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In this pilot study, deliberate practice and competence-based assessment were incorporated into a first-year graduate course on professional issues and ethics. Students responded to challenging simulations of basic ethical situations in therapy before and after the course. Aspects of deliberate practice were incorporated into the course. Student self-report ratings and independent performance ratings blind to timing found improvements in students' ability to manage basic ethical situations in practice. Pilot evidence suggests competence-based assessment and training have potential use for training students preparing to engage in their first therapy practicum experiences. Additional controlled studies are needed to examine the benefits of competence-based assessment and training. [ABSTRACT FROM AUTHOR]

This project investigates how the goals of microenterprise entrepreneurs affect their use of communication genres. Although slide-based business pitches are key for traditional entrepreneurs, microenterprise entrepreneurs have little interest in investment. Therefore, acquiring customers through short elevator pitches takes this central position. This article also explores the social justice dimensions of microenterprise acceleration, finding that such organizations can provide important services in combating inequality. This project uses writing, activity, and genre research as a theoretical framework, and the research site is a microenterprise accelerator in Tacoma, Washington called Spaceworks Tacoma, which supports both lower-income and Black owners of small businesses. [ABSTRACT FROM AUTHOR]

In their daily practice, health care workers (HCWs) experience the effects of tensions between professional ethos and work realities, which can lead to ethical dilemmas. We aim to explore the ethical dilemmas that affected HCWs in Germany during the COVID-19 pandemic and to understand these in the context of the German health system. Between April and December 2022, we interviewed HCWs from various levels of care and key informants responsible for decisions related to HCWs in Germany. Three themes were identified in the data analyzed from 78 participants. The first highlighted the potency of pre-existing health system problems during the COVID-19 pandemic. The second captured the ethical dilemmas that were described as having arisen due to the tension between professional ethos and structural constraints. The third included factors related to increasing or diminishing the implications of ethical dilemmas. A lack of opportunities for HCWs to participate in political and managerial decisions was suggested to result in policies that do not meet the needs of HCWs and patients. Positive interpersonal interactions were described as helpful when coping with dilemmatic decision-making situations. In order to avoid negative consequences caused by unresolved ethical dilemmas, including moral distress, among HCWs, staff shortages and decision-making in the German health system urgently need to be addressed. HCWs' working conditions regularly evoke ethical dilemmas, particularly during public health emergencies. Together with HCWs, decision-makers must develop new models for working in health care settings that are in line with HCWs' professional ethos. [ABSTRACT FROM AUTHOR]

This article explores the ethical dilemmas that arise in product development and the release of unsafe products. It provides examples of the Stint electric cargo bike, Philips respiratory ventilators, and Boeing's 737 MAX airplanes to illustrate how the pressure to compete in the market can compromise safety and quality. The author argues for the importance of ethical leadership, a culture of quality, and responsible product development. They also call for increased training in ethics and leadership for those involved in technology development. Additionally, the article discusses the challenges of regulating next-generation, AI-powered product ecosystems and raises concerns about the potential societal and health impacts of incorporating AI into products. The author emphasizes the need for a cautious and responsible approach to product development. [Extracted from the article]

The 2022 U.S. Supreme Court decision in Dobbs v. Jackson Women's Health Organization overturned reproductive, health, and abortion rights for women. Using the NASW Code of Ethics, a course assignment is offered for students to examine the professional, ethical commitment and responsibility of social workers to advocate for these rights and reproductive justice for women. Practical ideas for incorporating content examining ethics into coursework in higher education are examined. An advocacy practice and policy model is provided and examined for consideration and use for advocacy when promoting reproductive rights and justice for women. The course assignment centers on the work of Freire (1970), as students work in small groups to identify generative themes in relationship to the NASW Code of Ethics and reproductive and health rights and justice for women. Practical and useful follow-up considerations, assignments, and takeaways are offered for assessing student learning in relationship to the course assignment. [ABSTRACT FROM AUTHOR]

Thе article examines a two-pronged problem: the need to develop fundamental documents on the Russian media’s observance of humanistic principles, when preparing materials about childhood, as well as the lack of a professional journalistic school within which such approaches are formed and supported. The author turns to scientific research in the fi eld of deontology and philosophy of journalism and comes to the conclusion, that the implementation of tasks to humanize the information space depends not only on the level of the development of media ethics, but also on the will of journalists, the political situation, and the structure of the media market at the stage of its economic transformation. In an aggressive media environment and when the professional journalistic community ignores ethical principles, the most vulnerable audience group subject to negative infl uence are minors. Today, some editorial offi ces deliberately deviate from the norms of morality and ethics in the process of creating a potentially “saleable” information product, while children and adolescents, according to statistics, are regularly indirect consumers of non-target content. That is why the author of the article chooses media texts from professional media as an empirical basis, since their authors, unlike many bloggers and content creators on social networks, as editorial staff , are aware of the responsibility not only at the legislative but also at the corporate level. Certain ethical charters and standards ratifi ed by journalistic organizations in Russia contain recommendations for the preparation of media materials that address the topic of childhood directly or indirectly. A detailed analysis of the presented documents allows us to conclude that some provisions adopted in the early 2000s have lost their relevance, and today it is necessary not only to revise their content, but also to raise the question among practitioners about the need to show greater attention to measures of deterring aggressive rhetoric, as well as the question about the introduction of new self-regulation mechanisms.

