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Journal articles on the topic 'Professional Integrity'

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Published: 4 June 2021
Last updated: 7 February 2022

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1

Allen, Susan. "Professional integrity." Primary Health Care 3, no. 8 (September 1993): 19. http://dx.doi.org/10.7748/phc.3.8.21.s22.

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2

Richeson, PhD, CTRS, FDRT, Nancy E. "Professional integrity." American Journal of Recreation Therapy 18, no. 1 (January 1, 2019): 7. http://dx.doi.org/10.5055/ajrt.2019.0176.

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3

Pritchard, Michael S., and Elaine E. Englehardt. "Moral Development and Professional Integrity." International Journal of Applied Philosophy 31, no. 2 (2017): 227–40. http://dx.doi.org/10.5840/ijap201831393.

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We rely on doctors, accountants, engineers, and other professionals to be committed to the basic values of their professions and to exercise their ex­pertise in competent, reliable ways, even when no one is watching them do their work. That is, we expect them to have professional integrity. Children obviously do not yet have professional integrity, even if someday they will become professionals. Nevertheless, the moral development of children who will become professionals plays an important role in the eventual emergence of their professional integrity. We will discuss both what this integrity involves and how the basic moral development of children contributes to its emergence in professional life.
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4

Eriksen, Andreas. "What is professional integrity?" Etikk i praksis - Nordic Journal of Applied Ethics 9, no. 2 (November 9, 2015): 3. http://dx.doi.org/10.5324/eip.v9i2.1836.

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5

Chalofsky, Neal. "Professional Morality and Integrity." Advances in Developing Human Resources 2, no. 3 (August 2000): 28–33. http://dx.doi.org/10.1177/152342230000200303.

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6

Schmerler, Susan. "Defining Moments: Professional Integrity." Journal of Genetic Counseling 11, no. 4 (August 2002): 313–14. http://dx.doi.org/10.1023/a:1016351104127.

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7

Perel, Morton L. "Erosion of Professional Integrity." Implant Dentistry 22, no. 1 (February 2013): 1. http://dx.doi.org/10.1097/id.0b013e31827c2bba.

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8

정연재. "Moral Integrity and Professional Ethics." Journal of Ethics 1, no. 86 (September 2012): 169–90. http://dx.doi.org/10.15801/je.1.86.201209.169.

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9

Miller, Franklin G., and Howard Brody. "Enhancement Technologies and Professional Integrity." American Journal of Bioethics 5, no. 3 (May 2005): 15–17. http://dx.doi.org/10.1080/15265160591002719.

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10

Doukas, David J. "Professional Integrity and Screening Tests." American Journal of Bioethics 9, no. 4 (April 16, 2009): 19–21. http://dx.doi.org/10.1080/15265160902718873.

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11

Miller, Franklin G. "Professional Integrity in Clinical Research." JAMA 280, no. 16 (October 28, 1998): 1449. http://dx.doi.org/10.1001/jama.280.16.1449.

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12

Baker, Robert. "Professional Integrity and Global Budgeting." Professional Ethics, A Multidisciplinary Journal 2, no. 1 (1993): 3–34. http://dx.doi.org/10.5840/profethics199321/25.

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13

Miller, Franklin G., and Howard Brody. "Professional Integrity and Physician-Assisted Death." Hastings Center Report 25, no. 3 (May 1995): 8. http://dx.doi.org/10.2307/3562107.

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14

Saultz, John. "A New Standard of Professional Integrity." Family Medicine 51, no. 9 (October 4, 2019): 717–21. http://dx.doi.org/10.22454/fammed.2019.571283.

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15

Hart, Michael. "Professional Integrity (Staple Inn Reading 2003)." British Actuarial Journal 9, no. 05 (January 2003): 1155–69. http://dx.doi.org/10.1017/s1357321700004499.

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16

Miller, Franklin G. "Commentary: professional integrity in the home." Journal of Pain and Symptom Management 15, no. 2 (February 1998): 138–39. http://dx.doi.org/10.1016/s0885-3924(98)80014-6.

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17

Nash, Ryan. "Teaching Professional Integrity Through Opera (790)." Journal of Pain and Symptom Management 43, no. 2 (February 2012): 474. http://dx.doi.org/10.1016/j.jpainsymman.2011.12.268.

