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Journal articles on the topic 'Moral and ethical aspects of Special education'
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1
Pikuza, O. I., A. M. Zakirova, and N. K. Shoshina. "Actual aspects of medical ethics in training of the pediatrician." Kazan medical journal 95, no. 3 (2014): 469–71. http://dx.doi.org/10.17816/kmj1538.
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Nowadays the problems of medical ethics are gaining the special significance as a result of changes in social and economic relations, healthcare modernization due to appearance of new effective methods for instrumental and laboratory examinations, treatment approaches, development of market relations in medicine. The aim of the presented paper is to cover the actual aspects of medical ethics in pediatrics. The paper reviews the ethical aspects of the work of a in detail. Differentiated approach in choosing pediatrician interns, which is based not only on academic progress, but also on professional and moral qualities of the medical university alumni and continuity in their upbringing starting form the first years of the medical school until the end of post-graduate education, seems rationale. It is during the student years when the cognitive and moral values of a forthcoming specialist are formed, which may be a criterion of a suitability of working with children. The roles of the competition, including the modular approach to knowledge evaluation, professional competencies and rating system are stressed. Considering the modern requirements to a young professional, the accent is made on the role of the leading tutor in a forthcoming specialist formation. The requirements to a higher education teacher and the importance of the moral atmosphere in hospitals and faculties for forming the ethical features of a forthcoming pediatrician and improving his/her professional level according to the medical progress are outlined. Thus, teaching pediatrics has a lot of particularities, including teaching the basics of medical ethics, having an extremely important role in professional education of pediatricians for proper forming of the young professional according to contemporary life requirements.
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Korolenko, Vyktor, and Vladymyr Shenkevich. "Modern aspects of moral health of schools." Scientific visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 154–57. http://dx.doi.org/10.33310/2518-7813-2019-65-2-154-157.
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Moral education is one of the forms of moral inheritance in society. In the perception of modern society moral is a synonym of ethics. Thus, the term «moral education» means the process of the purposeful forming of child moral values and reinforcement the habit complex which is proper to the norms and moral accepted in a society. Nowadays, when the standards of legal cruelty are widely presented in mass media, entertaining programs and computer games which children are involved in since their preschool age, moral education of young people claims special attention. In the present paper the problem of schoolchildren moral development and socialization is considered. Taking into account current pedagogical conditions various approaches to the issue particularly the ways of the modern youth psychological impact efficiency improvement have been analyzed. The results of the conducted research show the need for higher school children socialization level since it’s the basis of the personality development. The importance of innovative pedagogical achievements use in the course of young people moral education is stressed. Moral education is one of the forms of inheritance of morality in society. A moral is in understanding of modern society, is the synonym of ethics. Thus, under moral education it is possible to understand the process of the purposeful forming for the child of the moral settings, and also fixing of habits of conduct, proper to the norms and moral, accepted in society. Presently, when the standards of legal cruelty with people are widely presented in mass medias, entertaining transmissions and films, and also in computer games which children master from preschool age, moral education of children must spare the special attention.
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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 were used in the work, i.e. study and analysis of special literature, synthesis, modeling, comparison, generalization, observation, system analysis and theoretical knowledge. The article contains a number of social and ethical recommendations to help teachers and students better adapt to the distance learning format.
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Kamaladdini, Seied Mohammad Bagher. "Place of the Didactic Literature in Vahshi Bafghi's Khold-e-Barin." International Letters of Social and Humanistic Sciences 27 (May 2014): 194–201. http://dx.doi.org/10.18052/www.scipress.com/ilshs.27.194.
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Masnavi Khold-e-Barin is one of letters that educate people moral courses in different ways. Vahshi Bafghi by using his special technique, compose a word full of advice and using the different metaphor sings helps to understanding of good and bad issues in life. He expresses ethical messages in two ways, the theme of novel and direct expression. This paper tries to evaluate the Place of the educational literature in Vahshi Bafghi's Khold-e-Barin; the author shows aspects and features of didactic literature using content analysis in Khold-e-Barin. Issues such as the avoidance of envy, greed, worldly and other worldly courses, advice and the moral results of tales, praised of the knowledge and awareness, chastity word of poet, give didactic Ethics and Spirituality atmosphere to this letter. In this research, didactic poems in two sections of “sermon – ethical” and “Education – Spiritual” have been studied.
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Rabanirajona, Haingo. "Role of Notary in Abroad and Indonesia." Jurnal Akta 7, no. 4 (2020): 343. http://dx.doi.org/10.30659/akta.v7i4.12900.
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One of the important professions in society is notary. This profession is a special profession because it is a public official in carrying out its duties which is bound by juridical norms and professional code of ethics. The notary code of ethics becomes a moral principle determined by the Indonesian Notary Association (INI) which is the basis for organizing or regulating the notary professional code of ethics in relation to many parties, which of course must be obeyed or obeyed by every member who is bound or binds himself/herself in the association (organization) that. The consequences as a member of this profession must be understood by a notary, because sourced from here, the dignity of the profession can be maintained. The position of the Notary which is urgent in human life makes the process of someone who wants to become an expert notary public important. Therefore, in notarial education, notary ethics should also be considered. So in this case it is emphasized that a professional education without education on responsibility and professional ethics is not complete. In the field of law, technical skills that ignore aspects relating to the responsibilities entrusted to him and his profession in general, as well as ethical values and measurements that must serve as guidelines in carrying out his profession.
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Verbovska, R. I. "DEONTOLOGICAL APPROACH TOWARD PROFESSIONAL TRAINING OF FUTURE DENTAL DOCTORS." Актуальні проблеми сучасної медицини: Вісник Української медичної стоматологічної академії 19, no. 1 (2019): 93–96. http://dx.doi.org/10.31718/2077-1096.19.1.93.
