureate nursing students. These students were enrolled in three separate nursing programmes, each of which differed significantly in ethical content. The sample totalled 180 students enrolled in three New England programmes. Programme A included an ethics course taught by a professor of ethics. Programme B integrated ethical issues into all nursing theory courses. Programme C did not include ethical content in theory courses. The design was of a developmental cross-sectional study. The

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Sagikyzy, Ayazhan, Dinara Zhanabayeva, and Маira Shurshitbay. "Formation of the Ideal of Moral and Ethical Education in the Kazakh Worldview." Al-Farabi 74, no. 2 (2021): 73–87. http://dx.doi.org/10.48010/2021.2/1999-5911.06.

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The article provides a philosophical analysis of the formation of the problem of moral education in the worldview of the Kazakh people. The ideal of moral education of the individual is the most important problem in the context of the reform of society, the modernization of public consciousness. The ideal is the core of the moral world of man, the criterion for re-evaluating the stereotypes of consciousness. The formation of the ideal of moral education has worried Kazakh thinkers and philosophers since ancient times. The theoretical issues of the formation of ideals were reflected in the work

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Ibragimova, Fatima Magomedovna. "LULLABIES OF RUTULS AND TSAKHURS: PLOTS, IMAGES, MEANS OF ARTISTIC EXPRESSION." Herald of the G. Tsadasa Institute of Language, Literature and Art, no. 23 (September 14, 2020): 67–74. http://dx.doi.org/10.31029/vestiyali23/10.

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The article analyzes the themes, poetic means, plots and images of lullabies of Rutuls and Tsakhurs, emphasizes that they have found a vivid artistic embodiment of the moral, ethical and moral aspects of the life of these peoples. Songs are rich in artistic and visual means, sound and rhythmic refinement and are an important means of aesthetic, ethical and labor education of the younger generation.

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Khatiban, Mahnaz, Seyede Nayereh Falahan, Roya Amini, Afshin Farahanchi, and Alireza Soltanian. "Lecture-based versus problem-based learning in ethics education among nursing students." Nursing Ethics 26, no. 6 (2018): 1753–64. http://dx.doi.org/10.1177/0969733018767246.

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Background: Moral reasoning is a vital skill in the nursing profession. Teaching moral reasoning to students is necessary toward promoting nursing ethics. Objectives: The aim of this study was to compare the effectiveness of problem-based learning and lecture-based methods in ethics education in improving (1) moral decision-making, (2) moral reasoning, (3) moral development, and (4) practical reasoning among nursing students. Research design: This is a repeated measurement quasi-experimental study. Participants and research context: The participants were nursing students in a University of Med

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Hill, Gloria, and H. Lee Swanson. "Construct Validity and Reliability of the Ethical Behavior Rating Scale." Educational and Psychological Measurement 45, no. 2 (1985): 285–92. http://dx.doi.org/10.1177/001316448504500212.

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Based on data from 139 adolescents, results of a factor and correlational analyses of the Ethical Behavior Rating Scale are reported. Reliability coefficients were obtained from a test-retest method and estimates of internal consistence. Construct validity was determined by correlating the rating scale with test items from the Ethical Reasoning Inventory. Two factors (moral character and verbal/moral assertiveness) were derived from the varimax rotated matrix. The results suggest that the rating scale reflects the behavioral aspects of moral reasoning.

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Doane, Gweneth, Bernadette Pauly, Helen Brown, and Gladys McPherson. "Exploring The Heart Ofethical Nursing Practice: implications for ethics education." Nursing Ethics 11, no. 3 (2004): 240–53. http://dx.doi.org/10.1191/0969733004ne692oa.

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The limitations of rational models of ethical decision making and the importance of nurses’ human involvement as moral agents is increasingly being emphasized in the nursing literature. However, little is known about how nurses involve themselves in ethical decision making and action or about educational processes that support such practice. A recent study that examined the meaning and enactment of ethical nursing practice for three groups of nurses (nurses in direct care positions, student nurses, and nurses in advanced practice positions) highlighted that humanly involved ethical nursing pra

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Rohana, Etep. "Character Education Relation with Spiritual Intelligence in Islamic Education Perspective." International Journal of Nusantara Islam 6, no. 2 (2019): 165–74. http://dx.doi.org/10.15575/ijni.v6i2.4803.

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This article tries to discuss about character education building in an Islamic education perspective. It is education that forms superior character and human character in terms of intellectual, emotional, and spiritual intelligence. The totality of these three bits of intelligence will shape humans. This article is written using a sociological approach with a descriptive type. The method used is library research. The findings obtained indicate that the concept of character education in Indonesia is education that emphasizes great values originating from Indonesian national culture in the conte

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Gray, Mary Tod. "Nursing Leaders' Experiences With the Ethical Dimensions of Nursing Education." Nursing Ethics 15, no. 3 (2008): 332–45. http://dx.doi.org/10.1177/0969733007088358.