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18

Brody, Howard, and Susan S. Night. "The Pharmacist's Personal and Professional Integrity." American Journal of Bioethics 7, no. 6 (June 2007): 16–17. http://dx.doi.org/10.1080/15265160701347254.

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19

Camunas, Caroline. "Managed Care, Professional Integrity, and Ethics." Journal of Nursing Administration 28, no. 3 (March 1998): 7–9. http://dx.doi.org/10.1097/00005110-199803000-00003.

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20

Dresser, Rebecca. "Cosmetic Reproductive Services and Professional Integrity." American Journal of Bioethics 1, no. 1 (January 1, 2001): 11–12. http://dx.doi.org/10.1162/152651601300048161.

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21

The INACSL Board of Directors. "Standard II: Professional Integrity of Participant." Clinical Simulation in Nursing 7, no. 4 (August 2011): S8—S9. http://dx.doi.org/10.1016/j.ecns.2011.05.006.

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22

Bhatia, Vijay. "Generic integrity in document design." Document Design 1, no. 3 (December 31, 1999): 151–63. http://dx.doi.org/10.1075/dd.1.3.01bha.

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Genre is realization of a set of communicative purposes embedded in recurring rhetorical contexts displaying typical cognitive structuring. Most professional documents display their typical 'generic integrity' which is often identifiable in terms of a combination of text-internal and text-external factors. Although generic integrity is somewhat flexible and fluid, and dependent on participant relationship and institutional discursive practices, it is one of the important contributors to effective and successful design and development of professional and public documents. In this paper, I would like to consider examples of public documents from legal and business settings to focus on the generic integrity of these documents in the context of issues like the simplification and easification of legal documents, selection and appropriation of linguistic resources in the textualization of professional genres, reader accessibility of professional and public discourse, suggesting implications for the writer's commitment to the intended message and readership(s), in the act of document design, and the relationship between the design and performance of professional documents in their real contexts of use.
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23

Nolan, Andrew E. "Corporate Conduct and Professional Integrity: A Survey." AIMR Conference Proceedings 2000, no. 2 (July 2000): 31–34. http://dx.doi.org/10.2469/cp.v2000.n2.3003.

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24

Lapteș, Ramona. "Ethics and Integrity of the Professional Accountant." SERIES V - ECONOMIC SCIENCES 12(61), no. 2 (January 15, 2020): 87–92. http://dx.doi.org/10.31926/but.es.2019.12.61.2.11.

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25

Wicclair, Mark R. "Conscientious Objection, Moral Integrity, and Professional Obligations." Perspectives in Biology and Medicine 62, no. 3 (2019): 543–59. http://dx.doi.org/10.1353/pbm.2019.0032.

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26

Yarmus, James J. "Ethics in Professional Engineering: Leadership through Integrity." Leadership and Management in Engineering 10, no. 1 (January 2010): 1. http://dx.doi.org/10.1061/(asce)lm.1943-5630.0000045.

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27

Wolfendale, Jessica. "Professional Integrity and Disobedience in the Military." Journal of Military Ethics 8, no. 2 (June 2009): 127–40. http://dx.doi.org/10.1080/15027570903037934.

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28

Holt, G. Richard. "Integrity in Research Publishing and Professional Accountability." JAMA Facial Plastic Surgery 15, no. 3 (May 1, 2013): 164–66. http://dx.doi.org/10.1001/jamafacial.2013.15.

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29

Peternelj-Taylor, Cindy. "Professional Boundaries: A Matter of Therapeutic Integrity." Journal of Psychosocial Nursing and Mental Health Services 40, no. 4 (April 2002): 22–29. http://dx.doi.org/10.3928/0279-3695-20020401-10.

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30

Yalalov, Farit G., Gennady A. Bordovsky, and Dennis V. Kouznetsov. "The Real Picture of Professional Multidimensionality." Journal of History Culture and Art Research 6, no. 5 (November 28, 2017): 349. http://dx.doi.org/10.7596/taksad.v6i5.1261.

