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We consider the problem of moral disjunction in professional and business activities from a virtue-ethical perspective. Moral disjunction arises when the behavioral demands of a role conflict with personal morality; it is an important problem because most people in modern societies occupy several complex roles that can cause this clash to occur. We argue that moral disjunction, and the psychological mechanisms that people use to cope with it, are problematic because they make it hard to pursue virtue and to live with integrity. We present role coadunation as a process with epistemic and behavioral aspects that people can use to resolve moral disjunction with integrity. When role coadunation is successful, it enables people to live virtuous lives of appropriate narrative disunity and to honor their identity-conferring commitments. We show how role coadunation can be facilitated by interpretive communities and discuss the emergence and ideal features of those communities. [ABSTRACT FROM AUTHOR]

Organizations often involve collaboration such that when they function well, their members engage in purposive coordination and cooperation with others. Previous research has focused on the role of shared, organizational-level goals and supportive governance mechanisms in promoting collaboration. But this research has not adequately addressed the question of the role of moral legitimacy in sustaining commitment to organizational goals and in facilitating good governance. In this article, we identify novel ethical microfoundations of collaborative organizations, explaining the role of organizational ethics in supporting organization-level goals and good governance. We draw upon virtue ethics, adopting a practice perspective on joint production to explain how standards of professional excellence and the virtues function so as to sustain commitment to organizational goals within collaborative organizations. We also draw upon goal-framing theory to articulate the reciprocal and mutually supportive relationship between governance and virtue, where governance requires virtue to function well, and virtue is sustained by governance mechanisms. [ABSTRACT FROM AUTHOR]

What ethical challenges do internal auditors (IAs) encounter in their professional role, and how do they navigate these hurdles, especially when weaving risks into their ethical judgments? Anchored in philosophical concepts distinguishing norms from values, and the notion that risk is intrinsically moral, this research delves into interviews of 33 Canadian public sector IAs across various government strata. This primary data are enriched by insights from archival documents and an ethics training session attended by 11 internal audit executives. Our analysis reveals two primary ethical challenges faced by IAs—ethical issues and dilemmas—which unfold in the various contexts we explicate in this study. To address them, IAs tend to favor axiological logic (values driven) over deontological logic (norms driven). However, in some situations, a prudential logic centered on risk becomes their touchstone. Our key takeaways are threefold: (1) a highlight of the ethical quandaries IAs grapple with; (2) evidence that prudential logic, with its merits and flaws, is used to bridge the gap that sometimes exists between professional norms and individual values; and (3) an emphasis on the weak reliance of IAs on the Institute of Internal Auditors Code of Ethics, hinting at avenues for its enhanced outreach and pedagogy. [ABSTRACT FROM AUTHOR]

The inclusion of transgender women teachers as human beings with rights and privileges deserves respect and equality in their workplace and the community they belong. In the literature, limited studies explore the lives of transgender women in the workplace as this requires careful exploration of their encounters due to their sensitive disposition. This study aspires to deeply understand the personal experiences of the participants on a certain phenomenon such as the inclusion of Transgender women teachers in the Department of Education (DepEd) Guihulngan City Division. This study utilized Heideggerian phenomenology as a research design anchoring the Interpretative Phenomenological Analysis (IPA) popularized by Moustakas and modified by Van Kaam. Three (3) participants saturated the data in the research environment. Inclusive and Exclusive Criteria were established in the study using a snowball-purposive sampling technique. After the analysis, the emerging themes were generated such as the darkest reality, Towards complete acceptance, Favorable Professional Reception, and Women that Matter. These themes provide a clear picture of how transgender women are living their lives in the department. The main issue faced by Transgender women teachers is the question of labeling. Thus, Transgender women teachers must carry on their duties and responsibilities and improve their personal and professional growth to enhance learners' capability in learning amidst the issue regarding their preferences. [ABSTRACT FROM AUTHOR]

Background: Patient safety is a global health issue that affects patients worldwide. Providing safe care in the intensive care units (ICUs) is one of the most crucial tasks for nurses. Numerous factors can impact the capacity of nurses to deliver safe care within ICUs. Consequently, this study was undertaken with the aim of identifying the components of safe nursing care in ICUs. Methods: The current research constitutes a qualitative conventional content analysis study conducted from January 2022 to June 2022. The study participants comprised nurses, intensivists, nurse responsible for patient safety, paramedic, patients, and patients' family member, totaling 21 individuals selected through purposive sampling. Data collection involved individual, in-depth, and semi-structured interviews. Subsequently, data analysis was performed utilizing the approach outlined by Graneheim and Lundman (Nurse Educ Today 24(2):105–12, 2004), leading to the identification of participants' perspectives. Results: Three themes were identified as components of safe nursing care in ICUs. These themes include professional behavior (with categories: Implementation of policies, organizing communication, professional ethics), holistic care (with categories: systematic care, comprehensive care of all systems), and safety-oriented organization (with categories: human resource management and safe environment). Conclusions: The findings of this study underscore the significance of advocating for safe nursing practices in ICUs by emphasizing professional conduct, holistic care, and safety-focused organizational structures. These results align with existing research, suggesting that by introducing tailored interventions and tactics informed by these elements, a safer environment for nursing care can be established for ICUs patients. [ABSTRACT FROM AUTHOR]