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The article is devoted to the issues of medical ethics and deontology, the essence of the deontological approach to the training of future dental doctors. The moral and ethical components are one of the important criteria demonstrating the readiness of future doctors to a high quality professional activity that would meet at demands of the latest medical achievements. Modern medical reform requires the improvement of the medical education system in order to prepare highly skilled health care specialists. A new generation of healthcare professionals should continuously improve and deepen their professional knowledge, be quick in handling complicated clinical situations and making adequate decisions, and demonstrate a high level of deontological culture. Scientists point out the growing requirements for the professional training of the doctors in general and for the level of their deontological culture in particular: "A few decades ago, the content of medical ethics was exhausted by two problems: first, the rules of the behaviour of medical personnel in relation to patients, and, secondly, the rules of the relationship in the medical corporation Today, radical revisions are subject to traditional problems, as well as many new problems. All this led to the need for an integrated approach to these problems and, above all, to the need and integration of theoretical and practical medicine and ethics". General moral and ethical requirements for the activities of medical workers are represented in a number of leading state and international regulatory documents that regulate the theoretical, organizational and methodological basis for the training of future health care professionals and outline the main directions toward the fostering their deontological culture, namely: the International Code of Medical Ethics adopted The General Assembly of the World Medical Association (London, 1949), the provisions of the Geneva Declaration (International Oath of Physicians) (1948), the Ethical Code Doctor I of Ukraine (2009), the Concept of development of public health care for the population of Ukraine "(2000) and others. In this regard, one of the most pressing issues the modern medical institutions of higher education are facing is to raise deontological culture among the future doctors. After all, the unfair performance of doctor’s professional duties, careless or non-ethical attitude to the patient can lead to undesirable and even tragic consequences. Each of us, seeking for a doctor’s advice, wants to be sure of his / her high professional and moral qualities. This imposes a huge responsibility on the doctors and the system of their professional training, because health and life are the most valuable treasure that a person can possess. The doctors of all specialties, including those in dentistry, have a direct relation to the performance of their professional duties by their general professional training, responsibility, decency, respectful attitude to colleagues and patients, high personal culture. These components are the essence of the deontological approach to the training of future dental doctors. If the dentists perform their work poorly, in most cases this remains unnoticed by the patient and does not cause any special conflicts. In such cases, the professional ethics of the doctors and their decency are of particular importance. It is the deontological approach to the training of future dentists that ensures fostering their moral and ethical standards, the acquisition of appropriate skills, abilities, their awareness of moral and ethical values, the development of the required traits of character. Among the prospects for further research within this direction we can single out the synthesis of the results obtained by of the analysis of scientific sources in order to distinguish the actual aspects of the training of future dental doctors.
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Popova, N. V., and E. V. Popova. "VOLUNTEERING AS A FACTOR IN THE FORMATION OF MORAL STANDARDS AMONG YOUNG PEOPLE." Education and science journal 20, no. 10 (2018): 139–55. http://dx.doi.org/10.17853/1994-5639-2018-10-139-155.
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Introduction.Volunteering is a socially significant activity, which contributes to solving separate acute social issues and showing the best qualities of an individual – compassion, ability to sympathise and readiness to provide assistance to people in need. Through volunteering, a person achieves self-esteem and a feeling of his or her relevance and usefulness. Under the present circumstances, aspects of the study of volunteering and youth attitudes to this concept are especially relevant. Over the last decades, social transformations have occurred, leading to a reassessment of the value system, and, consequently, society has lost its moral compass. Participation in volunteering can become one of the effective factors in the formation of ethical standards and humanistic value orientations among young people.Theaimof the research was to investigate the educational potential of volunteering through studying the attitudes of young people.Methodology and research methods.The research was based on axiological and sociological approaches. In the course of the research, the following methods were used: review and synthesis of historical-philosophical and sociological literature, sociological group face-to-face surveys, and comparative analysis of statistical data. Results and scientific novelty.The authors justified the necessity for moral education of working youth through the involvement of young people in realizing charitable projects and organising philanthropic events. The authors highlighted the aspects of conducting charitable activities in one of the socially-oriented enterprises of the Urals – Sinarsky Pipe Plant. A questionnaire based survey conducted among young workers of that metal manufacturer revealed the fact of mass participation in various charitable activities (out of the sample seize of 180 young workers, 89% of respondents admitted their involvement in philanthropic activities). The respondents expressed interest in charitable projects and readiness to spend own time, energy and money for rendering disinterested targeted assistance to children with special needs and children with disabilities (56.3%), to elderly people living in difficult life situations (52.5%), to stray animals (50.0%), to children suffering from cancer (49.3%). It was concluded that charity work forms ethical standards at young people, and develops altruistic qualities such as disinterestedness and responsiveness, as well as civil consciousness.Practical significance.The research outcomes can be used when preparing, organising and holding charitable work with the aim of bringing up morally and ethically educated young workers, as well as students of educational institutions of different levels.
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Galonsky, V., V. Chernov, R. Susloparova, and A. Gradoboev. "The Importance of Teaching History of Prosthetic Dentistry for Future Dentists’ Personality Formation." Medical University 2, no. 2 (2019): 31–35. http://dx.doi.org/10.2478/medu-2019-0006.
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Abstract Currently in the modern pedagogical process at a higher medical institution, teachers often shift emphasis towards the new technologies and methods for treating diseases. In this case, classical techniques, their development, and scientists who influenced the formation of orthopaedic dentistry are undeservedly downplayed in the training process. In order to preserve the interest of dental students in the historical process, it is necessary to teach the material taking into account modern processes that occur in orthopaedic dentistry. We searched for materials on the history of prosthetic dentistry in the scientific and historical literature. A special attention was paid to those moments of history that had been reflected in the present through modern materials, schools or methods of treating patients. After the selection of the materials and their discussion, the teaching staff of the KrasSMU Department-Clinic for Prosthetic Dentistry made proposals regarding each of the nine training cycles. In each study cycle, we included some information about historical moments and personalities that are known to be important for students’ moral education and learning. Specifically, we used information taken from the scientific and historical literature, autobiographies, memoirs of contemporaries, and presentations containing material suitable for assimilation. Thus, we managed to naturally include the history of prosthetic dentistry into the educational process. The applied approach to teaching the history of medicine had many positive aspects. Following up the development of views on various prosthetic dentistry issues allowed us to provide a more natural introduction to complex clinical disciplines. We emphasized the scientific experience continuity and the interdisciplinary approach to professional issues. A number of positive moral and ethical qualities were discussed that have allowed scientists to achieve significant results in their activities. Through the demonstration of domestic scientists’ achievements, we carried out promotion of patriotism among the students. Considering the above advantages, we emphasize the importance of teaching the history of prosthetic dentistry in educating future dentists.
