Formal training in clinical ethics must become a central part of residency curricula to prepare practitioners to manage the ethical dimensions of patient care. Residency educators must ground their teaching in an understanding of the conceptual, biomedical, and psychosocial aspects of the important ethical issues that arise in that field of practice. Four aspects of professional competence in clinical ethics provide a useful framework for curricular planning. The physician should learn to: (1) recognize ethical issues as they arise in clinical (...) care and identify hidden values and unacknowledged conflicts; (2) think clearly and critically about these issues in ways that lead to ethically justifiable courses of action; (3) apply those practical skills needed to implement an ethically justifiably course of action; and (4) judge when the management of a clinical situation requires consultation with individuals or institutional bodies with additional expertise or authority. We argue that these practical goals can be accomplished with a relatively modest emphasis on the theoretical aspects of medical ethics. (shrink)

This study explores the importance of critical information competence and its relationship with ethics in contemporary society. Initially, the relevance of ethics is highlighted in determining the sciences to be studied and in the formation of critical and ethical citizens. The main objective of the work is to discuss how critical information competence can contribute to the development of Information Science professionals prepared for the challenges of the information age. The methodology adopted in the research consisted of a conceptual (...) analysis, based on theories of ethics, information science and education. Authors such as Aristotle, Ramonet, Elmborg and others were consulted to support the reflections presented in the article. The results point to the need to expand studies and practices related to critical information competence, aiming to train citizens capable of acting consciously in the information society. It is concluded that critical information competence is essential for the construction of a society fairer, more equitable and democratic, highlighting the importance of developing Information Science professionals committed to ethical and social values. (shrink)

The paper deals with the problem of future biology teachers’ vocational preparation process and shaping in them of those capacities that contribute to the conservation and enhancement of our planet’s biodiversity as a reflection of the leading sustainable development goals of society. Such personality traits are viewed through the prism of forming the future biology teachers’ professional and terminological competence. The main aspects and categories that characterize the professional and terminological competence of future biology teachers, including terminology, nomenclature, term, nomen (...) and term element, have been explained. The criteria and stages of shaping the future biology teachers’ professional and terminological competence during the vocational training process have been fixed. Methods, techniques, technologies, guiding principles and forms of staged work on the forming of an active terminological dictionary of students have been described and specified. The content of the distant special course “Latin. Botanical Terminology”, which provides training for future teachers to study the professional subjects and to understand of international scientific terminology, has been presented. It is concluded that the proper level of formation of the future biology teachers’ professional and terminological competence will eventually ensure the qualitative preparation of pupils for life in a sustainable development era. (shrink)

How does one make the right choices when faced with ethical dilemmas? Social service professionals use a unique set of principles to guide their decisions within a broad and complex array of situations. Straight Talk about Professional Ethics, Second Edition provides readers with the guidelines that will help them make decisions in a manner that is clinically and ethically effective. This book explains the seven core concepts that guide ethical practice in the helping professions: self-determination, informed consent, competence, confidentiality (...) and privacy, attention to conflicts of interest, maintenance of professional boundaries, and professionalism and integrity. Developing a commitment to the ethics of a profession and an understanding of how those ethics apply to commonly occurring workplace situations is a major element of professional preparation. (shrink)

__Preparing Teachers to Educate Whole Students_ offers a wide-ranging comparative account of how innovative professional development programs in a number of countries guide and support teachers in their efforts to promote cognitive and socio-emotional growth in their students._ The book focuses on holistic educational outcomes in an effort to better serve students in the twenty-first century and examines seven programs in all—in Chile, China, Colombia, India, Mexico, the United States, and Singapore. Fernando M. Reimers, Connie K. Chung, and their contributors (...) focus on a pair of issues of great significance to educators throughout the world: the need to identify and promote a full range of competencies in students as they prepare for work and life in the twenty-first century, and the need to create and enhance professional development programs for teachers that will help them cultivate these competencies in their students. _Preparing Teachers to Educate Whole Students_ offers a unique and helpful contribution to our understanding of fundamental educational goals and the professional development programs for teachers that aim to further those goals. (shrink)

Evidence-based practice is often acknowledged as the future state of psychology, yet those graduate students who will soon be applying such practices tend to hold several misconceptions about the major components within this framework. This review highlights implications for graduate education, clinical training, and professional competence in light of the movement toward evidence-based practice in psychology. These implications are discussed in relation to the close parallel between the major components of the evidence-based framework and the current Ethical Principles of Psychologists (...) and Code of Conduct. The evidence-based framework is discussed as an ideology that promotes lifelong learning and best prepares graduate students for ethical clinical practice throughout their careers as psychologists. (shrink)

Clinical ethics training programs are responsible for preparing their trainees to be competent ethics consultants worthy of the trust of patients, families, surrogates, and healthcare professionals. While the American Society for Bioethics and Humanities (ASBH) offers a certification examination for healthcare ethics consultants, no tools exist for the formal evaluation of ethics trainees to assess their progress toward competency. Medical specialties accredited by the Accreditation Council for Graduate Medical Education (ACGME) use milestones to report trainees’ progress along (...) a continuum of professional development as a means of “operationalizing and implementing” medical competencies. Utilizing the Core Competencies for Healthcare Ethics Consultation and the ACGME and American Board of Pediatrics’ (ABP) Pediatric Milestones Project, we developed milestones for 17 subcompetencies in clinical ethics consultation and academic bioethics. As the field of clinical ethics becomes more standardized, such tools will be needed to promote the development of robust training programs and to certify that their graduates are competent practitioners. (shrink)