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<p>Professional multidimensionality is ability of a specialist to correlate the directions, approaches (integrity) and/or to combine performance of several functions (multifunctionality), to conjoin the simultaneous solution of several tasks (multitasking). The empirical research on identification of a real picture of professional multidimensionality of specialists in three fields of activity was performed by research associates group of the Nizhnekamsk office of UNESCO department at A.I. Herzen Russian State Pedagogical University under the leadership of the authors of this article. In their professional activity specialists most often apply such basic multidimensional competences as multifunctionality, multitasking and integrity. Empirical experiment covered 180 representatives of different spheres of professional activity. On the basis of experimental studies we received the following results. Rather high level of professional multidimensionality is shown by research associates – 27,9% of them possess multifunctionality, 23,3% – multitasking, 18,6% – integrity, 13,8% – the combined multidimensional competences. Among elementary school teachers professional multidimensionality is demonstrated thus: 21,1 % of them show multifunctionality, 24,7% – multitasking, 15,3% – integrity, 7.2% – the combined multidimensional competences. Professional multidimensionality among drivers of buses is demonstrated thus: 15,4 % of them possess multifunctionality, 13,5% – multitasking. Drivers of buses show absence of integrity and the combined multidimensional competences.</p>
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31

Coverdale, John H., Laura Weiss Roberts, Richard Balon, Eugene V. Beresin, Alan K. Louie, Anthony P. S. Guerrero, Adam M. Brenner, and Laurence B. McCullough. "Professional Integrity and the Role of Medical Students in Professional Self-Regulation." Academic Psychiatry 40, no. 3 (March 28, 2016): 525–29. http://dx.doi.org/10.1007/s40596-016-0534-y.

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32

Calancea, Mariana. "Integrity as a Personal, Professional and Moral Value." Journal for Ethics in Social Studies 3, no. 1 (December 21, 2019): 22–27. http://dx.doi.org/10.18662/jess.19.

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33

Edgar, Andrew, and Stephen Pattison. "Integrity and the moral complexity of professional practice." Nursing Philosophy 12, no. 2 (March 3, 2011): 94–106. http://dx.doi.org/10.1111/j.1466-769x.2010.00481.x.

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34

Schuklenk, Udo, and Suzanne van de Vathorst. "Physician-assisted death does not violate professional integrity." Journal of Medical Ethics 41, no. 11 (October 9, 2015): 887–88. http://dx.doi.org/10.1136/medethics-2015-103094.

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35

Stout, B. "Professional Ethics and Academic Integrity in Police Education." Policing 5, no. 4 (August 19, 2011): 300–309. http://dx.doi.org/10.1093/police/par036.

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36

Holburn, C. Steve. "Counter the Mistreatments for Autism With Professional Integrity." Intellectual and Developmental Disabilities 45, no. 2 (April 2007): 136–37. http://dx.doi.org/10.1352/1934-9556(2007)45[136:ctmfaw]2.0.co;2.

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37

Jelinek, Kate. "Will and Caroline: Accounting, professional integrity and lobbying." Journal of Accounting Education 43 (June 2018): 76–88. http://dx.doi.org/10.1016/j.jaccedu.2018.04.001.

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38

Miller, Seumas. "Integrity Systems and Professional Reporting in Police Organizations." Criminal Justice Ethics 29, no. 3 (December 2010): 241–57. http://dx.doi.org/10.1080/0731129x.2010.524036.

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39

Bowler, Fara, Mary Klein, and Amanda Wilford. "Healthcare Simulation Standards of Best PracticeTM Professional Integrity." Clinical Simulation in Nursing 58 (September 2021): 45–48. http://dx.doi.org/10.1016/j.ecns.2021.08.014.

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40

Marushko, R. V. "Standards for integrity and independence in accredited continuing education." Modern pediatrics. Ukraine, no. 7(111) (November 29, 2020): 7–13. http://dx.doi.org/10.15574/sp.2020.111.7.