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This pilot study explores four nursing leaders' experiences with the ethical dimensions of leadership in education. Gathering and interpreting such data of experience fosters greater understanding of the nature of moral leadership as it is lived in nursing education. A phenomenological approach was used to collect and analyze the data. The results revealed four major themes: integrity, justice, wrestling with decisions in the light of consequences, and the power of information. These themes clarify the values that direct these leaders' actions as they mediate community needs common to educatio

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Killen, Aileen R. "Stories from the Operating Room: moral dilemmas for nurses." Nursing Ethics 9, no. 4 (2002): 405–15. http://dx.doi.org/10.1191/0969733002ne524oa.

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This article explores stories related by perioperative nurses when asked to describe ethical judgements and subsequent actions that affected patient outcomes. A total of 214 patient care situations were analysed for moral actions taken and moral outcomes achieved in the perioperative arena. Content analysis of the patient care situations revealed a wide variety of ethical issues. Concerns about informed consent and quality of care were the most frequently identified issues. Respondents reported that 7% of patients underwent unwanted procedures and that positive moral outcomes were achieved in

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Sasso, Loredana, Annamaria Bagnasco, Monica Bianchi, Valentina Bressan, and Franco Carnevale. "Moral distress in undergraduate nursing students." Nursing Ethics 23, no. 5 (2016): 523–34. http://dx.doi.org/10.1177/0969733015574926.

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Background: Nurses and nursing students appear vulnerable to moral distress when faced with ethical dilemmas or decision-making in clinical practice. As a result, they may experience professional dissatisfaction and their relationships with patients, families, and colleagues may be compromised. The impact of moral distress may manifest as anger, feelings of guilt and frustration, a desire to give up the profession, loss of self-esteem, depression, and anxiety. Objectives: The purpose of this review was to describe how dilemmas and environmental, relational, and organizational factors contribut

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Lee, Hsiao Lu, Shu-He Huang, and Chiu-Mieh Huang. "Evaluating the effect of three teaching strategies on student nurses’ moral sensitivity." Nursing Ethics 24, no. 6 (2016): 732–43. http://dx.doi.org/10.1177/0969733015623095.

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Background: The Taiwan Nursing Accreditation Council has proposed eight core professional nursing qualities including ethical literacy. Consequently, nursing ethics education is a required course for student nurses. These courses are intended to improve the ethical literacy. Moral sensitivity is the cornerstone of ethical literacy, and learning moral sensitivity is the initial step towards developing ethical literacy. Objectives: To explore the effect of nursing ethics educational interventions based on multiple teaching strategies on student nurses moral sensitivity. Based on the visual, audi

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Shirin Caldwell, Elizabeth, Hongyan Lu, and Thomas Harding. "Encompassing multiple moral paradigms: A challenge for nursing educators." Nursing Ethics 17, no. 2 (2010): 189–99. http://dx.doi.org/10.1177/0969733009355539.

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Providing ethically competent care requires nurses to reflect not only on nursing ethics, but also on their own ethical traditions. New challenges for nurse educators over the last decade have been the increasing globalization of the nursing workforce and the internationalization of nursing education. In New Zealand, there has been a large increase in numbers of Chinese students, both international and immigrant, already acculturated with ethical and cultural values derived from Chinese Confucian moral traditions. Recently, several incidents involving Chinese nursing students in morally confli

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Chen, Pei-Pei, Hsiao-Lu Lee, Shu-He Huang, Ching-Ling Wang, and Chiu-Mieh Huang. "Nurses’ perspectives on moral distress: A Q methodology approach." Nursing Ethics 25, no. 6 (2016): 734–45. http://dx.doi.org/10.1177/0969733016664976.

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Background: Moral distress occurs when nurses experience ethical dilemmas. Issues related to these dilemmas are addressed in some nursing education courses. Nurses’ reaction to dilemma such as moral distress is relatively less noticed. Objective: This study aimed to identify and describe the various types of perceptions of moral distress exhibited by nurses. Research design: This study applied Q methodology to explore the perspectives of nurses regarding moral distress. Data were collected in two stages. First, in-depth interviews were conducted to collect nurses’ opinions. Sentences that best

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Solum, Eva Merethe, Veronica Mary Maluwa, Bodil Tveit, and Elisabeth Severinsson. "Enhancing students’ moral competence in practice." Nursing Ethics 23, no. 6 (2016): 685–97. http://dx.doi.org/10.1177/0969733015580811.