Background: Nurses require specific knowledge, skills and attitudes to participate competently in various forms of ethics meetings. The literature does not state the contents of the knowledge, skills and attitudes nurses need for ethics meetings. Without such a competency profile, it cannot be assessed in how far nurses actually possess these qualities for ethics meetings. Objective: Corroborating an existing profile of the requisite knowledge, skills and attitudes in the form of a questionnaire contributes to the development of a tool to (...) determine the competence nurses need for ethics meetings. Question: In how far can this profile be confirmed by a quantitative follow-up in a random sample? Design: A questionnaire was developed to determine in how far nurses with prior involvement in ethics meetings recognise the earlier competency profile as important and comprehensive. Participants: It was made available to subscribers of the digital newsletter of three widely read nursing journals in the Netherlands. Data collection and analysis took place in the spring of 2013. Ethical considerations: Care was taken to state explicitly in the questionnaire that participation in the survey was completely voluntary and anonymous. Findings: To a high degree, nurses with involvement in ethics meetings recognise the knowledge, skills and attitudes from the earlier interviews when presented as a survey. Discussion: Although the sample was small, the respondents and the results reflect known characteristics of nurses serving on ethics meeting. Conclusion: This may be helpful to recruit and prepare nurses for professional ethics in nursing care, and to develop a tool to assess to what extent nurses actually possess competence for ethics meetings. (shrink)

The specificity of the process of professional training and formation of future teachers of fine arts is due to the direction of art and pedagogical education, the peculiarities of communication with art, approaches to the use of its educational potential. Therefore, in determination of the principles of professional development of teachers of fine arts, the problem of theoretical and methodological understanding of the nature and content of decorative and applied arts in the preparation and professional development is actualized. On the (...) one hand, this applies to how the artistic and aesthetic consciousness of the future teacher will be formed, and on the other - on what basis this teacher will educate his or her students. In accordance with the theoretical aspect of the formation of artistic and pedagogical competence of future teachers of fine arts in the process of studying of decorative and applied arts, a research was conducted. It made it possible to analyze the content, forms, methods and conditions of formation of artistic and pedagogical competence of future artists-teachers. Diagnostic research tools have been developed, which make it possible to identify the level of formation of the main structural components of artistic and pedagogical competence of future teachers of fine arts. The research showed an insufficient level of formation of artistic and pedagogical competence of future teachers of fine arts, which is characterized by a lack of thoroughness and systemness of knowledge in decorative and applied arts, by insufficient development of the emotional and sensual sphere of students and reproductive readiness for professional and creative activities. (shrink)

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. (shrink)

The movement to assess teacher competency is becoming a central concern for professional educators, state departments of education, and the public. The major underlying assumption of this concern is that primary and secondary school-aged children are falling far behind in basic skills as compared with their counterparts in other countries. A further concern is that, within this country, variability in teacher competency may exacerbate differences among children of various socioeconomic, racial and ethnic backgrounds and thus perpetuate long-term educational and economic (...) inequalities. To support these assumptions, critics of teacher preparation institutions cite declining SAT and ACT test scores of those entering teacher training, and also this constitutes sufficient grounds for assuming that becoming a teacher is less intellectually demanding than preparing for other fields. (shrink)

The competency profile underlying higher nursing education in the Netherlands states that bachelor-prepared nurses are expected to be able to participate in ethics committees. What knowledge, skills and attitudes are involved in this participation is unclear. In five consecutive years, groups of two to three fourth-year (bachelor) nursing students conducted 8 to 11 semi-structured interviews each with nurses in ethics committees. The question was what competencies these nurses themselves say they need to participate in such committees. This article reports the (...) aggregate of the 52 interviews in these five studies. Regarding knowledge, the article reports on health law, ethics and professional knowledge. Regarding skills, communication is mentioned, as are professional skills and skills for ‘doing ethics’. An open and respectful attitude towards patients and fellow committee members is required, as well as commitment to patient care, committee work and professional ethics. The right attitude for a nurse in an ethics committee is said to include a reflective and perceptive attitude, along with an awareness of one’s own limitations and convictions. A detailed competency profile for nurses’ participation in ethics committees as outlined in the recommendations may serve nursing education, institutional committees and nurses themselves to meet the demands of nurses’ preparation for clinical ethics consultations. (shrink)

On ancient maps unexplored lands were simply labeled ‘there be dragons’ indicating the fear that attends the unknown. Despite three decades of theoretical and empirical work on spirituality in nursing, evidence still suggests that nurses do not feel competent to engage in spiritual care. In this paper I propose that one of the reasons for this is a theory–theory gap between religion and spirituality. Generalized anxiety about the role of religion in society has led to under‐theorizing in nursing about (...) religious care. As a result, when religion and spirituality overlap at the point of care, nurses are left without the substantive knowledge required for practice. Robust religious theorizing should include thick accounts of lived religion and integrative work that enables nurses to understand commonalities across religions that are relevant to practice. As a starting point to this integrative work, nurses can be introduced to the nature and lexicon of lived religion, religious perspectives on suffering, and religious reasoning that holds meaning and mystery in tension. Such an approach will better prepare them for the realities of practice where the complexities of spirituality and religion come to play. (shrink)

The relevance of the problem under study is due to the need to improve the practical skills and competencies of students in the course of training in order to prepare them for competition with other job seekers in employment. In this regard, this article is aimed at identifying the expediency of students’ participation in competitive selections and grants as a factor that creates conditions for effective practice-oriented learning. The leading method for the study of this problem is a pedagogical experiment, (...) which allows us to comprehensively consider the relationship between students’ participation in competitions and their further self-realization and development as young professionals. The article presents the results of monitoring the behavior of students who received an offer to participate in the university-wide competitive selection of student projects, implemented as part of the Program for Supporting Applied Research and Development of Students and Postgraduates of Petrozavodsk State University. The materials of the article can be useful for teaching staff in building a scheme for teaching students and services involved in the recruitment of personnel for large and medium-sized companies that require young professionals to have practical work skills, teamwork skills and creativity. (shrink)