This qualitative study was conducted to examine the self-blame and self-forgiveness attitudes of midwives who experienced traumatic obstetric events. The sample for this study consisted of 16 midwives who were actively working in obstetrics clinics. Data was collected using an Introductory Information Form and a Semi-structured Interview Form. The data was analysed using MAXQDA 2022 for content analysis. Colaizzi's phenomenological interpretation method was used during data analysis. As a result of the analysis of qualitative data, 4 themes and 12 sub-codes were created. The mean age of the midwives participating in the study was 27.56 + 3.38 years and the mean monthly working hours were 176.00 + 19.43. It was determined that midwives questioned themselves in terms of effective communication (43.8%), adequacy in care (37.5%), meeting expectations (25%), empathy (18.8%) and ethics/professional ethics (18.8%) during care practices. It was determined that religious beliefs (43.8%), the permanence of the damage in the patient (18.8%) and the time elapsed after the event (18.8%) affected the midwives' self-forgiveness after the obstetric traumatic events. In line with our study findings, it was determined that midwives blamed themselves because they felt ethically and morally responsible even in the absence of malpractice. [ABSTRACT FROM AUTHOR]

During pandemics, healthcare providers struggle with balancing obligations to self, family, and patients. While HIV/AIDS seemed to settle this issue, coronavirus disease 2019 (COVID-19) rekindled debates regarding treatment refusal. We searched MEDLINE, Embase, CINAHL Complete, and Web of Science using terms including obligation, refusal, HIV/AIDS, COVID-19, and pandemics. After duplicate removal and dual, independent screening, we analyzed 156 articles for quality, ethical position, reasons, and concepts. Diseases in our sample included HIV/AIDS (72.2%), severe acute respiratory syndrome (SARS) (10.2%), COVID-19 (10.2%), Ebola (7.0%), and influenza (7.0%). Most articles (81.9%, n = 128) indicated an obligation to treat. COVID-19 had the highest number of papers indicating ethical acceptability of refusal (60%, P <.001), while HIV had the least (13.3%, P =.026). Several reason domains were significantly different during COVID-19, including unreasonable risks to self/family (26.7%, P <.001) and labor rights/workers' protection (40%, P <.001). A surge in ethics literature during COVID-19 has advocated for permissibility of treatment refusal. Balancing healthcare provision with workforce protection is crucial in effectively responding to a global pandemic. [ABSTRACT FROM AUTHOR]

Regardless of their specialty, psychologists in the United States are likely to encounter patients with eating disorders (EDs) in their everyday professional practice. Though specialized ED treatment is recommended, individuals with EDs frequently present to non-ED specialists, which necessitates the provision of accessible pathways to integrated, evidence-based ED treatment within the stepped-care model. Although stepped care is designed to prioritize efficiency and patient autonomy, economic factors related to the U.S. health care system and limited availability of information for practicing psychologists severely complicate accessibility. The purpose of this article is to (a) review structural- and individual-level challenges that psychologists are likely to experience when providing ED treatment and referrals and (b) provide practicing psychologists with recommendations for ethical implementation and delivery of stepped ED care. These recommendations are rooted in the guiding principles of the American Psychological Association's Ethics Code, namely, (A) beneficence and nonmaleficence, (B) fidelity and responsibility, (C) integrity, (D) justice, and (E) respect for people's rights and dignity (American Psychological Association, 2017), and are organized into a practical tool to aid in decision making. By applying these recommendations in everyday practice, both generalists and specialists can enhance their ethical decision making in the interest of their patients with EDs. A nonexhaustive list of resources for guidance on ED care, insurance navigation, and referral-making is also provided. Public Significance Statement: This article explains the ethical challenges that practicing psychologists in the United States face when helping patients with eating disorders to access the type of treatment they need. The article also provides a tool that psychologists can use to help them make ethical decisions with their patients while facing these challenges. [ABSTRACT FROM AUTHOR]