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Background: Nurses and student nurses in Malawi often encounter challenges in taking a moral course of action. Several studies have demonstrated a need for increased awareness of ethical issues in the nursing education. Objective: To explore the challenges experienced by nurse teachers in Malawi in their efforts to enhance students’ moral competence in clinical practice. Research design: A qualitative hermeneutic approach was employed to interpret the teachers’ experiences. Participants and research context: Individual interviews (N = 8) and a focus group interview with teachers (N = 9) from d

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Baykara, Zehra Gocmen, Sevil Guler Demir, and Sengul Yaman. "The effect of ethics training on students recognizing ethical violations and developing moral sensitivity." Nursing Ethics 22, no. 6 (2014): 661–75. http://dx.doi.org/10.1177/0969733014542673.

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Background: Moral sensitivity is a life-long cognitive ability. It is expected that nurses who work in a professional purpose at “curing human beings” should have a highly developed moral sensitivity. The general opinion is that ethics education plays a significant role in this sense to enhance the moral sensitivity in terms of nurses’ professional behaviors and distinguish ethical violations. Aim: This study was conducted as intervention research for the purpose of determining the effect of the ethics training on fourth-year students of the nursing department recognizing ethical violations ex

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Venezia, Chiulien C., Gerald Venezia, Frank J. Cavico, and Bahaudin G. Mujtaba. "Is Ethics Education Necessary? A Comparative Study Of Moral Cognizance In Taiwan And The United States." International Business & Economics Research Journal (IBER) 10, no. 3 (2011): 17. http://dx.doi.org/10.19030/iber.v10i3.4097.

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Ethical development, cognizance, and maturity, as well as ethical behavior, are a primary concern of all managers, government officials, and educators. These moral values are even more important in Asian economies where some aspects of the economy seem to go underground without any due taxation afforded to the government or proper credit accorded to the property owners or copyright or other intellectual property holders. This article examines morality and ethics from a cross-cultural perspective. The article examines works using Kohlbergs Cognitive Moral Development theory and the Defining Iss

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Et al., Phrakhru Thamrongwongvisut (Theerasak Phuangpool). "Roles of Buddhist Monks in Moral Development following Sufficiency Economy Philosophy." Psychology and Education Journal 58, no. 1 (2021): 3742–46. http://dx.doi.org/10.17762/pae.v58i1.1375.

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The purpose of this article was to propose a model of moral and ethical development according to the philosophy of sufficiency economy. Documentary study was used by studying the role of Buddhist monks and analyzing the consistency of morality, ethics, and philosophy of sufficiency economy consisted of modesty, rationality, and immunity that based on the conditions of knowledge and morality. Results indicated that the guidelines for moral development began with the development of education in order to provide people with knowledge with various abilities, and also apply the aforementioned knowl

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Borhani, Fariba, Abbas Abbaszadeh, Elham Mohamadi, Erfan Ghasemi, and Mohammad Javad Hoseinabad-Farahani. "Moral sensitivity and moral distress in Iranian critical care nurses." Nursing Ethics 24, no. 4 (2015): 474–82. http://dx.doi.org/10.1177/0969733015604700.

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Background: Moral sensitivity is the foremost prerequisite to ethical performance; a review of literature shows that nurses are sometimes not sensitive enough for a variety of reasons. Moral distress is a frequent phenomenon in nursing, which may result in paradoxes in care, dealing with patients and rendering high-quality care. This may, in turn, hinder the meeting of care objectives, thus affecting social healthcare standards. Research objective: The present research was conducted to determine the relationship between moral sensitivity and moral distress of nurses in intensive care units. Re

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MAXWELL, BRUCE, and ERIC RACINE. "Should Empathic Development Be a Priority in Biomedical Ethics Teaching? A Critical Perspective." Cambridge Quarterly of Healthcare Ethics 19, no. 4 (2010): 433–45. http://dx.doi.org/10.1017/s0963180110000320.

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Biomedical ethics is an essential part of the medical curriculum because it is thought to enrich moral reflection and conduce to ethical decisionmaking and ethical behavior. In recent years, however, the received idea that competency in moral reasoning leads to moral responsibility “in the field” has been the subject of sustained attention. Today, moral education and development research widely recognize moral reasoning as being but one among at least four distinguishable dimensions of psychological moral functioning alongside moral motivation, moral character, and moral sensitivity. In a refl

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Jalili, Fereshteh, Zahra Saeidnejad, and Mohammad Aghajani. "Effects of spirituality training on the moral sensitivity of nursing students: A clinical randomized controlled trial." Clinical Ethics 15, no. 1 (2020): 1–10. http://dx.doi.org/10.1177/1477750919898346.