Bioethicists influence practices and policies in medicine, science, and public health. However, little is known about bioethicists' views. We recently surveyed 824 U.S. bioethicists on a wide range of ethical issues, including topics related to abortion, medical aid in dying, and resource allocation, among others. We also asked bioethicists about their demographic, religious, academic, and professional backgrounds. We find that bioethicists' normative commitments predict their views on bioethical issues. We also find that, in important ways, bioethicists' views do not align with those of the U.S. public: for instance, bioethicists are more likely than members of the public to think abortion is ethically permissible but are less likely to believe compensating organ donors is. Our demographic results indicate the field of bioethics is far less diverse than the U.S. population—less diverse even than other academic disciplines—suggesting far more work needs to be done to build an inclusive field. [ABSTRACT FROM AUTHOR]

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]

In our mobile working world, boundaries between work and non‐work domains are more and more blurred, which can impair professionals' recovery and well‐being. Consequently, managing work–non‐work boundaries represents an important challenge for professionals. Research suggests that boundary work tactics conveyed in boundary management interventions may promote recovery and well‐being. However, the efficacy of boundary work tactics is largely unknown, as well as theoretical mechanisms that may explain the effectiveness of boundary management interventions in regard of both training design and training transfer. Building on the social cognitive theory of self‐regulation, we develop a web‐based boundary management training. Based on the integrated training transfer and effectiveness model, we evaluate its effects on the three levels of training effectiveness: (1) perceived learning, (2) cognitions and behaviours, with boundary control and boundary creation as indicators, and (3) recovery and well‐being. Results of our randomized controlled intervention study show several expected changes in boundary creation, suggesting that drawing on the social cognitive theory of self‐regulation for training design can result in effective behaviour change. Intervention effects on recovery and well‐being are more ambiguous, hinting at the power but likewise potential limitations of boundary creation. [ABSTRACT FROM AUTHOR]

Despite the remarkable health achievements of Japan's universal health coverage since 1961, along with numerous social programs to ensure financial protection, a growing proportion of the older population reportedly experiences financial hardship for essential health care. The socio-behavioral and economic situation of the households in need and the effective policy interventions remain unknown. To identify the reasons behind older persons' financial hardship and the effective policy interventions, we performed a questionnaire survey of social workers in all hospitals, local government offices and social service agencies across six prefectures in Kansai region. Data from 553 respondents revealed that the financial difficulties related to health care are often closely intertwined with social and mental health hardships experienced by older people and their families. Notably, potentially helpful programs including 'free/low-cost medical treatment program' and the adult guardianship system for dementia were infrequently used. Moreover, male, social workers at local offices/agencies, and less than 10 years' professional experience associated with infrequent use of key protective programs. To close the gap between policy and practice, policies should focus on clients' daily living needs, and new frontline social workers should receive lifelong training that incorporates their own backgrounds, experiences, and values, including the use of anti-oppressive gerontological approaches. [ABSTRACT FROM AUTHOR]

Drawing on interviews with Jewish Orthodox psychotherapists in Israel and on sources that represent the social, political, and cultural milieu within which these therapists work, we analyze the practices they use when working with religious gay men. Given debates and prohibitions on homosexuality in Jewish law, the therapists deploy three practices: reproducing religious norms, allowing homosexuality to be privately acknowledged while advocating its concealment from the public eye, or adopting religious distinctions that enable two men to live together while abstaining from sexual intercourse. These interventions express therapists' pragmatic cultural work, sorting out opposing therapeutic discourses, like the liberal-professional and the religious, and engaging with contestations beyond the clinic's boundaries. Some interventions may suggest an acknowledgment that religious standards are often met only on the surface and require continual subterfuge. They may imply, however, a recognition of cracks in the religious ideal and fine-tuning of religious and professional commitments. [ABSTRACT FROM AUTHOR]

The article studies the state-induced famine of 1932-1933 in Soviet Ukraine as a public health crisis and explores the interplay between medical ethics and medical practices. As state employees and agents of the state, medical professionals participated in organization of the healthcare system and construction of a new, Soviet society. Among other spheres, the revolutionary change concerned medical ethics. Officially, pre-Soviet principles of professional ethics were rejected, and new ethical concepts were determined by class interest and class consciousness. The rapid industrialization, forced collectivization and food requisitions and seizure of the late 1920 and early 1930s resulted in the catastrophic famine and deaths of millions of Soviet citizens. Ukraine was one of the most affected regions, and the explosive spread of epidemic diseases followed mass starvation. In their efforts to cope with this crisis and stop the spread of epidemics from the countryside to urban centres, the authorities imposed disciplinary public health orders that resulted in the intensification of state violence, and hundreds of thousands of rural and urban dwellers were treated by medical professionals. The article examines the role of Soviet medical professionals and their entanglement with ethical discourse and medical practice during the famine of 1932–1933. [ABSTRACT FROM AUTHOR]