Because professional ethical engagement is essential to the delivery of high-quality healthcare services, health professions education programs must have effective instructional practices to train future healthcare providers of various disciplines to practice ethically. As research has found reflection to be an effective instructional practice for educating adult learners and teaching professional ethics, promoting health professions students' tendency to reflect by boosting their reflective capacity may be helpful. Therefore, the study sought to examine the relationships between reflective capacity and professional ethical engagement to offer quantitative evidence for the significance of reflection in professional ethical engagement among health professions students. Correlational analyses revealed a strong, positive relationship between reflective capacity and professional ethical engagement in health professions students. Reflective capacity, specifically reflection-on-action and self-appraisal, could predict professional ethical engagement in health professions students. These findings provided insights into the reflective capacity and professional ethical engagement in health professions students. However, further research on the relationship between reflective capacity and professional ethical engagement in adult learners of health professions is needed. [ABSTRACT FROM AUTHOR]

Este artículo se centra en desvelar la diferencia entre los conceptos de ética y moral e indagar hasta qué punto necesitamos los docentes de música consensuar principios dentro de un centro superior de música y dotarnos a nosotros mismos de un código deontológico y profesional adecuado al contexto docente en el que estamos integrados. Se revisa la relación ética-docencia en general y, particularmente, la ética profesional docente, así como los elementos que caracterizan un proceso de enseñanza-aprendizaje de tipo ético. Son objeto de estudio los códigos éticos profesionales docentes, definiéndose distintos tipos de valores éticos específicos en el ámbito de la educación superior de música en los conservatorios. Se incorpora, asimismo, una amplia reflexión sobre la importancia de estos valores en la formación del docente de música, sus deberes éticos e institucionales y la situación actual en esta materia en los centros superiores de música en España. This article focuses on revealing the difference between the concepts of ethics and morality, and investigating the extent to which teachers need to agree on principles within an educational institution and provide ourselves with a deontological and professional code appropriate to the teaching context in which we are integrated. The ethical-teaching relationship in general and, particularly, professional teaching ethics is reviewed, as well as the elements that characterize an ethical teaching-learning process. The professional ethical codes of teachers are the object of study, defining different types of specific ethical values in the field of higher music education in conservatories. It also incorporates a broad reflection on the importance of these values in the training of music teachers, their ethical and institutional duties, and the current situation in this matter in higher music centers in Spain. [ABSTRACT FROM AUTHOR]

Copyright of Istanbul Gelisim University Journal of Health Sciences / İstanbul Gelişim Üniversitesi Sağlık Bilimleri Dergisi is the property of Istanbul Gelisim Universitesi Saglik Bilimleri Yuksekokulu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Social Sciences Studies is the property of Social Sciences Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: The practice of mercy killing, also known as euthnasia or assisted suicide, is a contentious and morally complex issue in healthcare. Understanding the ethical dilemmas related to mercy killing within specific religious communities, such as Maranao Muslims, can provide valuable insights into the intersection of faith, culture, and healthcare decision-making.... [ABSTRACT FROM AUTHOR]

Copyright of Journal of Higher Education & Science / Yüksekögretim ve Bilim Dergisi is the property of Zonguldak Bulent Ecevit Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background Ethical climate in the workplace has been highlighted to have an important impact on workers' mental health; the evaluation of workplace ethics and its impact on workers' health should be considered an occupational health issue. Aims The present study aims to investigate ethical climate as perceived by workers, and its correlation with mental health outcomes, in particular, symptoms of depression, anxiety and stress. Methods A cross-sectional study was performed by administering an online survey, investigating socio-demographic variables, workplace ethics (through the Italian short version of the Corporate Ethical Virtues questionnaire) and mental health outcomes (using the short version of the Depression, Anxiety and Stress Scale). Descriptive analyses, analyses of variance and regression models were performed; P -values were considered significant for values ≤0.05. Results The sample included 176 workers; the mean age of participants was 46.22 years and 44% were males. The most represented job sector was health care (37%), and 42% of participants had college-level education. Ethical climate was significantly correlated with all mental health outcomes investigated in the study: anxiety (P  ≤ 0.001), depression (P  ≤ 0.05) and stress (P  ≤ 0.05). Conclusions Results from this study highlighted a significant correlation between workplace ethical climate and depression, anxiety and stress. This study underlines the importance of evaluating and improving ethical climate to prevent the onset of psychological distress in workers. Furthermore, results from this study should be a starting point for future research investigating the role of ethics and mental health in employees' turnover intention and job satisfaction. [ABSTRACT FROM AUTHOR]

The article examines the critical need for ethics education within nurse residency programs, highlighting the significant moral distress and ethical challenges faced by new nurses in clinical settings in U.S. It underscores the importance of integrating ethics training early on to empower nurses in navigating complex ethical dilemmas, thereby enhancing patient care and reducing professional burnout.