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Training nurses on spiritual principles and values helps to stimulate moral imagery and a deep understanding of moral problems in them. However, spirituality issue was not included in ethical educational content. There was still no interventional study on the effect of spirituality education on ethical sensitivity. This study was conducted to determine the effect of spirituality training on moral sensitivity of nursing students. A randomized controlled trial design was used. Data were collected by a moral sensitivity questionnaire and analyzed using Chi-square, Fisher, independent and paired t

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Self, Donnie J., DeWitt C. Baldwin, and Fredric D. Wolinsky. "Further Exploration of the Relationship Between Medical Education and Moral Development." Cambridge Quarterly of Healthcare Ethics 5, no. 3 (1996): 444–49. http://dx.doi.org/10.1017/s0963180100007271.

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In the wake of a pilot study that indicated that the experience of medical education appears to Inhibit moral development In medical students, increased attention needs to be given to the structure of medical education and the Influence it has on medical students. Interest in ethics and moral reasoning has become widespread in many aspects of professional and public life. Society has exhibited great interest in the ethical issues confronting physicians today. Considerable effort has been undertaken to train medical students, interns, and residents In how to reason through medical-ethical dilem

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Preshaw, Deborah HL, Kevin Brazil, Dorry McLaughlin, and Andrea Frolic. "Ethical issues experienced by healthcare workers in nursing homes." Nursing Ethics 23, no. 5 (2016): 490–506. http://dx.doi.org/10.1177/0969733015576357.

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Background: Ethical issues are increasingly being reported by care-providers; however, little is known about the nature of these issues within the nursing home. Ethical issues are unavoidable in healthcare and can result in opportunities for improving work and care conditions; however, they are also associated with detrimental outcomes including staff burnout and moral distress. Objectives: The purpose of this review was to identify prior research which focuses on ethical issues in the nursing home and to explore staffs’ experiences of ethical issues. Methods: Using a systematic approach based

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Wibowo, Rahamad Ari. "KONSEP PEMIKIRAN PENDIDIKAN ISLAM KH. HASYIM ASY’ARI DAN SYAIKH AHMAD KHATIB AL-SAMBASI." Tarbawiyah Jurnal Ilmiah Pendidikan 2, no. 01 (2018): 105. http://dx.doi.org/10.32332/tarbawiyah.v15i01.1199.

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This paper reviews the concept of Islamic education thinking Hasyim Ash'ari which explains about how the rules of teaching and learning that emphasizes the ethical aspects of learning. The concept of Islamic education Hasyim Ash'ari is one of the bids in overcoming the spiritual crisis in the world of education today. Hasyim Asy'ari's educational thought does have high spiritual values of Sufism. This is due, Hasyim Asy'ari put tasawuf as the foundation of education in shaping the character of learners who berakhlatul karimah and intlektual. The concept of Islamic education Hayim Ash'ari, if

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Yeom, Hye-A., Sung-Hee Ahn, and Su-Jeong Kim. "Effects of ethics education on moral sensitivity of nursing students." Nursing Ethics 24, no. 6 (2016): 644–52. http://dx.doi.org/10.1177/0969733015622060.

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Background: While nursing ethics education is commonly provided for undergraduate nursing students in most nursing colleges, consensus on the content and teaching modules for these ethics courses have still not been established. Objectives: This study aimed to examine the effects of nursing ethics education on the moral sensitivity and critical thinking disposition of nursing students in Korea. Research design: A one-group pre- and post-test design was used. Moral sensitivity was measured using the Korean version of the Moral Sensitivity Questionnaire. Critical thinking disposition was measure

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Mortari, Luigina, and Barbara Tomba. "The moral dilemmas of Italian principals." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 7 (2019): 12–18. http://dx.doi.org/10.18844/prosoc.v6i7.4505.

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The purpose of this study is to investigate the moral dilemmas faced by a principal. A well-functioning school depends on many factors. Among these factors, the competence of the principal plays an important role. Often this competence, defined as leadership, is understood in a technical way because it is often interpreted as the acquisition of legal and management skills. In contrast, a good school requires strong humanistic competence and, in particular, ethical knowledge. The narratives of the principals reveal the sense of the inadequacy of their role: the administrators declared that they

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Kleemola, Emmi, Helena Leino-Kilpi, and Olivia Numminen. "Care situations demanding moral courage: Content analysis of nurses’ experiences." Nursing Ethics 27, no. 3 (2020): 714–25. http://dx.doi.org/10.1177/0969733019897780.