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Levytskа, L., and N. Postoiuk. "FORMATION AND DEVELOPMENT OF VALUABLE ORIENTATIONS OF STUDENTS IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATION IN UKRAINE." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 2 (10) (2019): 30–34. http://dx.doi.org/10.17721/2415-3699.2019.10.08.
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The essence of the phenomenon of "value orientation", "formation of student value orientations" has been revealed n the article. The "professional values" as an integrated multi-level education, the coordinate system and the corresponding regulations of the professional's specialist activity have been substantiated. It has been established that professional values of student youth include professional responsibility, the essence-content content of pedagogical work, its moral aspect, principles and professional relations. The functions of value orientations and peculiarities of their formation in the professional training of future specialists of higher education institution of Ukraine have been determined. The peculiarities of students' values n higher education institutions have been revealed. The criteria (cognitive, motivational, activity, personal) and levels (low, average, sufficient and high) of professional-value orientations of students have been determined. The model is developed and pedagogical conditions of formation and development of students' value orientations in the educational environment of the higher education institution have been substantiated: formation of positive motivation for the profession and necessity of ethical regulation of their own professional actions; updating of educational and methodological support and substantive content of future specialists' professional training (due to the development and implementation of the special course and enrichment of the content of professional disciplines with an axiological component); ensuring systematic and comprehensive self-assessment of professional activity, self-knowledge concerning the acquisition of groups of professional values. It was established that the mechanism of formation of value orientations in students of higher education institution includes the stages: perception; response (subordinate, voluntary, satisfaction response); assimilation of professional values (acceptance of values, prevalence of professional values, conviction); organization of professional values (conceptualization of professional values, organization of a system of professional values); use of professional values (internalization of professional values, use of professional values in activities).
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Iankova Natchkova, Maia. "CHALLENGES TO PROFESSIONAL ETHICS, TRAINING AND CONTINUING EDUCATION OF SPECIALISTS IN THE FIELD OF INDEPENDENT FINANCIAL AUDIT." Knowledge International Journal 34, no. 5 (2019): 1301–5. http://dx.doi.org/10.35120/kij34051301n.
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Auditor’s profession is extremely necessary and crucial for the society. It has the important and responsible task to observe and assess the proper implementation of the principles, concepts, rules, legal standards and conventions as set out in the International Financial Reporting Standards/ International Accounting Standards, EU directives, International Standards on Auditing and the national (local) accounting legislation. Specialists in the field of independent financial audit – chartered expert accountants, registered auditors, should verify the timely, reliable, objective, correct, accurate and fair presentation, in all material aspects, of the information about the property and financial position of enterprises, their financial performance, and to determine the opportunities for investing and managing the capitals of audited enterprises in the interest of the society. Auditor’s profession is distinguished with moral at high level and professional ethics of chartered expert accountants, registered auditors; with extreme professionalism in the field of independent financial audit; with professional skepticism in the field of accounting and economic analysis; with professional optimism upon undertraining audit engagements; with independence from personal interests and lack of obligation for loyalty to the assigners of audit engagements; with ensuring high quality performance of audit engagements; with professional and intellectual knowledge and skills in the field of accounting, financial audit, economic analysis, micro- and macroeconomics, statistics and finance acquired upon completion of higher education in economics, upon sitting special examinations for obtaining qualification of chartered expert accountants, registered auditors, and upon carrying out constant and continuing education of auditors. For the purposes of keeping the trust of the society in the independent financial audit, registered auditor’s professional ethics needs to be at high level that enables authoritative and competent establishment of the role and significance of auditor’s profession in the society. Independent financial auditors should observe specific standards of conduct and fundamental professional and ethical principles as set out in the Code of Ethics for Professional Accountants, such as honesty, objectivity, professional competence and proper attention, confidentiality, professional conduct, observance of methodological standards and professional skepticism. They should avoid actions that could discredit the auditor’s profession and have negative impact on the good reputation of the registered auditor. Furthermore, where independent financial auditors market and promote themselves or their audit practice, they should avoid giving the society wrong idea of auditor’s profession. The work of chartered expert accountants, registered auditors is diverse and to a great extent characterized by development of the financial risk. Therefore, this study highlights some of the more significant and socially important specific characteristics of the auditor’s profession, which are monitored by the public and by the government authority supervising the work of the registered auditors. Its objective is to present, determine and distinguish the challenges in the light of good world audit practices faced by the professional ethics, training and continuing education of specialists in the field of independent financial audit, thus contributing to the improvement of their qualification and enhancement of their audit practice. This publication may be used for carrying out different types of financial audit – internal audit carried out by the financial enterprises’ internal units; independent financial audit carried out by chartered expert accountants, registered auditors, and external audit carried out by the government supervisory authority and by other government authorities.
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Nicolson, Donald. "Problematizing Competence in Clinical Legal Education: What do we mean by competence and how do we assess non-skill competencies?" International Journal of Clinical Legal Education 23, no. 1 (2016): 66. http://dx.doi.org/10.19164/ijcle.v23i1.491.