Using the tenets of learned helplessness theory, we propose and test a model suggesting how the perception of supervisor narcissism impacts acquiescent silence and employee creativity. We further suggest acquiescent silence as a mediator, and law and code ethical climate as a moderator, in the link between supervisor narcissism and creativity. We found good support for the proposed hypotheses using multi‐wave data collected from 258 employees of service‐oriented companies in North America. Results show that supervisor narcissism prompts employees to exhibit acquiescent silence, which also mediates the link between supervisor narcissism and employee creativity. The law and code ethical climate moderates the effect of supervisor narcissism on acquiescent silence and that of silence on creativity. Therefore, this study identifies a key factor, acquiescent silence, through which supervisor narcissism impedes employee creativity, and it also reveals how this process might be buffered by the law and code ethical climate. We discuss the theoretical and practical implications of our findings. [ABSTRACT FROM AUTHOR]

Our case study of Saw IV examines the possibility of using horror as a genre, a vehicle for teaching ethics, and its use in street-level bureaucrat (SLB) decision-making. Specifically, this film highlights the inherent violence of the police state, which illuminates the limits of ethical decision-making in constrained contexts. We propose using horror as a film genre to teach students about the complexity of personal, interpersonal, and professional ethics, bureaucratic discretion, and the impact of these decisions in real-world situations. We provide a brief analysis of the film through the lens of ethical dilemmas in a violent police state and the impact of this violence on governance. We conclude with recommendations for using Saw IV and horror more broadly as pedagogical tools in public administration and political science education. [ABSTRACT FROM AUTHOR]

Introduction: The shortage of nursing staff is a major problem in an ageing population. One of the reasons for leaving the profession is an unsupportive working environment, including bullying. The aim of this study is to gain an in-depth insight into nurses' perceptions of workplace bullying. Methods: A qualitative descriptive interpretive method was used. A semi-structured interview was used to collect data. Nine nurses from all levels of healthcare participated in the study. Thematic analysis of qualitative data was used to analyse the data. Results: Respondents described in detail their views on bullying in nursing and their personal experiences. Data analysis identified five themes: (1) causes of workplace bullying, (2) experiences of workplace bullying, (3) characteristics of perpetrators and victims, (4) ways of responding to and coping with bullying, and (5) consequences of workplace bullying. This study provides a comprehensive examination of nurses' perceptions of workplace bullying, underscoring its pervasiveness in healthcare settings. It underscores the imperative for organisational interventions to mitigate its impact. Conclusion: To improve conditions in healthcare and reduce bullying, it is necessary to implement organisational changes that focus on zero-tolerance policies, staff education, and improved staff relations. [ABSTRACT FROM AUTHOR]

In recent years there has been a growing awareness of the diverse ethical conflicts facing social workers, who often find it difficult to act in accordance with their moral and professional obligation to their clients due to organisational constraints and restrictions. 'Moral distress', a theoretical and empirical term taken from the nursing literature, refers to ethical conflicts of this type and their emotional ramifications. Despite the burgeoning discourse on moral distress and its manifestations in social work, ambiguity exists regarding the types of conflicts that should be included in this term, as well as the relationships between its environmental and personal components. In addition, although theoretical models emphasised the relationships between moral distress and moral action, empirical research knowledge on these relationships is limited. This article maps the existing research knowledge on ethical conflicts, moral action, and moral distress in social work and proposes additional qualitative and quantitative research directions that will expand the scholarly knowledge regarding these components as well as the relationships between them. Enriching the research knowledge regarding moral conduct in social work may contribute to the development of organisational and professional strategies to cope with these ethical challenges in the profession. [ABSTRACT FROM AUTHOR]

This article proposes ethical — and legal — accountability for lawyers representing clients such as private equity (PE) firms who create ownership structures for nursing home systems. Using PE ownership as a case study, I will show that nursing home residents are often harmed and Medicaid costs inflated. I propose private law provides tools to compel such accountability, through (1) aiding and abetting doctrines and (2) fiduciary doctrines that require that the fiduciary be responsible for its vulnerable beneficiaries, not just ethically but for damages and equitable relief. I further propose that the teaching of Professional Responsibility needs to be changed to force law students to consider the effect of legal practice on third parties in situations like health care financing. [ABSTRACT FROM AUTHOR]

Prior to implementation of the Health Practitioner Regulation National Law Act 2009 (Qld) (National Law) the term "good character" was used in the statutory regulation of health practitioners in Australia. "Good character" has been jettisoned in the National Law and replaced with the concept of "fit and proper person". The term "fit and proper person" plays an important role in the regulation of health practitioners under the National Law. "Fit and proper person" is not defined in the National Law, but case law has narrowed the term to refer to "moral integrity" and "rectitude of character". These considerations can be applied in the context of application for registration, immediate action, and disciplinary proceedings in relevant tribunals. Application of the "fit and proper person" test serves to enhance public confidence in the integrity of the health professions and the integrity of the regulatory regime, as distinct from protecting the public from unsafe and incompetent health professionals. [ABSTRACT FROM AUTHOR]