Healthcare inequity is a persistent systemic problem, yet many solutions have historically focused on "debiasing" individuals. Individualistic strategies fit within a competency‐based medical education and assessment paradigm, whereby professional values of social accountability, patient safety, and healthcare equity are linked to an individual clinician's competence. Unfortunately, efforts to realise the conceptual linkages between medical education curricula and goals to improve healthcare equity fail to address the institutional values, policies, and practices that enable structural racism. In this article, we explore alternative approaches that target collective and structural causes of health inequity. We first describe the structural basis of healthcare inequity by identifying the ways in which institutional culture, power and privilege erode patient‐centred care and contribute to epistemic injustice. We then outline some reasons that stereotypes, which are a culturally supported foundation for discrimination, bias and racism in healthcare, cannot be modified effectively through individualistic strategies or education curricula. Finally, we propose a model that centres shared values for leadership by individuals and institutions with consistency in goal setting, knowledge translation, and talent development. Figure 1 summarises the key recommendations. We have provided cases to supplement this work and facilitate discussion about the model's application to practice. [ABSTRACT FROM AUTHOR]

In this study, I use currere to examine excessive entitlement in my own high school education. By "excessive entitlement," I emphasize teachers' actions and systemic conditions related to an excessive educational mindset justifying (and manifesting) self-infallibility. Teachers displaying excessive entitlement might take for granted, for example, the correctness of their actions, closing self-awareness, and more equitable relations with others (especially students). On a structural level, it includes, for example, societal norms, school policies, educational traditions, and often laws. Specifically, I present findings examining three levels of curriculum – the formal or explicit, the implicit or hidden, and the null or present/absent. I offer my own story as a case study of how schools and teachers may silence and erase student identity and culture as well as how more inclusive and dialogic teaching approaches (and methods of inquiry) can counteract and offer alternatives to such oppressive forces. My framework includes professional ethics, moral ethics, and social justice ethics. Looking back at my history as a gay high school student, I discovered that my school's explicit curriculum provided teachers with a safe haven for bigotry and hostility toward LGBTQ students (as well as female students and students of color), and its hidden curriculum projected messages that privileged such a curriculum (and denigrated epistemologies more on the margin). It was only in the null curriculum that I began to experience a sense of liberation and inclusion and an awareness of the multiplicity of epistemology and ontology. [ABSTRACT FROM AUTHOR]

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In a world saturated with technological advancements, the 'AI' defined as Artificial Intelligence typically conjures images of algorithms and automation. Yet, for those of us in the field of Appreciative Inquiry, Artificial Intelligence assumes a different guise -- it stands as a catalyst for generative conversations and transformative possibilities. This article aims to bridge these two distinct interpretations of AI -- Artificial Intelligence and Appreciative Inquiry -- exploring how they can synergistically drive meaningful change. [ABSTRACT FROM AUTHOR]

Background: Social media use is increasing every year, and nurses use social media to connect with each other. As Instagram was the most downloaded application in 2022 worldwide, this study focused on nurses' use of Instagram in the context of the development of a professional identity and in support of the professionalization of nursing. Objectives: The aim of the study was to find out how nurses use their Instagram profiles to influence their followers' professional identity and support the professionalization of nursing. Therefore, nurses' Instagram posts and the hashtags they used were analyzed. Methods: A visual content analysis to analyze different Instagram posts using a hierarchical cluster analysis, an ANOVA, and a qualitative content analysis were conducted. The most frequently used nursing-related hashtags were analyzed to include different Instagram profiles (n = 15) in the study. Results: This study identified three different clusters of Instagram profiles, which can be characterized as " Show me what you do," " Let's do education," and " The things we believe in." Consequently, it can be stated that nurses who display their values and beliefs in Instagram reels, half in nursing settings and half at home, have the highest number of followers and significantly more comments per post. The cluster that showed significantly more knowledge-based posts had the lowest number of followers and significantly the lowest number of comments. The content analysis of the hashtags used suggested that nurses who identify themselves as such want to attract attention from other nurses who use nursing-related hashtags. Conclusions: The results reveal that there is a possible benefit of the use of social media in the development of the nursing profession and professional identity. Followers and interactions can be generated when Instagram users identify with the profile and wish to discuss professional beliefs and values. [ABSTRACT FROM AUTHOR]

AbstractEthical questions about confidentiality arise when patients refuse to inform relatives who are at risk of a genetic condition. Specifically, healthcare providers may struggle with the permissibility of breaching confidentiality to warn patients’ at-risk relatives. In exploring this issue, several authors have converged around the idea that genetic cases differ from non-genetic cases (e.g., involving a threat of violence or the spread of an infectious disease) along two related dimensions: (1) In genetic cases, the risk of harm is already present in an at-risk third party, whereas in non-genetic cases, it is not; and (2) In genetic cases, the patient does not create a risk of harm to a third party, whereas in non-genetic cases, the patient does. I argue that these distinctions do not exclusively differentiate genetic from non-genetic cases and should not bear on the permissibility of breaching confidentiality. Instead, such determinations should be based on other considerations. [ABSTRACT FROM AUTHOR]

AbstractTo address the current lack of knowledge about clinical ethics fellowship programs (CEFPs), we surveyed all 36 programs in the U.S. and Canada. The number of CEFPs has grown exponentially over the last 40 years and far exceeds previous estimates. Commonalities among CEFPs include: 88.8% require an advanced degree or rarely accept applicants without one; 91.7% of programs do not restrict applicants to a specific background such as medicine or philosophy; and 88.9% of programs compensate fellows. CEFPs vary widely on numbers of fellows trained in the last 3 years (1–111), numbers of consultations performed by each fellow (0–450), and salaries paid ($0-$95,000). Less than half of programs meet CEFP standards established by ABPD. Nonpaying programs and larger programs tend to have lower admission standards and lower expectations for fellows. We hope these data will help inform CEFP standards that promote quality and consistency without stifling desirable diversity and innovation. [ABSTRACT FROM AUTHOR]