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<p align="LEFT">The special issue of this journal is about problematizing assessment. However, in this article I want to start further back and problematize what is meant by competence. I think it is fair to say that when law clinicians speak about assessing competence they usually have in mind the assessment of skills. By contrast, I will argue that competence goes well beyond skills, at least if we understand skills in the narrow sense of technical legal skills, and includes in addition a values dimension. Moreover, if this dimension is added to the notion of skills, and clinical legal education (CLE) is expanded to include an understanding of how lawyers’ skills are used, for whom and to what end, it might help reverse the traditional and still continuing antipathy in many law schools to CLE. For those like myself, who see law clinics as more about contributing to social justice than legal education, the reluctance to embrace CLE is rooted (rightly or wrongly) in a political and moral stance. But for most academics, the antipathy - or, at best, apathy - towards CLE might be more to do with its association with skills training and the consequent assumption that it is unintellectual, unfit for the lofty heights of a liberal legal education and thus best left for the grubby business of preparing lawyers for practice.</p><p align="JUSTIFY">To the extent that CLE is confined to training students in legal skills, I have some sympathy with this view, though it’s questionable whether skills training is any less intellectual than the sort of repetitive, decontextualised and atheoretical teaching of black-letter law which often passes for a liberal legal education. However, in a recent article, I joined a number of others who have argued that there is nothing necessarily anti-intellectual about a focus on practice in a liberal legal education. Thus, like Goldsmith and Bamford, I do not see engagement with practice in purely vocational or technocratic terms, but as providing opportunities for connecting the "aspirations of law students with professional ideals (justice, service, fairness) and the goals of a university-based education".</p><p align="JUSTIFY">In this article, I first flesh out this argument and justify the focus on ethical as well as skills competence in clinical legal education. I then turn from problematizing the concept of competence <em>per se</em> to problematizing its assessment. This will be done via a critical analysis of the forms of assessment used in the clinical programme offered in the University of Strathclyde Law Clinic. These include the assessment of simulated training exercises, work on actual cases, reflective essays on aspects of law, legal ethics and law’s justice and reflective diaries on all aspects of clinical experience. Drawing on my experience with these different forms of assessment, I will consider their comparative merits in contributing to the two classic goals of clinic assessment, namely reliability – whether the scores obtained from an assessment are reproducible - and validity - whether the assessment does in fact measure what it is intended to measure. Finally, drawing on the assessment regimes in the relevant clinical classes, I will seek to provide some food for thought about alternative means of assessing clinical teaching.</p>
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Latysheva, Daria. "THE INFLUENCE OF STUDEN FAMILY MARRIAGE RELATIONS ON INTELLECTUAL AND PHYSICAL DEVELOPMENT OF CHILDREN IN XXI CENTURY (ON THE MATERIALS OF THE CITY OF KYIV)." Journal of Ukrainian History, no. 40 (2019): 83–91. http://dx.doi.org/10.17721/2522-4611.2019.40.11.
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This article deals with the problem of children education and upbringing by young student families in Kyiv city and those parents’ influence on the child’s intellectual and physical development. The students’ family life undergoes dramatical changes when a child is born. Just from this moment the students begin to consider themselves as a full-fledged family, and their relationship reach a new level. In turn, the child needs for a proper comprehensive education, so young parents shall quickly adapt to their new role. After the spouses’ baby birth, the focus embracing education object already switches from them as persons onto their first-born child. As a rule, even before their baby birth, the expectant mother and father begin to prepare themselves to that newcomer in the family: they ask for advice from relatives and friends, get consultations with specialists, read the special sources on child care and upbringing. However, the child’s birth especially when it comes to a young students’ family, often entails numerous problems and becomes a strong stress factor for parents. However, this stress factor is completely offset by such positive moments as the parents’ health improvement during their child upbringing. Another positive factor refers to not very significant difference in age between parents and their children, that in turn allows render much easier their communication and mutual understanding. As everyone knows, from the earliest times, every nation appreciated as true value the human’s intellect, intelligence and education. Just due to intellectual and physical abilities progress our ancestors became able to create our history and the world today we do live in. Each mankind history époque valued various knowledge, skills and abilities of a person. However, with new challenges constantly dependent on changes in society and social development, the humanit gained ever new knowledge, gradually pushing out the obsolete ones. And concurrently the principles of raising children also changed. The basic directions of forming the child’s future personality are mental development, physical and religious education. These three upbringing factors quality imply what kind of person the child will be in the future. Namely the individual’s cognitive activity, education in various science fields, physical strength and power are forms today a conscious citizen who will develop the country in the future. A more complete world perception as formed in the person also is influenced by the spiritual life aspect. Accordingly, that aspect of education also plays an integral role in the life of both individual national and the state as a whole, since moral principles and ethical norms form the human mental activity which in turn influences the person’s environment. Consequently, along many centuries, education was a major aspect in human personality forming still constant changes in society and social development generated a new need, this one for civic consciousness formation. The parents play the main role in all educational process types. Therefore, now, as the new personality main creators, they must not only remain educators of a high moral creative individual, but also form a conscious national of his motherland. Despite the lack of prior paternity experience, young student parents should make every possible effort to educate the child in the context of creating a strong personality, which will be a moral example in the society. On the other hand, the topic of children education at young student families within the Kyiv city boundaries is not covered by the humanities sciences. Therefore, to get this problem’s more detailed study we turned to the use of ethnological research practical methods: sample survey, included observation, questionnaires and respondents interviewing. However, switching to more specific figures and data, the vast majority of student couples (90,7%) tend to that both the father and mother should pay equal attention to their child upbringing. Similarly, young student families achieve unanimity on specific issues considering the child intellectual and physical development. Thus, 78,7% respondents believe that the child intellectual development should be both father’s and mother’s responsibility, and 58,7% believe that both spouses should also be responsible for the child’s physical development. Student families also agreed that the atmosphere in the family also produces a direct impact on the child development. This opinion was supported by 97,3% of respondents. Although the respondents could not agree on which cultural level of parents shall be convenient and satisfying for the child’s proper mental progress. Thus, 40% believe that enough shall be to visit cultural centers, 29,3% think that desirable will be to have a home library, and 21,7% consider necessary reading the special pedagogical literature. According to this survey results, we see that in children education, modern student families are, for the most part, adherent to those traditional norms, that formed on centuries-old representations of Ukrainian nation during the traditional society period.
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Rakityanska, Lyudmyla. "Idea of relationship between human mind and feelings in the context of Ukrainian cordocentrism: historical retrospectives." Osvitolohiya, no. 7 (2018): 29–37. http://dx.doi.org/10.28925/2226-3012.2018.7.2937.