This article provides an overview of the research progress and historical perspective on ethics in the service industry from 1980 to 2020. It highlights the initial lack of attention given to ethics in business research and the subsequent focus on defining and measuring ethics in services. The article explores the role of moral philosophies in decision-making and the impact of top management attitudes on ethical decisions throughout an organization. It also discusses the challenges faced by front-line service providers in navigating conflicting ethical standards. The later literature focuses on enhancing understanding and implementation of ethics in services, with a particular emphasis on the ethical implications of technology, such as artificial intelligence. The article concludes by suggesting areas for future research in this field. [Extracted from the article]

Copyright of Anadolu University Journal of Art & Design / Sanat & Tasarım is the property of Anadolu University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Social Anthropology / Anthropologie Sociale is the property of Berghahn Books and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We introduce new leader humility scales capturing a theoretically rich conceptualization of leader-expressed humility aligned with traditional and ethically-grounded philosophies. These scales draw from recent inductive research (Oc et al., 2015) identifying nine dimensions of leader-expressed humility: (1) having an accurate view of self, (2) recognizing follower strengths and achievements, (3) modeling teachability and being correctable, (4) leading by example, (5) showing modesty, (6) working together for the collective good, (7) empathy and approachability, (8) showing mutual respect and fairness, and (9) mentoring and coaching. The first three dimensions overlap with the most prominent conceptualization of leader-expressed humility in the literature (i.e., Owens et al., 2013). However, the latter six dimensions are unique and represent an expanded understanding of the humble behaviors of leaders, which have implications for leaders and their ethical behavior in organizations. We conducted three studies resulting in two versions of the leader-expressed humility measure: 1) a 27-item scale with the nine dimensions (i.e., the "Leader-Expressed Humility" [LEH] scale) and 2) a 9-item brief scale (i.e., the "Brief LEH" scale) comprised of one item from each of the nine dimensions. As an initial step, we generated a pool of items that reflected each dimension. Next, we validated the LEH and Brief LEH scales in Study 1 and cross-validated the Brief LEH scale in Study 2 with two samples of subordinates in Singapore. As a final step, in Study 3, we cross-validated the Brief LEH scale with a sample of subordinates in the United States. [ABSTRACT FROM AUTHOR]

The International Academy of Perinatal Medicine (IAPM) firmly supports abortion as a fundamental reproductive right, as declared at their annual meeting on June 28, 2024, in New York City. This stance, grounded in professional responsibility, respects both autonomy and beneficence-based obligations to pregnant patients and fetal patients. The IAPM asserts that access to safe, legal abortion services is essential for gender equality, public health, and social justice. Their declaration aligns with international human rights standards, advocating for abortion legalization up to fetal viability and beyond in cases of maternal health risks or severe fetal anomalies. This comprehensive approach underscores the critical role of healthcare professionals in providing compassionate reproductive healthcare, aiming to reduce maternal mortality and improve public health outcomes globally. [ABSTRACT FROM AUTHOR]

Zusammenfassung Die aktuellen Diskussionen im Bildungssektor um ChatGPT verweisen auf die zunehmende Relevanz von generativer KI im Bereich der (Bildungs‑)Beratung. Obwohl avatargestützte Informationsberatungen bereits Realität sind und die Einsatzmöglichkeiten der KI-gestützten Techniken rege diskutiert werden, bleiben viele ethische Fragen unerwähnt. Ziel des vorliegenden Beitrages ist es, nach einer Klärung des Sachstandes die ethischen Fragen des Einsatzes von KI-gestützten Tools in (Bildungs‑)Beratungssettings zu thematisieren. Dafür wird ein pädagogisch verstandenes Beratungsverständnis bemüht, das auf Dimensionen von Reflexivität und Lernen verweist. Dieses wird mit dem Ansatz einer normativen Ethik aufgenommen, welche auf verbindliche Grundlagen der Profession verweist. Im Transfer werden dann mögliche Kriterien zum Einsatz von KI-gestützten Beratungssettings vorgestellt.

This study explores the psychological mechanism underlying and the boundary condition affecting the relationship between leader unethical pro-organizational behavior (UPB) and subordinate silence. Drawing on social cognitive theory (SCT), we posit that leader UPB may decrease subordinate moral ownership, which in turn might trigger subordinate silence; we further hypothesize that corporate social responsibility (CSR) directed toward employees may weaken the relationship between leader UPB and subordinate moral ownership as well as the indirect relationship between leader UPB and subordinate silence via subordinate moral ownership. A time-lagged survey of a sample consisting of 304 leader–subordinate dyads located in China supports the hypothesized moderated mediation model. This research explores the consequences of UPB and provides guidelines for practitioners. [ABSTRACT FROM AUTHOR]

The article focuses on the need for ethicists' assistance in addressing moral distress among nursing leaders. It reports that nurse leaders often lack support from their organizations in navigating moral distress, and it highlights the scarcity of research on this topic and the potential effectiveness of ethicist-led training programs in mitigating moral distress.