As there are changes in today's needs of the information society, the development of information technologies, the information behavior of scientists, the habits of information processing and its management in modern scientific libraries form their unique, atypical and constantly changing functions. This forces scientific libraries to take on new roles while ensuring the stability of their traditional roles. The vision for the future of the academic library is to become an academic partner from the service provider [1]. Preparation of employees (...) for doing the right job is becoming more and more important and challenging. The combination of individual self-expression, knowledge and skills undoubtedly contributes to the successful implementation of changes, therefore it is important to focus on and distinguish significant employee competencies to ensure organizational goals.In recent decades academic libraries conditioned by the changes happening in information society have fundamentally changed their activities: reorganize structures, carry out reorganization in collections, improve information search systems, organize open access to scientific resources, redistribute budget priorities, expand collaboration with academic community, organize the training and participate in the training process, focus on employee learning, implementation and adaptation of new technologies, conduct scientific research, constantly improve services.The role of today's scientific libraries is not limited to the diversity of book collections and the ways in which they are stored, they play an active role in building technology and knowledge infrastructures. It is now more evident that the functions of libraries' dissemination of information, accessibility, storage and social functions are crucial. "In the age of technology, the availability of information streams and the efficiency of their processing are becoming critical criteria for determining the quality and attractiveness of libraries" [2]. The abundance and variety of exploring scientific research sources are equally important for their availability and presentation. Therefore, the transformation of library staff from a curator of publications to a high-tech specialist or IT consultant in modern scientific libraries is an inevitable phenomenon.Having done the systematic analysis of scientific literature [3-7], the article presents the refined competencies of library employees as a result of changes in library activities and necessary for their successful implementation (see Table). Taking into account that organizational intelligence is one of the main guarantees of the quality of activities, which ensures the possibility to implement organizational changes, such competencies as personal knowledge, skills (abilities) and personal qualities (internal readiness) are necessary for implementing library changes. It can be noted that the greatest success of change implementation is determined by the skills (abilities) and personal qualities of the employees. This demonstrates that the library staff should be flexible, operational, tolerant, able to successfully develop their skills, and effectively apply other personal qualities to prepare for changes in the organization.Table 1. Necessary staff competencies to implement library changesKnowledgeProfessional; Knowledge of technologyManagement of information resourcesOrganized management of information resourcesPractical application of advanced technologiesBudget managementManagement of information and communicationInterest in scientific communication trendsAbilities (skills)Academic perceptivity; Development of activity projectsAnalyzing digital systems; Planning changeAbility to recognize and characterize information environment featuresIntegration into educational and scientific research processesPlanning and coordination of activities· Conducting trainings for student information educationAbility to acquire information and manage its contentCommunicationGuidance on political and legal issuesIntegration of library information into study processesManagement and coordination of electronic resourcesAbility to work in a teamCreating the most acceptable and comfortable conditions for the users working with informationAbility to negotiate; Development of operating methodsIntegration of new planned activitiesUnderstanding and applying digital systemsInformation search engine developmentDeveloping a library training programManagement of organization’s knowledgePersonal qualitiesPerssistence; FlexibilityCreativity; PromptnessCuriosity DiscretionSocial networkingAnalytical and logical thinkingTolerance to changeOptimism; Realization of consumer claimsLeadership; EnthusiasmSelf-confidence; Confidentiality Librarians are skillful creators of information and knowledge, users and organizers who can make an effective contribution to science and learning when operating effectively. This can be seen in the library employees’ distinguished functional, managerial, organizational, negotiation (communication, cooperation), education, coordination (planning, integration), understanding and analysis of digital systems, development of projects and methodologies, and data analysis and evaluation abilities. The knowledge of the library staff was detailed based on the main knowledge groups, i.e. professional, theoretical, technological, management, scientific communication, digital systems. It is almost certain that in recent decades changes in libraries have created new concepts of librarians' erudition.Knowledge such as technological, digital systems and, to some extent, scientific communication were certainly not on the list of key competencies of the traditional library staff. This proves the fundamental transformation of library staff competence in an inclusive digital environment.In conclusion, it could be stated that changes of activities in academic libraries initiate changes in staff competences - in the context of changes, there is a need for the staff to develop new or existing competences that are attributed to skill and knowledge, and personal qualities groups. It is these competences that need to be strengthened, since only a combination of them will lead to successful implementation of change. (shrink)