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The article analyzes the evolution of the idea of human mind and feelings correlation in the history of Ukrainian philosophical thought from pre-Christian times till modern times. It is proved that this idea has a long tradition in the history of Ukrainian culture and its components – religion, philosophy, science, art. In historical sequence, the views of the great Ukrainian thinkers of different historical epochs on the problem of mind and feelings correlation in the integral human nature, their role in the cognition of the world are set forth. According to the researchers, from ancient pre-Christian times, the ancestor Ukrainians were interested in the vital issues of their own being, which they associated primarily with the notions of spirit and soul, which for Ukrainians were always «sacred» and identified with the heart as the centre of the spiritual life of a person occupying the world of his feelings, experiences, thoughts and faith. The image of the heart is central in the ancient monuments of oral folk art, which points to their cordocentric problematics, which is manifested in emotionality, sincerity, benevolence, mercy, and the like. The ideological concept for Ukrainians, from the times of KievanRus to our days, is cordocentrism, which represents the Ukrainian spiritual tradition and fulfils the function of a mental dominant. In KievanRus with the birth of philosophical thought (I.Kyivskyi, V. Monomakh, F. Pecherskyi), within the Christian faith there is a tendency that a special role in the cognition of the Divine essence was given to the heart. In Holy Scripture (the Bible), there are 851 references to the heart as one of the central images in the Old Testament texts.The concept of the heart, which takes its origins in the religious worldview of Ukrainian-Rus people from the times of KievanRus, gradually transformed into a «philosophy of the heart», becoming its distinctive feature that expressed the originality and uniqueness of the Ukrainian cultural tradition and its spiritual history. «Philosophy of the heart» as a doctrine in its ontological, theoretical and moral and ethical aspects is most fully expounded in the heritage of the outstanding Ukrainian thinkers G. Skovoroda, P. Yurkevych, T. Shevchenko, N. Gogol. A modern philosophy of human-centrism has been created on the basis of the philosophy of cordocentrism as a strategic direction of the humanization of society, in which one of the central places is child-centric education - the leading direction of the national education reform in Ukraine.
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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 same inversion of human priorities. Professionals, such as nurses and midwives, need to take on social responsibilities and a collective civic voice, and play their part in a moral regeneration of society. This involves carrying civic rights and duties into the workplace.
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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 ethical dilemmas. Data obtained by means of reflective journaling, Ethics of Care Interview (ECI) and Defining Issues Test (DIT), would objectively measure the interrelated pathways of care-based and justice-based moral reasoning. In conclusion, educators have an ethical responsibility to foster students' ability to exercise sound clinical judgment, and support their professional development. It is recommended that educators design authentic assessments to demonstrate student's improvement of moral reasoning.
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Prentovic, Risto. "Ethical aspects of hunting tourism in Serbia." Zbornik Matice srpske za drustvene nauke, no. 144 (2013): 523–38. http://dx.doi.org/10.2298/zmsdn1344523p.
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The aim of this paper is to examine contemporary moral controversies about hunting tourism in Serbia in the context of defined value orientations and norms of ethics of hunting tourism, as a branch of applied ethics. On the one hand, this paper summarizes conceptual definitions and specificities of hunting tourism, as a special form of tourism, and the crucial value postulates derived from the assumptions of the concept of sustainable development and biodiversity conservation, and philosophical, theological and legal settings of man?s attitude towards animals and their welfare, as well as the standard code of hunting ethics and issues of business ethics in hunting tourism, on the other. The paper also cites some examples of ethically problematic phenomena in modern hunting tourism in Serbia and offers possible solutions to overcome them.
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Sileo, Nancy M., Thomas W. Sileo, and Thomas B. Pierce. "Ethical Issues in General and Special Education Teacher Preparation: An Interface with Rural Education." Rural Special Education Quarterly 27, no. 1-2 (2008): 43–54. http://dx.doi.org/10.1177/8756870508027001-208.
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Teacher education may be the most important variable to ensure consideration of ethical issues in public schools. However, many teacher preparation programs may not equip teachers with the knowledge, skills, and dispositions to make moral judgments and decisions necessary to provide high quality education for all students. This article addresses ethical issues and practices that impact teacher education, their interface with rural education, and results of a national research study that assesses extent to which and how preservice teacher preparation programs attend to ethical issues. Survey results indicate that teaching about ethical and professional practices is important to teacher preparation, and yet, receives little emphasis in most programs. Key Words: Educational Equity, Ethics, Morality, Rural Education, Special Education, Teacher Preparation, and Values
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Avery, Jocelyn D. "Ethical Dilemmas and Moral Conundrums." Anthropology in Action 26, no. 3 (2019): 1–9. http://dx.doi.org/10.3167/aia.2019.260301.
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Many anthropologists will be required to gain ethics approval in order to begin their research. Prior to commencing, though, it is not always possible to predict what will happen in the field, or how you as the researcher will react, much less to incorporate all possible safeguards in an ethics application. My research was conducted at a special education needs college with the aim of discovering the sense of self of students with intellectual disabilities. I underwent a lengthy and complicated ethics approval process and gained associated external approvals. As my research evolved in the field, I became interested in strands of enquiry that without care could have potentially breached my ethics guidelines. New questions could suggest to staff that I was doing something other than stipulated in their consent documents. The ethics approval process can help refine the research methodology and analysis; however, it cannot prepare us for the moral conundrums that arise in the field.
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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 theories were added using simple (yes/no) and Likert rating answer formats. Participants and research context: At the Bern University of Applied Sciences, a total of 93 students from 2 parallel sub-cohorts of the bachelor’s program in nursing science were sent the online survey link after having been exposed to the same modular contents. A total of 62% of all students participated in the survey. Ethical considerations: The survey was voluntary and anonymous. Students were free to write their name and additional comments. Findings: Students consider ethical theories—as taught within the proposed framework—as practically applicable, useful, and transferable into practice. Discussion: Teaching ethical theories within the proposed framework overcomes the shortcomings described by current research. Students do not consider the mutually exclusive character of ethical theories as an insurmountable problem. Conclusion: The proposed framework is likely to promote the effectiveness of healthcare ethics education. Inspired by pragmatist learning theory, it enables students to consider ethical theories as educative playgrounds that help them to “frame” and “name” the ethical issues they encounter in daily practice, which is seen as an expression of moral resilience. Since it does not advocate a single ethical theory, but is open to the diversity of traditions that shape ethical thinking, it promotes a culturally sensitive, ethically reflected healthcare practice.
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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 be interpreted as competence development, with no effects on moral distress. Alternatively, the result could be attributed to shortcomings of the training program, or that it was too short, or it could be due to the evaluation instrument used. Organizational factors such as management involvement are also crucial. There is a need to design and evaluate ethics competence programs concerning their efficacy.