Background: Midwives are faced with important ethical issues in their professional lives; therefore, becoming a midwife is not only the acquisition of knowledge and skills but also includes acquiring moral values that cause fundamental changes in their attitudes toward their professional responsibilities. The aim of this study was to explore the process of professional ethics development in midwifery students. Materials and Methods: This grounded theory study was conducted from 2020 to 2022 at Mashhad University of Medical Sciences, Mashhad, Iran. The participants included 17 midwifery students and 14 key informants. They were selected through purposeful and theoretical sampling. Data were collected using semi structured in-depth interviews, field notes, and theoretical notes until theoretical saturation was achieved. Data collection and data analysis were performed simultaneously. Data were analyzed based on the grounded theory presented by Corbin and Strauss (2014) using MAXQDA Analytics Pro 2020. Results: The core category was "interactive-cognitive learning in a two-way reasoning path" which addressed the participants' main issue of moral numbness. Moral distress, interactive-cognitive learning, moral reasoning, and moral hopelessness were the midwifery students' strategies that led to a spectrum of moral internalization to moral burnout. The improper context of moral development was the context theme of this study. Conclusions: The theory of "interactive-cognitive learning in the two-way path of reasoning" creates a deep understanding of the process of formation of professional ethics in midwifery students and it can be used in the effective training of students with the aim of promoting professional ethics in midwifery. [ABSTRACT FROM AUTHOR]

The landmark Roe vs Wade Supreme Court decision in 1973 established a constitutional right to abortion. In June 2022, the Dobbs vs Jackson Women's Health Organization Supreme Court decision brought an end to the established professional practice of abortion throughout the United States. Rights-based reductionism and zealotry threaten the professional practice of abortion. Rights-based reductionism is generally the view that moral or ethical issues can be reduced exclusively to matters of rights. In relation to abortion, there are 2 opposing forms of rights-based reductionism, namely fetal rights reductionism, which emphasizes the rights for the fetus while disregarding the rights and autonomy of the pregnant patient, and pregnant patient rights reductionism, which supports unlimited abortion without regards for the fetus. The 2 positions are irreconcilable. This article provides historical examples of the destructive nature of zealotry, which is characterized by extreme devotion to one's beliefs and an intolerant stance to opposing viewpoints, and of the importance of enlightenment to limit zealotry. This article then explores the professional responsibility model as a clinically ethically sound approach to overcome the clashing forms of rights-based reductionism and zealotry and to address the professional practice of abortion. The professional responsibility model refers to the ethical and professional obligations that obstetricians and other healthcare providers have toward pregnant patients, fetuses, and the society at large. It provides a more balanced and nuanced approach to the abortion debate, avoiding the pitfalls of reductionism and zealotry, and allows both the rights of the woman and the obligations to pregnant and fetal patients to be considered alongside broader ethical, medical, and societal implications. Constructive and respectful dialogue is crucial in addressing diverse perspectives and finding common ground. Embracing the professional responsibility model enables professionals to manage abortion responsibly, thereby prioritizing patients' interests and navigating between absolutist viewpoints to find balanced ethical solutions. [Display omitted] [ABSTRACT FROM AUTHOR]

In the introduction, the author deals with the current state of the academic profession and the existing forms of academic ethics, based on which he defines a broad and narrow sense of academic ethics. Subsequently, he focuses on the narrow sense, i.e., the professional ethics of academics. He formulates a philosophy of academic ethics embodied in the ethics of academic work and the ethics of academic work relationships, which he considers interconnected spheres and the key for the successful functioning of the academic profession. The ethics of academic work should be based on good academic work in research, publishing, and teaching. [ABSTRACT FROM AUTHOR]