Previous research has acknowledged that employees' Green Innovative Behavior (GIB) is a pivotal driver for organizations striving towards sustainable development. However, the comprehensive understanding of its antecedents and underlying mechanisms remains insufficient. In response, drawing upon the Affective Events Theory (AET), our investigation establishes a moderated sequential mediation model to delve into the psychological processes by which Corporate Environmental Ethics (CEE) stimulate employees' GIB. Derived from a cohort of 358 employees in the manufacturing sector, our findings indicate a positive influence of CEE on employees' GIB, with environmental passion and environmental commitment serving as sequential mediators in the relationship. Particularly noteworthy is that personal innovativeness weakens the positive impact of CEE on environmental passion, suggesting a certain degree of substitution between personal innovativeness and CEE regarding environmental passion. Furthermore, this moderating effect extends to the sequential stages of environmental passion and environmental commitment, exerting indirect influences on employees' GIB. Our study provides valuable insights into the relationship between CEE and employees' GIB from affective perspectives, while also offering empirical evidence to support organizations in driving employees' GIB. [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]

AbstractInmates’ food refusal is a large-scale phenomenon raising clinical, ethical, and professional responsibility issues. Obtaining a clinical balance of the right to refuse food with the right to protect the inmate’s health can be a challenging process. Several reasons may support inmates’ choice of refusing food, including political or protest reasons, as well as psychiatric disorders. The World Medical Association defines a hunger striker as a mentally competent person who has indicated his/her decision to go on a hunger strike by refusing to take any food and/or liquid for a significant amount of time. Force-feeding of mentally capable people is not allowed by a legal standpoint, nor medical treatment can be carried out without patients’ explicit consent. According to these premises, both the clinical assessment of possible concurrent psychiatric disorders as well as the assessment of inmates’ mental capacity to make decisions about refusing food might help in understanding this behavioural issue. We will also discuss the ethical and legal implications related to the right of refusing food according to the current Italian legislation. [ABSTRACT FROM AUTHOR]

Background: Adherence to ethical principles and standards in all health professions, especially in the nursing, can have positive outcomes. This study was conducted with the aim of investigating the correlation between organizational ethics and professional ethics with organizational commitment and job burnout in nursing staff. Methods: This cross-sectional study was conducted on the nurses working in Shahid Montazeri hospital in Najafabad city. Participants were selected by census method. An online questionnaire was used to collect the data, which consisted of demographic information, Hunt et al.'s organizational ethics questionnaire, Petty's professional ethics inventory, Maslach and Jackson's job burnout questionnaire and Allen and Mayer's organizational commitment questionnaire. Data were analyzed using t-test, one-way analysis of variance, Pearson correlation coefficient and structural equation modeling (SEM) with SPSS-27 and Amos-23 statistical software. Results: A total of 197 subjects with the mean age of 34.67 ± 7.74 years participated in this study. Most of the participants were female (89.3%) and married (77.2%). The majority of them had a bachelor's degree (86.3%) and 61.4% of the participants participated as a nurse. There were significant positive correlations between organizational ethics (r = 0.551, p < 0.01) and professional ethics (r = 0.44, p < 0.01) with organizational commitment. Also, there were significant negative correlations between organizational ethics (r=-0.532, p < 0.01) and professional ethics (r=-0.602, p < 0.01) with job burnout. Conclusion: Considering the importance of compliance with ethics in the workplace by nursing staff and its consequences such as increasing organizational commitment and reducing job burnout, it is suggested that hospital managers emphasize the compliance with ethics in the workplace as a model. They can also familiarize nursing staff with the principles and basics of organizational and professional ethics by holding training courses. [ABSTRACT FROM AUTHOR]

Background: Health and care staff have limited opportunities to design, deliver and lead critical enquiry activities. Aims: To explore barriers and enablers of building capacity, capability and confidence of these practitioners who wish to undertake critical enquiry activity. Methods: A realist conceptual framework including the development of middle range theory allowed analysis of the scholarship process and outcomes. Data were collected through snap surveys, interviews (face to face and online) and project output (posters). Results: Nine scholars completed the programme and all participated in the study. They all experienced an increase in capacity, capability and confidence in critical enquiry activity. Six overarching themes arose from analysis of the interviews and snap survey data: value; expertise; attitudes; meaningful, responsive support; brain space; and skill and knowledge acquisition. Discussion: A combined focus on people and project while staff remained embedded in their work area was key for the growth of skills and knowledge and creating impact from projects. Guilt at having dedicated time to take part in the programme was a self-imposed barrier to building capacity and capability. Social capital (gained from bringing together individuals from different groups with shared values) facilitated bonding, which increased psychological safety and helped enable capability and confidence. Conclusion: The combination of theory and practice embedded in a real-world context led to positive outcomes for staff, patients, carers and the facilitation team as real-life changes were made in clinical environments. [ABSTRACT FROM AUTHOR]