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Background: Nurses encounter complex ethical dilemmas in everyday nursing care. It is important for nurses to have moral courage to act in these situations which threaten patients’ safety or their good care. However, there is lack of research of moral courage. Purpose: This study describes nurses’ experiences of care situations demanding moral courage and their actions in these situations. Method: A qualitative descriptive research design was applied. The data were collected with an open-ended question in the questionnaire used in validation of the Nurses’ Moral Courage Scale. The sample consi

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Fredwall, Terje Emil, and Inger Beate Larsen. "Textbook descriptions of people with psychosis – some ethical aspects." Nursing Ethics 26, no. 5 (2018): 1554–65. http://dx.doi.org/10.1177/0969733017753742.

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Background: Textbooks are central for the education of professionals in the health field and a resource for practitioners already in the field. Objectives: This article focuses on how 12 textbooks in psychiatric nursing and psychiatry, published in Norway between 1877 and 2012, describe and present people with psychosis. Research design: We used qualitative content analysis. Ethical considerations: The topic is published textbooks, made available to be read by students, teachers and professionals, and no ethical approval was required. Findings: The analysis shows that all 12 textbooks describe

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McAndrew, Natalie S., and Joshua B. Hardin. "Giving nurses a voice during ethical conflict in the Intensive Care Unit." Nursing Ethics 27, no. 8 (2020): 1631–44. http://dx.doi.org/10.1177/0969733020934148.

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Background: Ethical conflict and subsequent nurse moral distress and burnout are common in the intensive care unit (ICU). There is a gap in our understanding of nurses’ perceptions of how organizational resources support them in addressing ethical conflict in the intensive care unit. Research question/objectives/methods: The aim of this qualitative, descriptive study was to explore how nurses experience ethical conflict and use organizational resources to support them as they address ethical conflict in their practice. Participants and research context: Responses to two open-ended questions we

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Sultana, Dr Munazza, and Dr Syed Abdul Ghaffar Bukhari. "Factors of Ethical Decline and Religious Measures to Overcome." Journal of Islamic and Religious Studies 5, no. 1 (2020): 85–98. http://dx.doi.org/10.36476/jirs.5:1.06.2020.17.

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This article aims to investigate the causes and factors involved in the moral decline of youth and its solution in the light of Islamic teachings. It is generally observed that the students studying at various education levels, especially undergraduate students of universities are seriously lacking in moral values and their ethical conduct is not satisfactory. Research shows that factors of bad conduct include, less emphasis on the moral conduct of students at secondary and higher secondary levels, lack of parent’s interest in building their children's attitude and least efforts by the religio

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Monteverde, Settimio. "Caring for tomorrow’s workforce." Nursing Ethics 23, no. 1 (2014): 104–16. http://dx.doi.org/10.1177/0969733014557140.

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Background: Preparing tomorrow’s healthcare workforce for managing the growing complexity of care places high demands on students, educators, and faculties. In the light of worrying data about study-related stress and burnout, understanding how students manage stressors and develop resilience has been identified as a priority topic of research. In addition to study-related stressors, also moral stressors are known to characterize the students’ first clinical experiences. Objectives: However, current debates show that it remains unclear how healthcare ethics education should address them. In or

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Zorin, K. V. "Medical education under conditions of pandemic of coronavirus infection: social and ethical recommendations." Alma mater. Vestnik Vysshey Shkoly, no. 2 (February 2021): 38–41. http://dx.doi.org/10.20339/am.02-21.038.

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Presented are social-ethical recommendations for medical education under conditions of pandemic of coronavirus infection. In the modern world there are many social and ethical problems, that depend on the worldview, philosophical and spiritual and moral positions of the state, society in general and individual in particular. Social and ethical issues of digital learning technologies caused by the new coronavirus infection have not yet been fully studied. The author analyzes a number of these aspects, related to medical education during the 2020 COVID-19 pandemic. The following research methods

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Хоружая, Людмила Леонидовна. "Peculiarities of Ethical and Pedagogical Approach to Realization in Professional Education." Pedagogika 112, no. 4 (2013): 14–21. http://dx.doi.org/10.15823/p.2013.1769.

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Nowadays the transdisciplinary approach to assessment of new developments in the modernization of education is actively developing in the modern science. Being the methodological basis for the implementation of this process, ethical and pedagogical approach can fil it with the ethical and moral content and bring valuable substance to the process. In the professional education, ethical and pedagogical approach is viewed as the pedagogical instrument for the systemizing and strengthening of the humanistic approach to training of future professionals. With the help of such approach, it becomes po

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