Background: Medical Assistance in Dying (MAiD) was legalized in Canada in 2016 and amended in 2021. At the time that this study was conducted, the federal government was considering expanding the eligibility criteria to include patients whose death was not reasonably foreseeable. The purpose of this study was to better understand rural healthcare professionals' experiences with assisted dying set against the backdrop of legislative expansion. Methods: A qualitative exploratory study was undertaken with general rural practice physicians, nurse practitioners, registered nurses, ethicists, patients, and patient families in rural Southern Alberta, Canada. For this paper, data from 18 audio-recorded and transcribed semi-structured interviews with healthcare professionals were analyzed using thematic analysis. Categories and patterns of shared meaning that linked to an overarching theme were identified. Results: Between the binary positions of full support for and conscientious objection to assisted dying, rural healthcare professionals' decisions to participate in MAiD was based on their moral convictions, various contextual factors, and their participation thresholds. Factors including patient suffering; personal and professional values and beliefs; relationships with colleagues, patients and family, and community; and changing MAiD policy and legislation created nuances that informed their decision-making. Conclusions: The interplay of multiple factors and their degree of influence on healthcare professionals' decision-making create multiple decision points between full support for and participation in MAiD processes and complete opposition and/or abstention. Moreover, our findings suggest evolving policy and legislation have the potential to increase rural healthcare professionals' uncertainty and level of discomfort in providing services. We propose that the binary language typically used in the MAiD discourse be reframed to reflect that decision-making processes and actions are often fluid and situational. [ABSTRACT FROM AUTHOR]

Background: Education has been recognised as necessary in forming and internalising professional values. The system and instructors' content in existing educational institutions focus on developing students' knowledge, skills and practices. Still, the development of values has yet to achieve significant effects, leading to a crisis in students' professional identity. Aims: To construct a professional values growth theory for undergraduate nursing students and develop a corresponding education framework. Methods: Through the review, some databases(PubMed、CINAHL、Web of Science、Wiley and Google Scholars)were searched using a systematic search strategy to collect relevant literature on professional values education. Based on the nursing professional values growth theory (Li and Li, Nursing Ethics In press, 2022), a theory of professional values growth of nursing undergraduates was developed using the method of theory derivation. Two rounds of expert meetings were conducted to review and revise an education framework of professional values of nursing undergraduates derived from that theory. Findings: A total of 10 studies were included. The contents of two themes were analysed: theories and models and the current status of the professional values development of nursing students. The resulting professional values growth theory for undergraduate nursing students consists of five parts: key aspects, decisive opportunities, drivers, embodiment (humanistic sentiments, moral emotions), and outcomes. A total of five experts in the relevant fields were invited to this study. After two rounds of expert meetings, an education framework for undergraduate nursing students was finally developed, which consists of four parts: education objectives, education process and content, environment and conditions, and evaluation. Conclusion: The education framework developed in this study has practical implications for the development of professional values of undergraduate nursing students, providing educational strategies and methods for the growth and internalisation of professional values of undergraduate nursing students. [ABSTRACT FROM AUTHOR]

The concept of dignity is not, as some scholars claim, an unnecessary moral idea, and nor need it have religious overtones or be characterised by speciesism. In this article, I try to show that dignity can be defined and recognised. The starting point for the argumentation is the four typologies of dignity, which show that the term 'dignity' can denote significantly different concepts, and that the different concepts of dignity can have significantly different ontological senses. A unified typology of dignity allows for five categories to be distinguished: inherent dignity, dignity based on changeable qualities, moral dignity, bestowed dignity and comportment dignity. I take the first two categories of dignity as the object of the analysis, with which I seek to formulate a philosophical response to the charge of speciesism and to show on what basis it can be maintained that all human beings possess dignity. To this end, I distinguish between existential dignity, actual dignity, and potential dignity. Distinguishing these types of dignity becomes possible in the light of Aquinas' and Aristotle's views. In the final section, I point to two ways of recognising dignity. The first is based on certain narratives and emotional states ('ecumenical model of dignity'), while the second is related to a specific moral experience developed within ethical personalism. [ABSTRACT FROM AUTHOR]

Elsewhere in this issue I state 'Chiropractic is the diagnosis and management of the neuromusculoskeletal system of the human body' and discuss the emergent problem of an increasing shrinkage of the constitutional framework of the discipline where current arguments continue to remove reference to subluxation from the profession's lexicon, even flagitiously mandating against teaching the idea within its natural context. In this editorial I give some examples of the good work being done to carry our profession to greatness, and balance that with some examples of wackiness from Canada and the United States of America, and once again from the usual dismal suspects in Europe. I am starting to think that Australia is one of the better places in the world to practice Conventional Chiropractic, yet offer caution that this may be about to change. Above all I hold that a Chiropractor carries spontaneous unspoken trust in what they see and feel, and conclude with a marvellous video of a Philosophy discussion about how strongly we can 'know things' from our patient's testimony. [ABSTRACT FROM AUTHOR]

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Social work, globally, has struggled persistently to justify itself as an academic or professional discipline. Its terrain is not the academic high ground, where principles and concomitant courses of action seem clear, but the domain of practice, where knowledge and actions are plural, ambiguous, situated and contested. A consequence of the diffuse nature of social work knowledge and practice is that workers can struggle to articulate what it is they do by comparison to other professions where knowledge can appear more bounded. In this article, we explore the impact of this on the profession's identity. The article is structured into three main sections: the first sets out some of social work's struggles with knowledge. We then introduce data from a Scottish study on the challenges social workers face to account for what they do. In the final section, we consider what this insecurity about a coherent knowledge base might mean for workers' professional identity. [ABSTRACT FROM AUTHOR]