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The article highlights the report on the development of new standards «Standards for Integrity and Independence in Accredited Continuing Education» by Accreditation Council for Continuing Medical Education (ACCME, USA).These standards have evolved from the» Standards for Commercial Support: «Standards to Ensure Independence in CME Activities», which were first adopted in 1992 and updated in 2004. The goal of the revision process was to streamline, clarify, modernize the Standards, and ensure their continued relevance and effectiveness in the changing healthcare environment. Standards are designed to: ensure that accredited continuing education serves the needs of patients and the public; present learners with only accurate, balanced, scientifically justified recommendations; assure healthcare professionals and teams that they can trust accredited continuing education to help them deliver safe, effective, cost-effective, compassionate care that is based on best practice and evidence; create a clear, unbridgeable separation between accredited continuing education and marketing and sales. This information is presented to the medical community of Ukraine, it is of interest to all those directly involved in providing continuing medical education to medical professionals in the framework of continuing professional development, especially to accreditation bodies. No conflict of interest was declared by the author. Key words: accredited continuing education, continuous professional development, medical specialists.
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41

Petrovna Gavrilyuk, Nataliya, Yana Vladimirovna Kryucheva, and Svetlana Nikolaevna Semenkova. "Professional Integrity within the Structure of Professional Activity: Psychological and Pedagogical Formation Basis." International Journal of Engineering & Technology 7, no. 4.38 (December 3, 2018): 186. http://dx.doi.org/10.14419/ijet.v7i4.38.24436.

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The article covers the issues related to the process of training students for professional activity. The authors introduce a new term "professional integrity". This term is presented by three interrelated structural components: cognitive, communicative, and behavioral. The psychological and pedagogical basis of professional activity is theoretically justified. Diagnostic tools for the problematic area of professional activity are verified empirically. The sources of difficulties and problems faced by a person in professional activity are found out. The authors identify a correlation among the sources of difficulties of a person in the important life spheres. Psychological and pedagogical recommendations on solving problems related to the formation of professional activity at higher education institutions are developed. The findings can be attractive for teachers, psychologists, postgraduate students interested in problems of starting professional activity.
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42

Petrovna Gavrilyuk, Nataliya, Yana Vladimirovna Kryucheva, and Svetlana Nikolaevna Semenkova. "Professional Integrity within the Structure of Professional Activity: Psychological and Pedagogical Formation Basis." International Journal of Engineering & Technology 7, no. 4.38 (December 3, 2018): 191. http://dx.doi.org/10.14419/ijet.v7i4.38.24439.

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The article covers the issues related to the process of training students for professional activity. The authors introduce a new term "professional integrity". This term is presented by three interrelated structural components: cognitive, communicative, and behavioral. The psychological and pedagogical basis of professional activity is theoretically justified. Diagnostic tools for the problematic area of professional activity are verified empirically. The sources of difficulties and problems faced by a person in professional activity are found out. The authors identify a correlation among the sources of difficulties of a person in the important life spheres. Psychological and pedagogical recommendations on solving problems related to the formation of professional activity at higher education institutions are developed. The findings can be attractive for teachers, psychologists, postgraduate students interested in problems of starting professional activity.
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43

Nikjeh, Dee Adams. "Ethical Decision Making: Coding and Compliance Dilemmas for Speech-Language Pathologists." Perspectives of the ASHA Special Interest Groups 4, no. 6 (December 26, 2019): 1289–97. http://dx.doi.org/10.1044/2019_pers-19-00007.

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Purpose Speech-language pathologists (SLPs) are nationally credentialed health care professionals with the responsibility to conduct clinical activities and business operations ethically, legally, and with a high level of integrity. What are the ethical and legal responsibilities of being a credentialed professional? This clinical focus article provides an overview of relevant federal laws that govern waste, abuse, and fraudulent billing behaviors and highlights some of the American Speech-Language-Hearing Association's professional policies that characterize speech-language pathology practice standards, govern professional integrity, and guide ethical decision making. The American Speech-Language-Hearing Association's 2018 document, Issues in Ethics: Misrepresentation of Services for Insurance Reimbursement, Funding, or Private Payment , will be applied to professional coding and compliance dilemmas unique to SLPs who provide and bill for behavioral and qualitative evaluations, instrumental assessments, and therapeutic intervention for individuals with voice and upper airway disorders. Conclusion Every practicing SLP has the professional and ethical responsibility to seek the latest information on payment systems, coding changes, and reimbursement updates regardless of practice setting or the population served.
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44

Haryati, Asti. "Personal Integrity of Islamic Counselor on Professional Ethics Commitment." Islamic Guidance and Counseling Journal 1, no. 1 (January 30, 2018): 11. http://dx.doi.org/10.25217/igcj.v1i1.191.