Higher education institutions have a responsibility to promote the development of students' ethical and citizenship competencies, especially in contexts of major social inequality. Graduates, who constitute a very small percentage of the population in México, are the best qualified to conceive of creative alternatives to resolve its demanding social challenges. But this cannot be done if trained professionals and specialists remain indifferent to their communities and merely seek to satisfy their personal interests. Higher education institutions should have an active (...) role to play in the consolidation of democracy in México, providing society with technically and professionally well prepared individuals who are also ethical and competent citizens. This article sketches a 10-year program focusing on the development of the ethical and citizenship competencies of higher education students being implemented in a private university. Evidence from the first phase of assessment of ethical competencies is cited and discussed. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy, Psychiatry, & Psychology 3.2 (1996) 139-142 Concurrent Contents: Recent and Classic References at the Interface of Philosophy, Psychiatry, & Psychology Articles Abramowitz, S., C. Abramowitz, C. Jackson et al. 1973. The politics of clinical judgment. Journal of Consulting and Clinical Psychology 41: 385-391.Audi, R. N. 1972. Psychoanalytic explanation and the concept of rational action. The Monist 56: 444- 464.Barondess, J. A. 1979. Disease and illness--a crucial distinction. American (...) Journal of Medicine 66: 375-376.Barrett, R. J. 1988. Interpretations of schizophrenia. Culture, Medicine and Psychiatry 12: 357-388.Bechtel, W. 1993. The case for connectionism. Philosophical Studies 7: 119-154.Belzen, J. A. 1995. The impact of phenomenology on classical psychiatry: Rümke's position between Jaspers and Kraepelin. History of Psychiatry 6: 349-385.Benda, C. E. 1967. Neuroses of conscience. Journal of Existentialism 7: 425-442.Binns, P. 1995. Commentary on "Contentless consciousness." Philosophy, Psychiatry, & Psychology 2: 61-63.Blankenburg, W. 1980. Phenomenology and psychopathology. Journal of Phenomenological Psychology 11: 50-78.Bloomfield, T. M. 1979. Psychoanalysis: A human science? Journal for the Theory of Social Behavior 9: 271-287.Blumenfeld, D. 1972. Free action and unconscious motivation. The Monist 56: 426-443.Boudreaux, G. 1977. Freud on the nature of unconscious mental processes. Philosophy of the Social Sciences 7: 1-32.Bracken, P. J. 1995. Beyond liberation: Michael Foucault and the notion of a critical psychiatry. Philosophy, Psychiatry, & Psychology 2, no. 1: 1-13.Brazier, M. 1995. Commentary on "Who should be committable?." Philosophy, Psychiatry, & Psychology 2, no. 1: 49-50.Bursztajn, J., and A. Brodsky. 1995. Authenticity and autonomy in the managed-care era: Forensic psychiatric perspectives. Journal of Clinical Ethics 5, no. 3: 237-242.Byrnes, J. F. 1979. Suggestions on writing the history of psychological data. History and Theory 16: 297-305.Campbell, E. J., J. G. Scadding, and R. J. Roberts. 1979. The concept of disease. British Medical Journal 2: 757-762.Carveth, D. 1988. In reply to Eagle's reply on "The epistemological foundations of psychoanalysis." Philosophy of the Social Sciences 18: 377-378.Chadwick, R. F. 1995. Commentary on "Karl Jaspers and Edmund Husserl." Philosophy, Psychiatry, & Psychology 2, no. 1: 83-84.Christiansen, B. 1964. The scientific status of psychoanalytic clinical evidence (III). Inquiry 7: 47-79.Davis, M. 1987. Realistic utilitarianism and the social conditions of cognitive psychotherapy. Social Theory & Practice 13: 237-259.Dega, W., et al. 1978. Ethics and mental health: Discussion. Dialectics and Humanism 5: 219-235.Dingle, H. 1949. The logical status of psycho-analysis. Analysis 9: 63-66.Dupeau, J. 1977. Freud and degeneracy. Diogenes Spring: 43-64.Eagle, M. 1988. A reply to Carveth's "The epistemological foundations of psychoanalysis. Philosophy of the Social Sciences 18: 371-375.Elevitch, B. 1974-75. Reasons, motives and psychoanalysis. Philosophical Forum (Boston) 6: 143- 162.Elliot, P. 1995. Policies, identity, and social change: Contested grounds in psychoanalytic feminism. Hypatia 10: 41-55.Fabrega Jr, H. 1980. The position of psychiatric illness in biomedical theory: A cultural analysis. Journal of Medicine and Philosophy 5: 145-168.Fisk, G. 1993. Accreditation of psychotherapists. British Journal of Hospital Medicine 50: 437-438.Flynn, B. G. 1985. Reading Habermas reading Freud. Human Studies 8: 57-76.Forrow, L., R. M. Arnold, and J. Frader. 1991. Teaching clinical ethics in the residency years--preparing competent professionals. Journal of Medicine and Philosophy 16: 93-112.Friedman, M. 1982. Philosophical anthropology and psychotherapy. Philosophical Context 12: 9-19.Galdston, I. 1969. The ontologic foundations of morality. Existential Psychiatry 7: 69-75.Gardner, S. 1995a. Commentary on "Irrationality and the dynamic unconscious." Philosophy, Psychiatry, & Psychology 2, no. 2: 175-176.Gardner, S. 1995b. Psychoanalysis, science, and commonsense. Philosophy, Psychiatry, & Psychology 2, no. 2: 93-113.Handelsman, M. M. et al. 1995. Does legally mandated consent to psychotherapy ensure ethical appropriateness? The Colorado experience. Ethics and Behavior 5, no. 2: 119-129.Hanlon, M. D. 1977. Commentary on Dunham's "Psychiatry, Sociology and Civil Liberties." Values and Ethics in Health Care 2: 275-278.Heaton, J. M. 1972. Insight in... (shrink)

The graduate teaching assistant prepares to enter a classroom for the first time as its instructor beset by feelings of incompetence: indeed, learning to successfully display a professional identity is often a terrifying experience, such that promising novices may abandon it prematurely. This hermeneutic phenomenological study asks one female doctoral candidate the following question: What is the experience of feelings of competence and incompetence in the process of becoming a professor? The core finding of this interview-based study is the thematic (...) demarcation of sequential stages in the participant’s experience of the process of becoming “member enough”. In the presentation of the findings, the identification of the central themes is validated with excerpts from the interview data, and their implications for the study of competence, the sociocultural study of identity development, and the mentoring of pre-service college faculty discussed. Indo-Pacific Journal of Phenomenology , May 2010, Volume 10, Edition 1. (shrink)