Extending ethical leadership theory and research beyond the walls of the organization, we propose a spillover model wherein ethical leaders impact customer loyalty (i.e., repeat purchase amount) by first establishing trusting relations with employees, who in turn emulate their leaders' ethical behavior. In Study 1, we examined how this initial trust (i.e., trust primacy) facilitates new employees' moral imprinting in a controlled experiment. In Study 2, with a field design, we tested our model among new employees and their respective customers over a 6-month timespan. Results indicate that perceptions of ethical leadership operate through trust primacy to affect customer repeat purchase, with accelerated growth over time. We conclude by considering theoretical and practical implications as they relate to ethical leadership and trust primacy, as well as marketing and salesforce management. [ABSTRACT FROM AUTHOR]

Social justice is widely advanced as a central nursing value, and yet conceptual understandings of social justice remain inconsistent and vague. Further, despite persistently articulated commitments to upholding social justice, the profession of nursing has been implicated in perpetuating inequities in health and health care. In this context, it is essential to establish both conceptual clarity and tangible guidance for nurses in enacting practices to advance social justice—particularly through regulatory, education and accreditation documents that shape the nursing profession. This Foucauldian discourse analysis examines how social justice is discursively positioned within nursing professional documents in Canada, and illustrates that social justice was largely discursively excluded from these texts. Where social justice discourses were invoked, we identified that four central discursive patterns obscured and de‐centred this nursing value: (i) Vague language undermined professional commitments to social justice; (ii) Constructions of knowledge and awareness de‐emphasized practice; (iii) Individualism discourses minimized institutional/professional responsibility; and (iv) Aspirational language obscured present action. Extending from this analysis, we contend that the nursing profession must re‐examine how social justice is understood and articulated, and call for a re‐conceptualization of social justice grounded in nursing practice toward remediating inequities in health and health care. [ABSTRACT FROM AUTHOR]

Numerous reviews have synthesized the empirical research on the effectiveness of teacher education, highlighting teacher education effectiveness research (TEER) as an emerging research paradigm. Our systematic search identified 27 reviews related to TEER, wherein teacher education is broadly understood as comprising all stages of teacher professionalization—namely, initial teacher education, teacher induction, and teacher professional development. In reviewing these reviews, we carry out a synthesis of existing research on TEER. Guided by four research questions (RQ), we focused major frameworks (RQ1), outcome measures (RQ2), processes (RQ3), and central research gaps (RQ4). Highlights: Only few reviews provide a background or macro framing, whereas most reviews apply TEER for examining a specific topic (RQ1); outcome measures often relate to the notion of teacher competence, making increased competence the true outcome of TEER (RQ2); coursework is the most dominant category of characteristics-forming processes (RQ3); the frameworks underlying the outcome measures appear to be an object of criticism on a theoretical but even more on a methodological level. Building on these findings, we suggest a processes-and-criteria classification (PCC) grounded in basic distinctions of the various studies synthesized by the reviews. We discuss perspectives on how this classification may provide an orientation for future TEER studies. [ABSTRACT FROM AUTHOR]

Background: Respectful maternity care (RMC) emphasizes the social and relational elements of maternity care and is a crucial part of initiatives to improve service accessibility and quality. Women's perceptions have influenced much of what we know about RMC and contempt in the labor ward. In order to understand midwives' perspectives of RMC, this meta-synthesis focused on them. Method: For this inquiry, the databases PubMed/Medline, Embase, Web of Science, and Scopus were searched to find studies on midwives' perceptions of RMC written between 2011 and April 20th 2023. The included articles were to English language restriction. The results of the included research were examined using thematic analysis. Using the inclusion criteria, 84 potentially relevant articles were carefully reviewed, and only 22 were ultimately selected for synthesis. The quality of the qualitative study was assessed using the CASP, a tool for quality evaluation and PRISMA guidelines were followed. Using the MAXQDA program, the cited quotes and the original authors' interpretations were combined. Result: There were 22 studies total, thematic synthesis was determined to be appropriate for a total of 22 research studies. Following are the topics which we summarized our analysis: in six major themes: Midwives' conceptualizations of RMC, Midwives commitment to woman's rights, The value and impact of RMC to midwives, Midwife's perception of disrespectful care, Challenges in providing respectful maternity care, and Midwives' recommendations for optimal RMC practice. Conclusion: In addition to specific focus on promoting cooperation, policies to enhance health systems and strategic consideration of the midwifery profession's future are required. [ABSTRACT FROM AUTHOR]

Background: Professional values are important in promoting healthy work environments, patient satisfaction, and quality of care. Magnet® hospitals are recognized for excellence in nursing care and as such, understanding the relationship between nurses' values and Magnet status is essential as healthcare organizations seek to improve patient outcomes. Research question/aim/objectives: The research question is: are there differences in individual values, professional values, and nursing care quality for nurses and nurse managers practicing in Magnet, Magnet journey, and non-Magnet direct patient care settings? Research Design: This descriptive cross-sectional study is guided and informed by the conceptual framework of the Professional Values Model including individual values, professional values, and nursing care quality. Participants and research context: Convenience sampling of registered nurses and nurse managers, responsible for direct patient care, was utilized in a non-profit healthcare system in the Midwest region of the United States. Ethical Considerations: Institutional review board approval was obtained. Participants were informed about the right to self-determine participation and assurance of anonymity. Findings: 827 (n = 827) nurses and nurse managers responded to the survey. Significant differences were identified in individual values sub-scale: self-enhancement (p = 0.38), professional values (p = 0.037), practice environment: participation in hospital affairs (p = 0.00), foundations for quality care (p = 0.016), and resources adequacy (p = 0.012) and in nurse sensitive HCAHPS questions: nurses explained things understandably (p = 0.00), got help as soon as wanted (p = 0.00), and treated with courtesy and respect (p = 0.00). Discussion/Conclusions: Findings indicate that fostering individual and professional values may impact nursing practice, regardless of Magnet designation. Promoting professional values may contribute to improved work environments, enhancing patient satisfaction. Study results offer valuable insights for organizations striving to enhance nursing values, impacting quality of care provided to patients. MeSH Terms: Cross-Sectional Studies, Respect, Ethics Committees, Patient Satisfaction, Nurse Administrators, and Personal Satisfaction. [ABSTRACT FROM AUTHOR]