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A system, method, technique, or scientific competence will not be efficient as long as it is not done by a counselor who has a personal quality and integrity. Ethics, behaviors and good personality which appropriate to Islamic Sharia values should be improved to make a qualified Islamic counselor. An Islamic counselor with integrity means an honest person with a strong character, including consistency in all actions. A counselor who has integrity toward commitment will be able to show a good performance on duties and accordance with the authority within the value and professional ethics. In this article, author will attempt to describe what is personal of counselor that can support the effectiveness of the guidance and counseling services, the professional ethics of counselor that provided by the guidance and counseling profession organization, and personal integrity that can be seen from the words and actions that counselor do in the daily life.
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45

Ramljak, Branka, Andrijana Rogošić, and Ivana Perica. "Etično ponašanje profesionalnih računovođa." Oeconomica Jadertina 6, no. 2 (November 12, 2017): 39. http://dx.doi.org/10.15291/oec.1342.

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Today accounting is an essential system in the developed world since the existing economic system simply cannot function without it. A distinctive feature of the accounting profession is the accepting of responsibility towards the users of accounting information. Every professional accountant, besides being qualified, must have a high degree of professional integrity. Since professional accountants face complex challenges in the business and the professional environment there is an increased stress placed on the ethical behavior of accountants. Ethics and professionalism in accounting are necessary for the accountants as well as for those who use their information. The objectives of this study is to determine whether there is a difference in the level of education of professional accountants according to their sex, are there differences between the sexes when it comes to professionalism and whether the length of service affects their integrity and professionalism. An online survey was conducted in June 2016 and it was sent to 196 e-mail addresses of accountants in Croatia. The results are based on the received feedback from 55 accounting professionals. The obtained results indicate that there is a difference between the sexes due to the level of education. The results also indicate that there is no difference between male and female accountants in relation to their professionalism, and also confirm the influence of experience on the integrity and professionalism of accountants as well as on their ethical behavior.
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46

Lindeke, Linda L., and Derryl E. Block. "Maintaining professional integrity in the midst of interdisciplinary collaboration." Nursing Outlook 46, no. 5 (September 1998): 213–18. http://dx.doi.org/10.1016/s0029-6554(98)90052-5.

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47

Banks, Sarah. "Professional integrity, social work and the ethics of distrust." Social Work and Social Sciences Review 11, no. 2 (January 1, 2004): 20–35. http://dx.doi.org/10.1921/17466105.11.2.20.

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48

Spranzi, Marta. "When Patients’ Values Challenge Professional Integrity: Which Way Out?" Perspectives in Biology and Medicine 59, no. 3 (2016): 326–36. http://dx.doi.org/10.1353/pbm.2016.0028.

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49

Thomas, Tessy Ann, and Courtenay Rose Bruce. "Moral Distress: Professional Integrity as the Basis for Taxonomies." American Journal of Bioethics 16, no. 12 (November 30, 2016): 11–13. http://dx.doi.org/10.1080/15265161.2016.1239785.

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50

Stelios, Spyridon, and Alexandros Christodoulou. "Teaching Professional Integrity: An Empirical Study on Engineering Students." International Journal of Engineering Pedagogy (iJEP) 10, no. 3 (May 5, 2020): 98. http://dx.doi.org/10.3991/ijep.v10i3.12013.

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In higher education there seems to be a ‘gap’ between the levels of undergraduate student expectation of being confronted by ethical issues in engineering work, and the amount of effective ethics education. Within this context, the purpose of this empirical research is to investigate engineering students’ views on two issues: a) How vital professional ethics are in their field, and b) whether they believe that professional ethics must be a part of the syllabus in their School. Findings indicate that teachers should make special reference to and strongly emphasize in class the value of an engineer's ethical responsibility. Furthermore, they need to spend a number of teaching hours on tackling problems in professional ethics as well as organize conferences, workshops, lectures and discussions, where the main speakers would be experienced engineers and academics. This way the technical and technological education incorporates more the responsibility of building professional integrity that can guarantee the much needed social goods of progress and prosperity, along with safety.
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