The article is devoted to the study of theoretical aspects of professional training of educational managers within the requirements of modern transformational society. In the conditions of the prevailing postmodernism new requirements to the manager of education as the specialist and as the person are allocated, according to what the emphasis on the influence of such processes as globalization, informatization, and innovative development on the preparation of modern experts in management is made. Changes in the educational paradigm indicate the need (...) for a specialist with universal abilities, able to quickly adapt to new socio-economic and social changes and effectively perform their professional duties. The analysis of the newest tendencies in pedagogical education proves the growth of requirements to professionally significant qualities of the head of a modern educational institution. Based on a thorough analysis, the features of professional competence of education managers, their professionally important and personal qualities that determine their professional activity are determined. Among the main professionally significant qualities of an education manager are such as strategic thinking, readiness for self-development, ability to make operational decisions, special and general abilities, positive motivation of professional activity, cross-cultural competence, emotional intelligence and cognitive empathy, effective time management. It is established that the effectiveness of management activities of a modern education manager is determined by his ability to properly assess the business environment, set complex but achievable goals, organize staff for their implementation. (shrink)

In the article the key terms including “coach”, “coaching”, “coaching technology” used in the area of educational leadership are investigated. The purpose, tasks and types of coaching in the educational management are determined. The coaching algorithm as a technology targeted at unlocking the potential of university faculty and staff is explained. The emphasis is placed on the use of coaching principles that ensure effective leadership. The immense potential that coaching technology provides for the educational leadership is considered. The role of (...) master programs that offer specialized training for future leaders in different educational environments is outlined. In order to stimulate professional education, leader’s ability to make ethical managerial decisions, develop responsibility, confidence in their own capabilities, the ways of implementing coaching technology in higher education are substantiated. The key competencies and masteries that educational leaders have to acquire are outlined. Today’s schools lack experienced leader that can ensure stability and growth. To understand the problems and challenges that schools in Ukraine are facing, principals in two regions of Ukraine have been served regarding their awareness of the term “coaching” and its practical importance for the effective educational management. It is argued that coaching as a strategy to ensure effective leadership is considered to be a powerful resource for any educational setting. The framework of coaching treats each and every employee as a unique, creative personality, able to independently solve a number of tasks, take initiative, make choices, and realize goals. (shrink)

As mental health nursing roles expand, is education expanding mental health nurses? an emotionally intelligent view towards preparation for psychological therapies and relatedness Mental health nurses (MHN) in the UK currently occupy a challenging position. This positioning is one that offers a view of expanding roles and responsibilities in both mental health act legislation and the delivery of psychological therapies, while simultaneously generic pre‐registration training is being considered. Clearly, the view from this position, although not without challenge and internal discipline (...) dispute, can also offer growing professional prestige, influence and respect from other health disciplines, as well as the wider public. Conversely, if the training, education and strategic enactment for new MHN roles is formulated and delivered from predominantly non‐MHN axiomatic and epistemological stances, MHN identity can be seriously and potentially permanently diminished. This paper offers the construct of emotional intelligence as a framework to respond to these future challenges through making individual MHN enablement a primacy. This enablement of MHNs through enhanced emotional intelligence competencies is argued as requiring priority over the standard approach of enhancing strategies alone. (shrink)

Ethical clinical practice requires cultural competency. In the United States, Hispanics report stronger attitudinal barriers to drug abuse treatment than any other racial/ethnic group. Hispanics report feeling that drug abuse treatment providers do not understand their unique cultural needs and are unfamiliar with their experiences of discrimination and immigration. Using this case study to explore broader ethical and policy issues, this study investigates the extent to which US universities train counselors to address the culturally specific needs of Hispanic patients and (...) how this is reflected in practice in Los Angeles County. Based on a content analysis of the required courses, syllabi, and course descriptions at 30 universities related to culture/race/racism/ethnicity/diversity at the undergraduate and graduate levels on the addiction therapist track, and thematic analysis of eight in-depth interviews with counselors working in outpatient rehabilitation centers in Los Angeles, I argue that cultural competency education for drug abuse counselors is too surface level and infrequent to adequately prepare students for a career in addiction counseling for Hispanic clients. Significant changes must be made to how cultural diversity is valued and prioritized in the field of psychology to provide better care for Hispanic people with a substance use disorder and fulfill the moral obligation to eliminate this health disparity. Although this study focuses on counselors in Los Angeles, these findings are relevant for professionals and healthcare systems across the United States and beyond who seek to provide equitable and effective care for Hispanic patients. (shrink)

A distinguished political philosopher with years of experience teaching in undergraduate liberal arts programs, Anderson shows how the ideal of practical reason can reconcile academia’s research aims with public expectations for universities: the preparation of citizens, the training of professionals, the communication of a cultural inheritance. It is not good enough, he contends, to simply say that the university should stick to the great books of the classic tradition, or to denounce this tradition and declare that all important questions (...) are a matter of personal or cultural choice. By applying the methods of practical reason, instead, teachers and students will think critically about the essential purposes of any human activity and the underlying arguments of any text. (shrink)

In response to the changing global climate and the growing recognition of the professional associations in the teacher education community, universities around the country are beginning to recognize the need to add a global dimension to their education programs. One way to prepare teachers to address the challenges associated with teaching children in a global age is through carefully structured, international and intercultural field experiences where candidates are immersed in another culture. Intercultural Student Teaching demonstrates examples of such successful programs.