Public health nursing is grounded in public health ideologies and fundamental nursing values. Researchers have argued that ethical responsibility from the perspective of the nurse is an understudied phenomenon. This meta-ethnography provides in-depth knowledge of how public health nurses (PHNs) experience ethical responsibility when working to prevent injury and disease, and promote health and well-being in children, young people and their families. There are reciprocal findings across the 10 included studies. The findings reveal that these nurses often feel alone, have worries and uncertainties and are afraid of doing wrong. They describe unclear boundaries in their work, creating a heightened sense of responsibility. PHNs fight lonely battles. Yet they show courage and commitment and are ready to stand up and fight for children and families who do not receive adequate care. A line of argument is developed and the metaphorical phrase Chivalrous knights in moral armour is used to express the authors' overall interpretations of the findings. Reflection on the findings shows how the different dimensions of ethical responsibility are interconnected. The nurses' ethical sensitivity enables them to feel compassion for others and they show indignation when vulnerable others are not treated with dignity and respect. Indignation and compassion are interrelated, and when human life and dignity are threatened, the ethical demand to respond emerges. Indignation is a precursor to moral courage, and the nurses' moral sensitivity and respect for their clients emboldens them to stand up for vulnerable others. The findings also illustrate the paradoxical nature of freedom. Freedom of choice due to unclear boundaries heightens the nurses' sense of responsibility. This research is an important step in theory development and has implications for further research, education and practice. [ABSTRACT FROM AUTHOR]

Background: Professional values create a basis for successful collaboration and person-centred care in integrated care and services. Little is known about how different health and social care workers assess their professional values. Research aim: To describe and compare professional value orientation among different health and social care workers in Finland. Research design: A quantitative cross-sectional study. Participants and research context: We carried out an online survey of health and social care workers from 8 March to 31 May 2022, using the Finnish version of the Nurses' Professional Values Scale-3. The data were analysed using descriptive and advanced statistics. Ethical considerations: Permission was received from all participating organizations and those who completed the survey provided informed consent. Results: A total of 1823 health and social care workers, representing seven professional groups and students, took part. The overall level of professional values among the participants was relatively high. Commitment to providing patients and clients with equal care was more important than engaging with society and professional responsibilities in the work environment. Professional values were strongest among professionals with higher educational degrees and training in professional ethics. The same was true for workers who received organizational support for ethical practice, were satisfied with their work and had shorter work experience. Discussion: Our results showed shared professional values among different health and social care workers and students. These results are meaningful for integrated care and services. At the same time, a clear need for strengthening engagement with society and professional responsibilities for developing work environments were identified. Conclusions: Health and social care workers and students need training in professional ethics and organizational support for ethical practice and work satisfaction to maintain their professional values at different stages of their career. [ABSTRACT FROM AUTHOR]

Background: Family and Community Health Nurses (FCHNs) are at a higher risk of experiencing emotional exhaustion and feelings of low personal accomplishment. Higher levels of professional identity may decrease these negative feelings. Its measurement could produce positive effects for FCHNs and the quality of care they offer. Aim: This study aims to evaluate the psychometric properties (validity and reliability) of the Nurses Professional Values Scale-Revised (NPVS-R) on FCHNs in Italy. Research design: A cross-sectional research design was used. Participants and research context: A convenience sample of FCHNs was recruited in an out-of-hospital setting from Italy. A total of 202 nurses were eligible (mean age of 41.11 ± 10.55 years; 78.2% female). Ethical considerations: The study was performed in accordance with the World Medical Association Declaration of Helsinki. Participants were asked for their consent and were guaranteed anonymity in the information collected. The study was approved by the internal review board of the university. Results: Confirmatory Factor Analysis (CFA) supported a unidimensional factorial structure of the NPVS-R with an adequate fit to the data. Internal consistency reliability was also supported. The construct validity was further reinforced by the concurrent validity results showing a positive and significant correlation of professional identity with job satisfaction. Conclusion: The NPVS-R is a valid and reliable instrument to measure professional identity among FCHNs. It can be used in clinical practice to improve FCHNs' psychological-emotional feelings and quality of care provided, in research to allow comprehensive understanding of professional identity, and in educational settings to monitor the professional identity levels of Family and Community Health Nursing students. [ABSTRACT FROM AUTHOR]