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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 the students’ moral awareness was conceptualized as a set of stages, commencing with empathizing with patients and nurses, moving on to taking a moral stand and, finally, concluding by becoming aware of their personal values and showing evidence of an emerging professional moral personhood. The notions of empathy, caring and emotion were in evidence throughout the students’ experience. Implications for practice and nurse education are discussed.
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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 included in the study (N = 220). Ethical Position Questionnaire and Questionnaire of Moral Judgment and Ethical Decisions were proved reliable to measure study variables. Ethical considerations: Approval was obtained from Ethics Committee at Faculty of Nursing, Alexandria University. Privacy and confidentiality of data were maintained and assured by obtaining subjects’ informed consent. Findings: This study reveals a significant positive moderate correlation between idealism construct of ethical ideology and moral judgment in terms of recognition of the behavior as an ethical issue and the magnitude of emotional consequences of the ethical situation (p < 0.001; p = 0.031) respectively. Also, there is a positive significant moderate correlation between relativism construct of ethical ideology and overall moral judgment (p = 0.010). Approximately 3.5% of the explained variance of overall moral judgment is predicted by idealism together with relativism. Discussion: The findings suggest that variations in ethical position and ideology are associated with moral judgment and ethical decision. Conclusion: Organizations of academic nursing education should provide a supportive work environment to help their academic staff to develop their self-awareness and knowledge of their ethical position and promoting their ethical ideologies and, in turn, enhance their moral judgment as well as develop ethical reasoning and decision-making capability of nursing students. More emphasis in nursing curricula is needed on ethical concepts for developing nursing competencies.
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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 they consider indispensable to understand and deal with them, and to assess phenomena linked to moral distress. Methods: We conducted individual semi-structured interviews with eight midwives and two other health professionals, varying in terms of years of experience and work setting. Interview transcripts were analyzed in an interdisciplinary research group, following thematic analysis. Ethical considerations: This study was not subject to approval according to the Swiss Law on Research with Humans. Participants were informed about the study goals and gave written informed consent prior to participation. Results: External constraints limiting the midwife’s and the patient’s autonomy and resulting interpersonal conflicts were found to be the most relevant ethical issues encountered in clinical practice and were most often associated with moral distress. These conflicts often arise in the context of medical interventions midwives consider as not appropriate and situations in which less experienced midwives in particular observe a lack of both interprofessional communication and trust in their professional competence. Ethical issues related to late abortions or prenatal diagnostics and selective abortions were also frequently addressed, but many midwives involved had learned to cope with them. Discussion: In the light of the ethical issues and factors contributing to phenomena of moral distress, an empirically grounded profile of moral competences is drafted. Curricular implications in the light of possible adaptations within undergraduate midwifery education are critically discussed.
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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 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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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-class case analyses. Research design: This is a quasi-experimental study. Participants and research context: The sample comprised 89 students in Hacettepe University’s Faculty of Nursing. Following lectures describing the theoretical components of ethics, students were randomly assigned to two working groups, one using standardized patients and the other using in-class case analyses. Data were collected using the Moral Sensitivity Questionnaire, Rest’s Defining Issues Test, and the Nursing Dilemma Test. All data were analysed using IBM SPSS Statistics Version 23. Ethical considerations: Ethical approval and official permission were obtained. All participating students completed informed consent forms. Findings: According to the results, the moral sensitivity of students in the standardized patient group significantly improved over time compared to those in the case analysis group, while the mean scores of students in both groups for moral reasoning and ethical decision-making were not statistically significant. Conclusion: Based on our results, we recommend the use of both standardized patients and case analysis as appropriate teaching methods in ethics education.
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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 developing students’ moral beliefs. Materials and Methods. The research sample included 216 teachers from different regions of the Russian Federation. On the basis of a review of available scientific publications, a theoretical analysis and systematization of Russian and foreign experience in the moral and ethical development of school-age students was carried out. The empirical research consisted in a survey aimed at revealing the respondents’ attitude towards improvement of their professional competencies in the field of moral and ethical education. The teachers’ value perceptions about the world were identified using two series of the projective technique “Incomplete sentence...”. Results. The conducted empirical research confirmed the hypothesis that teachers’ competence in implementing the moral and ethical education of schoolchildren is based on their existing value systems. An analysis of the respondents’ beliefs about objects and facts of reality from the standpoint of their own value system allowed two levels of value perceptions to be revealed: value-associative and meaning-generating, which differ in the nature of the moral categorization of objects and phenomena of the world. Discussion and Conclusion. The study confirmed the significance of teachers’ professional and personal competences in developing students’ moral and ethical values. The findings can be of interest for teachers, tutors, psychologists, professors and those investigating various aspects of the process of forming students’ moral values.
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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 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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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 Human Research Ethics Committee. Method: A qualitative multiple-case study. Two federal higher education institutions were surveyed, from which 58 undergraduates in nursing participated in the study. The undergraduates were undergoing their professional training. The data were collected through focus groups and were submitted to thematic content analysis, with the resources of the ATLAS TI 7.0 software. Results: Moral distress in undergraduates is a reality and was identified in three axes of analysis: (1) moral distress is experienced by undergraduates in the reality of healthcare services, (2) the teacher as a source of moral distress, and (3) moral distress as a positive experience. Conclusion: The undergraduates in nursing manifest moral distress in different stages of their education, particularly during their professional training. The academic community should reflect and seek solutions for the reality of moral distress in undergraduates.
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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 of ethical climate. Each of the HECS factors (peers, patients, managers, hospitals and physicians) was found to be significantly correlated with moral distress. Based on these findings, we highlight insights for practice and future research that are needed to enhance the development of strategies aimed at improving the ethical climate of nurses’ workplaces for the benefit of both nurses and patients.
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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 disposition. The difference lies in the fact that, while Nightingale was clear about the need for moral education, current emphasis is placed on ethical theory and ethical decision-making.