Education is the basis for the economic and spiritual development of any society. Modern education system places demand on the teacher, such as professionalism, soft skills, mobility, and the ability to process creatively an ever-increasing flow of information and apply it competently in practice; thus, the preparation of a future teacher is a social order in relation to higher pedagogical education. Nowadays the development of the concept of lifelong education is being strengthened, and university training turns into an extremely important (...) stage with the main goal when the student must be prepared not only for practical activities, but also for further systematic improvement of their professional qualifications. Consequently, preparing a future specialist for self-education is a requirement of the modern education system of the country. It is obvious that the objective need of society is determined by the competitive ability of specialists in the world market, their adaptation to changing socio-economic conditions. The paper is devoted to the methodological approaches of the future teacher’s formation of the innovative competence. (shrink)

Human beings have encountered several innovations in all areas of life and have needed to adapt to them because of the changing and transforming world in the 21st century. The new lifestyle of the 21st century has forced people to acquire more than basic life skills, and the education of the 21st century person has emerged as a critical issue. For this purpose, various educational policies have been developed around the world in order to train people who will be able (...) to keep up with the demands and problems of this age. Institutions have revised the curricula to ensure that 21st century people have sufficient knowledge and skills in media, health, communication, technology, finance, etc. Higher education institutions, in particular, are expected to produce graduates who have acquired 21st century skills and are prepared for professional and social life. The same expectation arises in higher religious education, and the students in higher religious education need to graduate with the 21st century skills both for their personal and professional development and for the generations they will raise in later life. This study aims to identify the level of 21st century skills of students in higher religious education. The research reveals the competence of students in the faculty of theology in the dimensions of knowledge, skills, character and meta-learning. Mixed methods research uses sequential explanatory design. Firstly, quantitative data are collected and the general findings were detailed with qualitative data. The quantitative dimension of the study analyses the level of the 21st century skills of students at a descriptive level. The survey method is preferred in this analysis. The qualittaive data are collected through the interview method, using a semi-structured interview form developed by the researchers. The population of the study consists of the students of the Faculty of Theology and Islamic Sciences in Turkey. The sample population of the study consists of undergraduate students at the Faculty of Theology of Necmettin Erbakan University between the 2022-2023 academic years. Sequential and simultaneous mixed method sampling is used in sample selection. Quantitative data are obtained from 216 students who were randomly sampled from the population. Qualitative data are obtained from a total of 10 students (4 male and 6 female students) graduating from different high schools, representing different age groups and education types by maximum diversity sampling. As a result of the research, it is revealed that students of higher religious education are at a good level in terms of knowledge, character and meta-learning dimensions, and at a very good level in terms of 21st century skills dimension. Participants are moderately competent in the health sub-dimension, and are not moderately or poorly competent in any other dimension and sub-dimensions. It is revealed that students who graduated from Imam Hatip High School have higher finance management skills than the others, there is a differentiation in favour of males in the entrepreneurship sub-dimension, and female students are more successful than male students in terms of adaptation skills to the social system. Therefore, qualitative data are obtained from the participants regarding the differentiation in the sub-dimensions of personal finance, health, social cohesion and entrepreneurship, and the quantitative findings of this differentiation were explained through qualitative data. As a result of the interviews conducted to clarify the reasons for the differentiation in the sub-dimensions, family, upbringing environment, society, individual interest and indifference, past experiences and some theological assumptions are the reasons for these differentiations. It is thought that the research will contribute to the steps towards meeting the expectations of higher religious education in Turkey in terms of product and process. As a result, it is recommended that higher religious education programmes should be arranged in line with the goal of developing the 21st century skills, lecturers should include activities that will develop these skills in all courses, and the content of the programmes at all levels should be arranged in a way to gain these skills. (shrink)

The research question addressed in this paper is: How do the activities of writing mediate knowledge of writing, disciplinary knowledge, and professional knowledge as intertwined sites of learning? To conceptualise the role that writing can take in these complex processes, we apply an analytical framework comprising two core concepts; mediation and learning trajectories. We draw on an empirical study from the context of initial teacher education in Norway. From our analysis, we identify three qualities of writing as important. First, the (...) writing process should in- clude responding to and sharing drafts. Other important qualities include high teacher expectations and continuous reflection. From the perspective adopted here, learning is understood to be distributed and situated. In particular, in situated cultural contexts, collaborative writing can become a significant mediational tool for learning. Initial teacher education seeks to prepare the student teacher for a highly complex professional competency, developing both professionally and in individual subjects. To do so, students must transform social structures and the tools embedded in practices into psychological tools. We contend that writing is one significant tool in moving through complex trajectories of learning towards becoming professional teachers. (shrink)

This article asserts that graduate study should include preparation for participation in the process of self-regulation to assure the responsible conduct of research in the scientific community. This article outlines the various ways in which doctoral study can incorporate such preparation. These suggested ways include the inculcation of general attitudes and values about professional self-regulation, various ways doctoral study can be configured so that future scientists are prepared to participate in the deterrence, detection and sanctioning of scientific wrongdoing. The stages (...) of doctoral study in the United States and their relevance to preparation for self-regulations are also discussed. Recommendations regarding an extended role for faculty advisors, graduate assistantships, coursework and departmental policies and activities are also advanced. (shrink)

Background: Preparing tomorrow’s healthcare workforce for managing the growing complexity of care places high demands on students, educators, and faculties. In the light of worrying data about study-related stress and burnout, understanding how students manage stressors and develop resilience has been identified as a priority topic of research. In addition to study-related stressors, also moral stressors are known to characterize the students’ first clinical experiences. Objectives: However, current debates show that it remains unclear how healthcare ethics education should address (...) them. In order to clarify this issue, this study first develops the notion of moral resilience as a response to moral stressors involving both situations of moral complexity and moral wrongness. Second, it explores the potential of healthcare ethics education in fostering moral resilience. For this purpose, it defines moral resilience operationally as a reduction of moral distress in a given axis of time measured by a validated tool. Research design, participants, and context: The educational transferability was assessed within an explorative, quantitative pre–post interventional study with a purposive sample of 166 nursing students. The educational intervention comprised a lecture introducing the typology of moral stressors. Before and after the lecture, students were presented vignettes depicting morally stressful situations. Ethical considerations: The competent research ethics committee confirmed that no ethical approval was needed. Informed consent was obtained from participants. Findings: Three of four vignettes showed a modest but statistically significant reduction in measured levels of distress after the lecture (p < 0.05, α = 5%). Discussion: The study shows the potential of healthcare ethics education in providing students with transformative knowledge that fosters moral resilience. Conclusion: In times of global scarcity of educational resources, healthcare ethics education has an important contribution to offer in the promotion of students’ mental and physical health by strengthening the knowledge base of moral resilience. This legitimates its costs for societies, faculties, and professional bodies. (shrink)