To deliver quality care, social and healthcare professionals should be competent both in their own professional work and interprofessionally. The aim of this integrative review was to describe interprofessional teamwork and the required competencies for teamwork in specialized palliative care. Totally 14 studies published between 2003 and 2020 were included in the review. Interprofessional teamwork was described from the patients and professionals' perspective. The required interprofessional competencies were described as teamwork knowledge, skills, attitudes, and values. Interprofessional teamwork is one of the essential factors in providing holistic and ethically sustainable care to palliative patients. The way how professionals confront death and dying effects the whole team; this suggests that support practices are important in palliative care settings. Ascertaining the interprofessional competence in palliative care will produce better collaborative practices and increase the care outcomes. The findings can be used as a framework when developing interventions to promote clinical and educational practices. [ABSTRACT FROM AUTHOR]

This article on the case of R v Noor (2024) discusses the second successful UK prosecution under the Female Genital Mutilation Act 2003, marking a significant legal precedent in addressing female genital mutilation. It underscores the critical role of midwives in detecting, reporting and caring for victims, highlighting the intersection of healthcare, law and ethics in combating this practice. By examining the case of Amina Noor, who took a child abroad for female genital mutilation, the article elucidates the legal ramifications of such acts. It stresses the importance of midwifery awareness, education and collaboration with legal entities to protect women and girls. The article advocates for continuous professional development, the use of legal tools such as female genital mutilation protection orders and a Commissioner to prevent female genital mutilation, emphasising the collective responsibility of healthcare professionals in eradicating this harmful practice and safeguarding vulnerable individuals. [ABSTRACT FROM AUTHOR]

The ethics in Catholic hospitals are guided by the Ethical and Religious Directives for Catholic Health Care Services, which provide direction on many topics, including family planning. Previous research has demonstrated there is variability in the availability of prohibited family planning services at Catholic hospitals. This study aims to research a potential source of variability in interpretation and application of the directives through interviewing ethics committee members. Participants were recruited from two different hospitals on the east coast with a total sample size of eight. Ethics committee members were asked questions regarding their personal approach to ethics, their hospital's approach to ethics, and the permissibility of specific family planning methods at their hospital. Most ethics committee members stated that the Catholic faith and/or directives were important in their hospitals' approach to ethics. Most participants stated that they had instances in which their personal approach to ethics conflicted with their hospital's approach, citing women's health and end-of-life care as common causes of conflict. All but one ethics committee member stated that hormonal contraception was forbidden under the directives; however, many members stated that this was either a gray area or permissible under certain circumstances. Reproductive health issues rarely came before the ethics committee at either site with one participant referring to them as "black and white issues." This research suggests that ethics committee members did not see the directives governing family planning services to be ambiguous. However, given the low frequency in which these issues come to the attention of the ethics committee, it is difficult to determine whether the opinions expressed by our participants contribute to the variability between Catholic hospitals when it comes to reproductive healthcare provision. An interesting topic for future research would be interviewing executives at Catholic hospitals to determine where this variability arises. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To recognise the principal components of ethical leadership • To be aware of what constitutes deviant workplace behaviours • To enhance your understanding of the relationship between deviant workplace behaviours and ethical leadership in managers. Background: There is increasing research interest in the relationship between ethical leadership and deviant workplace behaviour. Ethical leadership encompasses altruism, courage, ethical orientation, integrity and fairness. Examples of deviant workplace behaviours include theft, fraud, sabotage, assault, abuse, manipulation and bullying. It appears that when leaders are fair and emphasise ethical conduct, followers are less inclined to engage in deviant workplace behaviour. Aim: To investigate the relationship between nurses’ self-rated levels of deviant workplace behaviour and perceived levels of ethical leadership in managers. Method: For this descriptive correlational study, 355 nurses from one university hospital in Egypt responded to an online questionnaire comprising the Ethical Leadership Scale and the Workplace Deviance Behavior Scale. Descriptive and inferential statistics were used to explore results and examine the relationships between study variables. Results: There was a statistically significant negative relationship between respondents’ self-rated levels of deviant workplace behaviour and their perceptions of levels of ethical leadership in managers. The results appeared to confirm previous research. Nurses who feel that they are treated fairly by their managers tend to have positive attitudes towards work, colleagues and management. Conclusion: Ethical leadership on the part of managers is a significant determinant of nurses’ behaviour in the workplace and should therefore be fostered by healthcare organisations. [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]

The Assertiveness Training Program seeks to cultivate a balanced and constructive approach to workplace communication, empowering participants with the skills needed to navigate conversations effectively. Recognizing the delicate equilibrium between Assertiveness and empathy, the program emphasizes the importance of expressing one's thoughts and needs assertively while fostering a collaborative and understanding atmosphere. An assessment is conducted for 50 employees on their Assertiveness Level and Leadership Competencies. The participants were asked to answer a questionnaire (Assertiveness and leadership competencies) before the beginning of the group training. Assertiveness. Tools: Rathus Assertiveness Schedule. Through a series of engaging workshops (8 Sessions) for employees with practical exercises, participants strike the right balance between Assertiveness and Active Listening, enabling them to communicate with confidence and receptivity. The program aims to equip individuals with tools to address conflict, provide constructive feedback, and build stronger professional relationships. By mastering the art of striking this balance, participants contribute to a workplace culture where open and respectful dialogue thrives, creating an environment conducive to innovation, teamwork, and overall organizational success. [ABSTRACT FROM AUTHOR]