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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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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 characteristics of nursing students and moral sensitivity. Research design: A convenience sample of 299 nursing students from one university completed a questionnaire comprising questions about demographic information and the revised Moral Sensitivity Questionnaire. With the use of SPSS, non-parametric statistics, including logistic regression models, were used to investigate the relationship between demographic characteristics and moral sensitivity. Ethical considerations: The study followed the regulations according to the Swedish Ethical Review Act and was reviewed by the Ethics Committee of South-East Sweden. Findings: The findings showed that mean scores of nursing students’ moral sensitivity were found in the middle to upper segment of the rating scale. Multivariate analysis showed that gender (odds ratio = 3.32), age (odds ratio = 2.09; 1.73), and parental status (odds ratio = 0.31) were of relevance to nursing students’ moral sensitivity. Academic year was found to be unrelated to moral sensitivity. Discussion and conclusion: These demographic aspects should be considered when designing ethics education for nursing students. Future studies should continue to investigate moral sensitivity in nursing students, such as if and how various pedagogical strategies in ethics may contribute to moral sensitivity in nursing students.
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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 mechanisms for promoting economic interests. We first present a brief overview of institutional theory, to provide a theoretical framework for our subsequent experimental analysis. We discuss the concept of corporate hegemony and explain how hegemony impacts higher education, generally. We then examine efforts to commodify higher education and explain how that impacts all students in universities in the United States. Finally, we discuss the effect of commodification on accounting education to explain why we posit that our current accounting educational environment should be expected to desensitize students to the ethical aspects of their profession. This theoretical framework provides the basis for three hypotheses that we test in an experimental context to determine if accounting education desensitizes students to the moral aspects of their discipline. The experiment utilizes a capital budgeting context, which incorporates financial, social, and environmental factors. Subjects ranked and provided perceptions on eight alternatives as to their economic and moral content. Three groups of students, with differing levels of accounting knowledge, participated in the experiment. We develop hypotheses based on institutional theory and test those hypotheses in the latter part of this paper. Our results suggest that accounting education needs reform, so that accounting students become more aware of the ethical dimensions of our discipline.
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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 dependent variable was the development of moral judgement, as measured by Rest’s Defining Issues Test. The independent variable was the amount of ethics taught in the nursing programmes and the level of academic education. The senior nursing students from programme A scored significantly higher than the other senior groups on the Defining Issues Test. The conclusion is that an ethics course with group participation and a decision-making element significantly facilitated nursing students’ development of moral judgement.
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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 works of Abu Nasr al-Farabi, Yusuf Balasaguni, Mahmud Kashgari, where they managed to reveal the essence of the ideal, morality and spirituality. Various aspects of this problem were considered by Ybyray Altynsarin, Shokan Ualikhanov and Abai Kunanbayev, who attached great importance to education in terms of moral development of the individual, and in particular, his ideals. The specific features of the idels of moral education found their development in the philosophy of Shakarim, M. Zh. Kopeev, Magzhan Zhumabaev, which consisted in studying themselves, their inner world. Traditional Kazakh culture, concentrating the centuries-old collective moral experience based on the purity of conscience, honor and duty, integrity of the spirit, enriches the modern Kazakh culture, the life experience of modern people in terms of moral criteria and norms of behavior.
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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 Medical Sciences in west of Iran who were randomly assigned to the lecture-based (n = 33) or the problem-based learning (n = 33) groups. The subjects were provided nursing ethics education in four 2-h sessions. The educational content was similar, but the training methods were different. The subjects completed the Nursing Dilemma Test before, immediately after, and 1 month after the training. The data were analyzed and compared using the SPSS-16 software. Ethical considerations: The program was explained to the students, all of whom signed an informed consent form at the baseline. Findings: The two groups were similar in personal characteristics (p > 0.05). A significant improvement was observed in the mean scores on moral development in the problem-based learning compared with the lecture-based group (p < 0.05). Although the mean scores on moral reasoning improved in both the problem-based learning and the lecture-based groups immediately after the training and 1 month later, the change was significant only in the problem-based learning group (p < 0.05). The mean scores on moral decision-making, practical considerations, and familiarity with dilemmas were relatively similar for the two groups. Conclusion: The use of the problem-based learning method in ethics education enhances moral development among nursing students. However, further studies are needed to determine whether such method improves moral decision-making, moral reasoning, practical considerations, and familiarity with the ethical issues among nursing students.
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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 practice is also simultaneously a personal process and a socially mediated one. Of particular significance was the way in which differing role expectations and contexts shaped the nurses’ ethical practice. The study findings pointed to types of educative experiences that may help nurses to develop the knowledge and ability to live in and navigate their way through the complex, ambiguous and shifting terrain of ethical nursing practice.
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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 context of fostering the personality of the young generation which includes three aspects, namely moral knowledge, moral attitude, and ethical behavior (decent acting). It is following the objectives of Islamic education, which provides for three physical, spiritual, and reason aspects. Therefore, building complete human resources, in essence, is the development of character and superior human character from the intellectual, emotional, and spiritual side that can actualize the dimensions of intellectual, emotional, and spiritual intelligence holistically in the life.
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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 educational and health care institutions.
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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 65% of situations. It is of concern that, despite the fact that more than two-thirds (69%) of the respondents reported undergoing ethics education, only 27% could relate a story of an ethical situation.
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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 contribute to moral distress in undergraduate student nurses during their clinical experience and professional education. Research design: The research design was a systematic literature review. Method: The search produced a total of 157 articles published between 2004 and 2014. These were screened with the assessment sheet designed by Hawker and colleagues. Four articles matched the search criteria (one quantitative study and three qualitative), and these were separately read and analyzed by the researchers. The process of review and analysis of the data was supervised by a colleague experienced in moral distress who provided an independent quality check. Ethical consideration: Since this was a systematic review, no ethical approval was required. Findings: From the analysis, it emerged that inequalities and healthcare disparities, the relationship with the mentor, and students’ individual characteristics can all impact negatively on the decisions taken and the nursing care provided, generating moral distress. All these factors condition both the clinical experience and learning process, in addition to the professional development and the possible care choices of future nurses. Conclusion: Few studies dealt with moral distress in the setting of nurse education, and there is a knowledge gap related to this phenomenon. The results of this review underline the need for further research regarding interventions that can minimize moral distress in undergraduate nursing students.