Professional communities are experiencing scandals involving unethical and illegal practices daily. Yet it should not take a national major structure failure to highlight the importance of ethical awareness and behavior, or the need for the development and practice of ethical behavior in engineering students. Development of ethical behavior skills in future engineers is a key competency for engineering schools as ethical behavior is a part of the professional identity and practice of engineers. While engineering educators have somewhat established instructional methods (...) to teach engineering ethics, they still rely heavily on teaching ethical awareness, and pay little attention to how well ethical awareness predicts ethical behavior. However the ability to exercise ethical judgement does not mean that students are ethically educated or likely to behave in an ethical manner. This paper argues measuring ethical judgment is insufficient for evaluating the teaching of engineering ethics, because ethical awareness has not been demonstrated to translate into ethical behavior. The focus of this paper is to propose a model that correlates with both, ethical awareness and ethical behavior. This model integrates the theory of planned behavior, person and thing orientation, and spheres of control. Applying this model will allow educators to build confidence and trust in their students’ ability to build a professional identity and be prepared for the engineering profession and practice. (shrink)

Background: In disaster situations, nurses may face new and unfamiliar ethical and legal challenges not common in their everyday practice. Research question/objectives/hypothesis: The aim of this study was to explore Iranian nurses’ experience of disaster response and their perception of the competencies required by nurses in this environment. Research design: This article discusses the findings of a descriptive study conducted in Iran in 2012. Participants and research context: This research was conducted in Iran in 2012. Participants included 35 nurses who (...) had experience in healthcare delivery following a disaster event in the past 10 years, either in a hospital or out-of-hospital context. Ethical considerations: This research study was approved by the Ethics Committee of the Isfahan University of Medical Sciences. Findings: From this study, five themes emerged as areas that nurses require competence in to work effectively in the disaster setting. This article focusses on one theme, the ethical and legal issues that arise during disaster response. Within the theme of ethical and legal issues, two sub-themes emerged. (1) Professional ethics explores professional responsibility of nurses as well as sense of ethical obligation. (2) Adherence to law refers to nurses’ familiarity with and observation of legal requirements. Discussion: This article adds to a growing pool of literature which explores the role of nurses in disasters. The findings of this study emphasize the need for nurses working in the disaster setting to be aware of professional responsibilities and familiar with legal requirements and the challenges related to observing ethical responsibilities. Conclusion: In highlighting these issues, this article may provide a useful starting point for the development of an educational framework for preparing nurses and other health professionals to work in the disaster setting. (shrink)

This forward-looking resource offers readers a modern contextual framework for conducting social science research with indigenous peoples. Foundational chapters summarize current UN-based standards for indigenous rights and autonomy, with their implications for research practice. Coverage goes on to detail minimally-invasive data-gathering methods, survey current training and competency issues, and consider the scientist’s role in research, particularly as a product of his/her own cultural background. From these guidelines and findings, students and professionals have a robust base for carrying out indigenous (...) research that is valid and reliable as well as respectful and ethical. Among the topics covered: -/- · Cultural theories and cultural dominance. -/- · The legal framework of research in indigenous contexts. -/- · The role of language within indigenous peoples’ cultural rights. -/- · Methodology: how to optimally collect data in the field. · Researchers’ influence and philosophy of science. -/- · Learning how to prepare research in indigenous contexts. -/- Research Methods in Indigenous Contexts is an important reference benefitting a wide audience, including students and researchers in the social sciences, humanities, and psychology; decision-makers of NGOs and GOs that act with regard to humanitarian aid, for tourism projects, or any other contingency with indigenous contexts; and policymakers interested in the aspects of human activity upon which indigenous cultural concerns are based. (shrink)

Nursing is at the same time a vocation, a profession and a job. By nature, nursing is a moral endeavor, and being a ‘good nurse’ is an issue and an aspiration for professionals. The aim of our qualitative research project carried out with 18 nurse teachers at a university nursing school in Brazil was to identify the ethical image of nursing. In semistructured interviews the participants were asked to choose one of several pictures, to justify their choice and explain (...) what they meant by an ethical nurse. Five different perspectives were revealed: good nurses fulfill their duties correctly; they are proactive patient advocates; they are prepared and available to welcome others as persons; they are talented, competent, and carry out professional duties excellently; and they combine authority with power sharing in patient care. The results point to a transition phase from a historical introjection of religious values of obedience and service to a new sense of a secular, proactive, scientific and professional identity. (shrink)

Problem and Project Based Learning (PBL) has been used as an educational philosophy and methodology in the construction of a student centered and contextualized learning environment. PBL is also regarded as an effective method in producing engineering graduates who can not only meet the needs of professional competences but are also prepared for new challenges in the globalized and technological context. However, can PBL be a solution to the challenge of a general lack of university students studying engineering and technology (...) in many countries? Gender and Diversity in a Problem and Project Based Learning Environment presents an ethnographical study on the learning experiences of engineering students in the PBL environment in Denmark, and it attempts to question the issue of diversity in engineering education via the exploration of which ways the PBL environment is friendly to diverse groups of learners such as women. (shrink)

