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Ethics Education (ethics + education)

Distribution by Scientific Domains

Business, Economics, Finance and Accounting	60%
Medical Sciences	20%

Selected Abstracts

IES 4 , Ethics Education Revisited

AUSTRALIAN ACCOUNTING REVIEW, Issue 38 2006
STEVEN DELLAPORTAS
In 2003, the International Federation of Accountants (IFAC) issued a set of International Education Standards (IES). IES 4 Professional Values, Ethics and Attitudes aims to equip candidates for membership of an IFAC member body with the appropriate professional values, ethics and attitudes to function as professional accountants. This paper explores the implications of IES 4 and analyses some of the challenges arising from an international professional accounting body prescribing ethics education. It concludes with an overview of considerations to be addressed to ensure that the implementation of IES 4 is successful. [source]

Ethical evaluations and behavioural intentions of early career accountants: the impact of mentors, peers and individual attributes

ACCOUNTING & FINANCE, Issue 3 2009
Lisa McManus
I20; M40; M41 Abstract This study examined how mentoring support, peer influence and individual attributes of early career accountants (ECA) influence their ethical evaluations and behavioural intentions. Respondents indicate that their evaluation of the seriousness of the ethical conflict is affected by the perceived standard of ethical conduct of their peers, their personal ethical orientation, the extent of ethics education at university, and gender. ECAs' evaluation of a senior colleague's unethical behaviour is affected by mentoring support and the perceived standard of ethical conduct of peers. In terms of ECAs' willingness to contact accounting professional bodies for ethical advice, the size of the accounting firm and the extent of their ethics education at university are significant factors. Furthermore, the likelihood of respondents choosing a more ethical decision is correlated with his or her individual ethical orientation and the extent of ethics education at university. [source]

Reflective practice in nursing ethics education: international collaboration

JOURNAL OF ADVANCED NURSING, Issue 2 2004
Carol J. Leppa PhD RN
Background., The Internet provides the opportunity for international comparative study and collaboration when learning about ethics in clinical nursing practice. Aim., This paper aims to discuss Internet links developed between US and UK postregistration nursing students who were reflecting on clinical practice in order to explore how political and organizational structures of the health care system affect ethical decision-making. Discussion., An analysis is presented of the stages in developing an exchange course for students from these countries, which involved various combinations of classroom-based teaching, on-line discussions and international visits by students and teachers during its evolution. The strengths and weaknesses of the different methods are considered, and future developments identified. Conclusion., The Internet collaboration resulted in postregistration nursing students using reflection on practice in the study of ethics in clinical practice and an understanding of how systems structures and procedures affect ethical decision making. Internet-assisted teaching offers opportunities for collaboration, and student participants demonstrate sophisticated critical thinking in ethical decision-making. Issues of access barriers and motivation remain challenges to wider use. [source]

Implications to ethics education of recent neuroscience research on emotions

JOURNAL OF LEADERSHIP STUDIES, Issue 3 2007
Richard H. Mccuen
As it is currently taught, instruction in engineering ethics centers on cognitive learning even to the extent of suppressing the involvement of emotions in ethical decision making. The common belief is that emotional involvement will increase the likelihood of poor judgment. Recent neuroscience research with positron emission tomography and functional magnetic resonance imaging indicates that emotions actually play a significant role in ethical decision making. It then follows that emotions should be part of ethics education: That is, discussions of ethics should not be limited to cognitive thought. Instruction to improve emotional maturity must be accompanied by teaching of cognitive subject matter if long-term learning is to occur. Emotions influence the solution of ethical problems as they affect the accuracy of the problem assessment and the accuracy, intensity, and duration of an emotive response. Specific emotions that relate to ethical decisions are listed. A theory of emotive learning is presented, and its application to the teaching of engineering ethics is discussed. Strategies for emotive learning are also presented. [source]

Medical ethics contributes to clinical management: teaching medical students to engage patients as moral agents

MEDICAL EDUCATION, Issue 3 2009
Catherine V Caldicott
Objectives, In order to teach medical students to engage more fully with patients, we offer ethics education as a tool to assist in the management of patient health issues. Methods, We propose that many dilemmas in clinical medicine would benefit by having the doctor embark on an iterative reasoning process with the patient. Such a process acknowledges and engages the patient as a moral agent. We recommend employing Kant's ethic of respect and a more inclusive definition of patient autonomy drawn from philosophy and clinical medicine, rather than simply presenting dichotomous choices to patients, which represents a common, but often suboptimal, means of approaching both medical and moral concerns. Discussion, We describe how more nuanced teaching about the ethics of the doctor,patient relationship might fit into the medical curriculum and offer practical suggestions for implementing a more respectful, morally engaged relationship with patients that should assist them to achieve meaningful health goals. [source]

Ethics in Neuroscience Graduate Training Programs: Views and Models from Canada

MIND, BRAIN, AND EDUCATION, Issue 1 2010
Sofia Lombera
Consideration of the ethical, social, and policy implications of research has become increasingly important to scientists and scholars whose work focuses on brain and mind, but limited empirical data exist on the education in ethics available to them. We examined the current landscape of ethics training in neuroscience programs, beginning with the Canadian context specifically, to elucidate the perceived needs of mentors and trainees and offer recommendations for resource development to meet those needs. We surveyed neuroscientists at all training levels and interviewed directors of neuroscience programs and training grants. A total of 88% of survey respondents reported general interest in ethics, and 96% indicated a desire for more ethics content as it applies to brain research and clinical translation. Expert interviews revealed formal ethics education in over half of programs and in 90% of grants-based programs. Lack of time, resources, and expertise, however, are major barriers to expanding ethics content in neuroscience education. We conclude with an initial set of recommendations to address these barriers which includes the development of flexible, tailored ethics education tools, increased financial support for ethics training, and strategies for fostering collaboration between ethics experts, neuroscience program directors, and funding agencies. [source]

Public Health Ethics: The Voices of Practitioners

THE JOURNAL OF LAW, MEDICINE & ETHICS, Issue 2003
Ruth Gaare Bernheim
ABSTRACT Public health ethics is emerging as a new field of inquiry, distinct not only from public health law, but also from traditional medical ethics and research ethics. Public health professional and scholarly attention is focusing on ways that ethical analysis and a new public health code of ethics can be a resource for health professionals working in the field. This article provides a preliminary exploration of the ethical issues faced by public health professionals in day-to-day practice and of the type of ethics education and support they believe may be helpful. [source]

IES 4 , Ethics Education Revisited

Ethics Research: an Accounting Educator's Perspective

AUSTRALIAN ACCOUNTING REVIEW, Issue 38 2006
K. A. VAN PEURSEM
This review of ethics education in accounting shows the contributions of, and gaps in, existing work. The investigation can contribute directly to an ethics educational program, while shedding light on topics that could be usefully extended. The paper is structured uniquely for educational interests by forming primary categories around the needs of the educational manager and the classroom educator; subcategories are drawn from the literature itself. The analysis anchors on McDonald and Donleavy's (1995) review and looks to studies published in the decade between 1995 and early 2005. [source]