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Shahid, Naseer Ahmad, Nasreen Akhter, and Shahzadi Iqra Naz Malik. "Professionalism as a Moral Code of Secondary School Teachers." Global Social Sciences Review IV, no. I (2019): 53–60. http://dx.doi.org/10.31703/gssr.2019(iv-i).07.
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Teachers are given a moral code and expected to follow the ethics while working in institutions. Monitoring authorities are responsible for observing the school teachers’ enactment of the professional code and take action against delinquents. The present study investigates professionalism as a moral code of secondary school teachers by a survey of their perceptions. A questionnaire and observation sheet were used as data collection tools. The sample of the study was forty schools and 120 teachers from Bahawalpur District in Pakistan chosen through multistage sampling. Results through mean comparison using a paired t- test indicated that the majority of teachers had insight about professionalism but did not practice it. It is therefore recommended that education departments should utilize this aspect in their teachers and deploy special mechanisms for the practice of professionalism.
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Pliasun, Olga. "Media image of Ukraine in a projection onto COVID-19: a linguistic view." Actual issues of Ukrainian linguistics theory and practice, no. 41 (2020): 119–34. http://dx.doi.org/10.17721/apultp.2020.41.119-134.
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The article is devoted to the analysis of linguistic dominants of Ukraine’s media image modeling during the COVID-19 pandemic. The research is conducted within the framework of a new direction of linguistics – media linguistic imageology, that in both Ukrainian and world linguistics is just beginning to develop, which determines the relevance and scientific perspective of the work. The article highlights the connection of media linguistic imageology with such neolinguistic areas as media linguistics, PR-linguistics, psycholinguistics and suggestive linguistics. The basic principles of linguistic analysis of media image texts about Ukraine are determined, the expediency of their division into two groups is argued: 1) image texts in which information is presented in order to form a positive image of Ukraine (meliorative image texts), 2) media publications which de jure are not image texts but they are such de facto, for instance, media texts about events in political, economic, social, medical and other areas that in one way or another affect the formation of a negative state image (pejorative image texts). Thus, in particular, analyzing media publications about COVID-19, the author includes materials on the development of domestic tourism and the positive aspects of distance learning to the image texts of the meliorative type. The special role of the projects "Travel around Ukraine" and "Tourist Magnets of Ukraine" for repairing the national image in media is emphasized. In turn, the author notes that despite numerous problems in the field of education, its image in the Ukrainian media is generally constructed in a positive way. In the discourse of linguistic analysis, the main image-forming markers of meliorative image texts are the use of metaphorical language, epithets, lexemes with emotionally evaluative positive connotation, new phraseology with positive semantics etc. At the same time, the author emphasizes that the pejorative image texts caused by COVID-19 are media publications about problems in medical, economic, social etc. industries. To create an atmosphere of fear, hopelessness and panic in media publications of this type, journalists use amplifying modal particles and paraphrases with negative contextual semantics etc. The author summarizes that today's media image of Ukraine is quite contradictory. In the author's belief, in the difficult conditions of a pandemic a mediator should focus on axiological and ethical principles, information hygiene and respect for recipients.
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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, auditory and kinaesthetic model, three strategies were developed for determining the programme components and corresponding learning styles. Research design: This was a quasi-experimental study. Participants: A total of 234 junior-college student nurses participated in this study. All participants were aged 18–19 years. Ethical considerations: The study protocol was approved by the institutional review boards of Kaohsiung Veterans General Hospital. Only the participants who signed an informed consent form took part in the study. The participants were permitted to withdraw from the study at any point if they wished to do so without affecting their academic score. Results: The scores of Modified Moral Sensitivity Questionnaire for Student Nurses were significantly improved after the intervention of integrating multiple teaching strategies ( p = .042). Significant relationships were observed between the satisfaction scores of two teaching strategies and moral sensitivity. The results indicated that using multiple teaching strategies is effective for promoting nursing ethics learning. Conclusion: This strategy was consistent with the student nurses’ preferred learning style and was used to correct their erroneous ethical conceptions, assisting in developing their ethical knowledge.
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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 conflicting situations have led to one nursing faculty reflecting upon how moral philosophy is taught to non-European students and the support given to Chinese students in integrating the taught curriculum into real-life clinical practice settings. This article uses a case study involving a Chinese student to reflect on the challenges for both faculty members and students when encountering situations that present ethical dilemmas.
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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 fit the concepts of moral distress were extracted for the construction of Q statements. Second, nurses subjectively ranked these Q statements so that the relevant severity of moral distress could be determined using Q sorts. The study participants were nurses at a regional teaching hospital in northeast Taiwan. A total of 60 participants were invited to rank 40 moral distress Q statements. Ethical considerations: The study protocol was approved by the institutional review board of National Yang-Ming University Hospital. Only the participants who signed an informed consent form participated in the study. The respondents’ right to withdraw from the study was respected. Findings: Five types of responses were identified regarding the nurses’ perspectives. These types were “conflict with personal values,” “excessive of workload,” “curbing of autonomy,” “constraint engendered by organizational norms,” and “self-expectation frustration.” Conclusion: The findings regarding nurses’ experiences of moral distress can be used to construct multifaceted policies and solutions and to incorporate ethical education in training programs.
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Pratiwi, Wiwik, and Wahyu Wibowo. "THE ETHICAL PERFORMANCE AND PRIMACY OF ACCOUNTANT PROFESSIONAL MORAL." Advanced International Journal of Banking, Accounting and Finance 2, no. 4 (2020): 10–24. http://dx.doi.org/10.35631/aijbaf.24002.
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This study aims to clarify the ethical role of an accountant who has their possessing moral eminence by reanalyzed some of the current cases of breaking ethics in Indonesia that have been done by an accountant using the study theories of accounting from accounting philosophy science. A job is said to the profession if especially closed to the public generally because people who were in the sphere of the profession need to have gotten special education in the field of the profession. Accounting which essentially is a form of an interpretation of corporate finance for measuring and outlines a certainty about the information pertaining to cash flow of company finance, relating to that profession, needs an act of ethical inevitability, remember people involved in it is lookout for an ethical value to avoid the possibility of defect ethical who would destructive of accountant integrity. By approaching the axiology who heuristic, this paper will underline the role of ethical and accountant strategic in today's global area.