Professional codes of ethics are widely regarded as an authority for public administrators as they navigate ethical decision-making. Despite this importance, the codes themselves have not been evaluated for the tensions that may exist amongst different codes of ethics documents. Through a conventional content analysis of seven codes of ethics documents, I demonstrate that there are differing conceptions of what constitutes the "public interest." Furthermore, I show how codes of ethics documents imply different levels of expectations on individual practitioners as it pertains to personal morality. I then show how there is emphasis on what not to do and not enough emphasis on the possible and feasible ethical decisions that can be made. I conclude with a discussion that suggests future research should pay attention to the nuances behind what codes of ethics documents are really expressing while focusing on a tempered approach between reactive and unrealistically aspirational values. [ABSTRACT FROM AUTHOR]

Health professionals across all care delivery settings, including occupational therapy practitioners, are experiencing high levels of moral distress. The mental, emotional, and physical consequences of unresolved moral distress are resulting in burnout, decreased quality of care, and poor patient outcomes. Moral resilience is a teachable and learnable skill that can nullify some of the adverse consequences of moral distress. To ensure quality care outcomes and improve the well-being of individual occupational therapy practitioners and the profession, it is essential that occupational therapy practitioners be provided with the education, training, resources, and strategies needed to address moral distress, foster moral resilience, and cultivate the skills necessary to cope with ethical tensions. In this column, we call the profession to action to address the phenomenon of moral distress as it relates to occupational therapy practitioner well-being. We also discuss resources and strategies for addressing ethical tensions and building moral resilience in occupational therapy practice. The authors assert a call to action for the profession to address the moral distress related to the well-being of practitioners and discuss resources and strategies for building moral resilience in occupational therapy practice. [ABSTRACT FROM AUTHOR]

Mental health professionals (e.g. counselors, psychologists, social workers) use the internet to market their services. One such service being marketed is "sex therapy." However, considering the paucity of sexuality-related standards present in the training standards governing the training of these professionals, it is unclear to what extent clinicians who advertise as providing "sex therapy" have the training to competently and therefore ethically provide that service. The current study sought to address this knowledge gap via survey methodology. One hundred fourteen (n = 114) clinicians from across the United States who market as providing "sex therapy" on their public PsychologyToday profile were recruited for the study. Results indicate that 25.5% are certified in sex therapy, 31.9% completed zero credits of sexuality-related coursework in graduate school, and 52.1% are members of a professional sex therapy organization. Additionally, 74.9% of clients on their caseload are presenting with sex as a primary or secondary issue. The clinical, training, and research implications of these results are discussed. There is little known about the training and qualifications of sex therapists. This study found that 25% of sex therapists across the country are certified and 32% have zero graduate training in sex therapy. This has potential implications for the quality of care received by sex therapy clients. [ABSTRACT FROM AUTHOR]

Introduction: Ethics and professionalism in the health professions reflect how health professionals behave during practice, based on their professional values and attitudes. Health professions education institutions have implemented various strategies for teaching ethics and professionalism, including interprofessional education. The aim of the study was to evaluate the perception of undergraduate health professions students about the outcomes of an online interprofessional course in ethics and professionalism as well as their perception of interprofessional education and the importance of ethics and professionalism after taking the course. Methods: This is a descriptive cross-sectional study that targeted medical, dentistry, and pharmacy students. A researcher-made 31-item questionnaire was used. The questionnaire was tested for face, content, and construct validity. Reliability of the questionnaire was estimated by Cronbach alpha test. Descriptive statistics were used. T-test was performed to compare the results of male and female students and ANOVA was performed to compare the results of medical, dentistry, and pharmacy students. Statistical significance was set at p < 0.05. Results: Factor analysis of the questionnaire yielded three factors, namely course evaluation, perception of interprofessional education, and importance of ethics and professionalism in health professions education. The study participants expressed positive perceptions of all aspects of the course. They reported positive perceptions of interprofessional education, highlighting its benefits in enhancing understanding, teamwork skills, and respect for other healthcare professionals. The findings reveal some program-related differences in participants' responses, where medical students showed higher ratings of all aspects of the course, interprofessional education and importance of ethics and professionalism. Conclusion: Students of the three programs showed positive perceptions of the online IPE course on ethics and professionalism as well as the benefits of IPE and the importance of ethics and professionalism. This highlights the effectiveness of the course in addressing such important aspects of health professions education. [ABSTRACT FROM AUTHOR]

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