This article aims to elaborate multiple dimensions of ethical perception in professionalism and introduces novel didactic viewpoints on educational routes through which professionals learn and develop the moral competencies essential to praxis. Results are discussed from recent innovative research projects on professional didactics, education and work practice. The article explores new research pathways through which to learn and develop professional ethics for teachers and social educators in collaboration between several agents in the field: students, teachers and educational leaders, as well as public institutions. Through lifelong learning trajectories, professionals are enabled to skilfully confront ethical challenges in reality, to develop concrete ethical perception and discernment based on practical wisdom, here defined as pedagogical phronesis. Based on a synthesis of empirical findings and theoretical perspectives, we argue that an interchanging dynamic between subjective experiences and dialogical learning constitutes several dimensions of tacit practical wisdom, which is accentuated in the perception of practice. These are: 1) the existential-phenomenological dimension, 2) the life-historical dimension, 3) the dimension of inter-relational competence, and 4) the social dimension of learning. Our findings have significance and applicability for policymaking, professional training, and educational development, as well as wider research projects on professional learning and development. [ABSTRACT FROM AUTHOR]

The article focuses on the impact of medical communication on public health, especially concerning the understanding and management of post-acute COVID condition (PACC) or 'Long COVID.' Topics include the role of medical and philosophical narratives in shaping patient experiences, the iatrogenic effects of medical information on symptoms, and the ethical implications of these communication practices in the context of public health and recovery.

This contemporary comment considers the consequences of the 2014 amendments to Section 501—the character test—of the Migration Act 1958 (Cth) and considerations of greater fairness, responsibility and social cohesion for long-term residents who experience character-based visa cancellation. New Zealanders have become the largest nationality group of people deported from Australia, a relatively new phenomenon in Australia's deportation history. Many are long-term residents. The increasing numbers of deportations across the Tasman caused diplomatic rifts to emerge, testing the traditionally close relationship between Australia and Aotearoa, New Zealand. It raised the issues of fairness and where responsibility lies for the conduct of non-citizen long-term residents who call Australia home. Recognising the value of long-term non-citizen residents to the Australian community, those resident for a period of 10 years or more were once protected from criminal deportation under the Hawke-Keating Labor Governments. With a focus on New Zealanders and a commitment to reset diplomatic relations, the Albanese Government has returned to this 'common sense' approach. This contemporary comment draws on a systematic policy review to provide policy insights from the past and present to consider future directions for New Zealander and other long-term non-citizen Australian residents. [ABSTRACT FROM AUTHOR]

This study aimed to present educational interventions in the context of the Education Program through PET-Health Interprofessionality (PET-I), carried out in teaching and in healthcare service of a municipality of Goiás state, based on the analysis of focus groups and portfolios made by participants. A descriptive exploratory study with a qualitative approach was carried out, based on the theoretical-conceptual and methodological foundations of interprofessional education, from August 2019 to November 2020. It was observed that students perceived participation in PET-I as an opportunity to interact with other professions, to associate theory with practice and to act as leading actors. Participants believe that working together to provide the best care for patients requires a basic understanding of the different perspectives and responsibilities of professionals involved. They emphasized informal conversations, meetings, and case discussions as opportunities to understand professional’s opinions and assignments, and deepen their understanding of the importance of collaborative communication. [ABSTRACT FROM AUTHOR]

This article is about a virtue ethical approach to the professional ethics of teaching, centred around the ideal of phronesis (practical wisdom) in an Aristotelian sense. It is grounded empirically in extensive research conducted at the Jubilee Centre for Character and Virtues into teachers and other UK professionals, and it is grounded theoretically in recent efforts to revive an Aristotelian concept of phronesis as excellence in ethical decision-making. The article argues for the need for a virtue-based approach to professional practice, based on time-honoured Aristotelian assumptions and culminating in a conceptually viable construct of phronesis as a psycho-moral integrator and adjudicator. After setting some of the historical background in Sect. 1, Sect. 2 charts the most relevant empirical findings. Section 3 introduces a call for phronesis as a guide to virtue-based professional ethics: its role, nature, and methods of instruction. Section 4 adds some caveats and concerns about if and how phronesis can be cultivated as part of teacher training. Finally, Sect. 5 offers some concluding remarks about the novelty and radicality of the approach on offer in this article. [ABSTRACT FROM AUTHOR]

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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]

The article discusses the importance of professional responsibility in the parliamentarian profession. It highlights the renewed interest in this topic due to the adoption of the revised Joint Code of Professional Responsibility and the renewal requirements for parliamentary credentials. The article explains that professional responsibility goes beyond a code and encompasses how parliamentarians conduct themselves. It also discusses the criteria for earning continuing education units in professional responsibility and provides hypothetical scenarios to illustrate the application of the code. The author, C. J. Cavin, is a licensed attorney and credentialed parliamentarian with extensive experience in the field. [Extracted from the article]

This article aims to reflect on the institutional ethos of three Chilean, less selective massive private universities, analyzing their organizational identities, discourses, and practices and discussing how the dynamics of the competitive and marketized Chilean educational system influence this ethos. Through a qualitative design, which includes semi-structured interviews with key university staff members and direct observations in formal and informal instances, this article concludes that the ethos of these institutions is structured around four main axes: pluralism and student diversity; the pursuit of excellence as a competitive horizon; the construction of merit as a personal, family, and institutional effort; and education for employability, underpinned by professional ethics and social commitment. Furthermore, we find evidence that the logic of the university market shapes these private universities' ethos transversally. [ABSTRACT FROM AUTHOR]