Professionalism and Ethics in Medicine: A Study Guide for Physicians and Physicians-in-Training is a unique self-study guide for practitioners and trainees covering the core competency areas of professionalism, ethics, and cultural sensitivity. This novel title presents real-world dilemmas encountered across the specialties of medicine, offering guidance and relevant information to assist physicians, residents, and medical students in their decision-making. The text is divided into two parts: Foundations and Questions with Answers. The first part provides a substantive foundation of knowledge in (...) the principles, scholarship, policy guidelines, and decision-making strategies of the modern health professions. The second part assists practitioners and trainees in preparing for the complex issues that arise each day in the settings where health professionals work and train – clinics, research centers, educational contexts, and communities. Developed by renowned leaders in a broad range of clinical fields, Professionalism and Ethics in Medicine: A Study Guide for Physicians and Physicians-in-Training is a major, invaluable contribution to the literature and an indispensable reference for clinicians at all levels. (shrink)

Advocates for the professionalization of clinical bioethics argue that bioethics professionals play an important role in contemporary medicine and patient care, especially when addressing complex ethical questions that arise in the delivery of reproductive medicine. For bioethics consultants to serve effectively, they need adequate training in the medical and ethical issues that patients and clinicians will face, and they need skills to facilitate effective dialog among all parties. Because clinical ethics consultation is a “high‐stakes endeavor” that can acutely affect (...) patient care, efforts are under way to ensure that bioethics consultants have the competence to provide such guidance. Yet to date, no studies have examined whether the training of bioethics consultants meets the needs of health care professionals who are on the front lines of such issues. In fact, limited information is available on the reproductive health issues that bioethics training programs address or the degree to which these programs meet the needs of patients confronting reproductive health decisions and their clinicians. It is therefore important to answer this key question: What are the primary ethical issues encountered in reproductive medicine that currently affect patient care? Equally important, are bioethics training programs prepared to address those issues?To begin to answer these questions, we conducted parallel surveys of directors of graduate bioethics training programs and obstetrician‐gynecologists. The goal of this project is to lay the groundwork to establish a working partnership between bioethics educators and reproductive medicine practitioners to address the often troubling and frequently complex ethical issues in reproductive medicine. (shrink)

The dynamic landscape of ethics in higher education is pivotal as organizations and individuals navigate diverse stakeholder needs. Ethical responsibility becomes an integral facet of all professionals, highlighting the crucial role of ethical education in preparing students for post-graduation success. The acquisition of ethical competence, rooted in knowledge of ethical principles, equips students with the tools to make ethical decisions, shaping their ethical behavior and responses. Yezreel Valley College exemplifies this commitment, with a well-defined Code of Academic Ethics (...) reflecting universal values and principles, overseen by the College Ethics Committee. In summary, this case study offers insights into Yezreel Valley College's ethical education practices, emphasizing the significance of ethics in higher education and the dynamic interplay between ethics and professionalism. The college's proactive approach positions it as a leader in addressing ethical challenges and adapting to changing environments while fostering ethical competence in its students. (shrink)

The goal of this book is to help the reader gain knowledge on ethical and legal issues in the field of student affairs and develop competency to follow the profession’s principles and standards of conduct. The significance of the book is due to its focus on the practical value of ethics and legal issues and its aim to address the knowledge, skills, and dispositions required of student affairs educators to develop and maintain integrity in their life and work as described (...) by the ACPA/NASPA. The text offers readers a number of major unique features: It offers multiple ethical decision-making models to guide student affairs educators in their ethical decision-making process. It proposes that ethics is not an individual but an organizational responsibility. It offers that ethical decision making is a professional skill that can be practiced and applied in student affairs educators’ day-to-day practice. It presents the reader with the most current legal issues in student affairs and higher education. Finally, it reflects three themes: integration of ACPA/NASPA competency areas; development of professional identity; and application of knowledge and theory to practice. The book is critical and timely. A book that focuses on ethical and legal issues in student affairs is needed for faculty in preparation programs, new professionals navigating their identity as student affairs educators, and a resource for mid- and senior-level professionals facilitating ongoing professional development. The book begins to address what it means to have a professional identity, which is ground in the shared ethical and legal values espoused within the profession and academia. Each chapter uniquely contributes to the complexity embedded in the study of ethics and how that is applied to practice. Additionally, the volume is a balance of procedural knowledge, case illustrations, and guided practice exercises to facilitate the reader’s ability to translate the theory and research discussed into professional decision making and application. (shrink)

El artículo tiene como objetivo describir las competencias informacionales a desarrollar durante la formación profesional. Se presenta los referentes teóricos a partir del empleo de un enfoque de sistema que supone el análisis y la síntesis, la inducción y la deducción como métodos de investigación, con el propósito de dar conocer los hitos en las universidades y organizaciones internacionales relacionadas. La modelación fue empleada para la construcción de un nuevo proyecto de desarrollo de competencias informacionales desde la perspectiva de la (...) formación profesional universitaria ajustada a las necesidades de la educación superior en Cuba. El nuevo proyecto se configura en tres unidades básicas, con sus respectivos elementos de competencia, saberes esenciales e indicadores para la evaluación del desempeño. El artículo fundamenta la tesis de que el desarrollo de competencias informacionales debe ser sistemáticamente estructurado, planificado y ejecutado como parte integral de la formación curricular en interacción con los contenidos de las disciplinas docentes, bajo la dirección del profesor y la participación protagónica de los profesionales en formación. The article aims at describing the competence to be developed during professional training. It presents the theoretical referents by means of an approach system that includes synthesis and analysis, induction and deduction as research methods in order to reveal the milestones of information skills development in universities and related international organizations. Modeling was used for the construction of a new skills development project from the perspective of university professional training according to the needs of Higher Education in Cuba. The new project is composed of three basic units, with their respective competence elements, essential knowledge and indicators for the evaluation of the performance. The article supports the theory that information development skills must be systematically structured, planned and implemented as an integral part of the curricular training in interaction with the contents of subjects, under the teacher´s guidance and the active participation of profesionals in training. (shrink)

In connection with the European orientations, the teachers’ training in France follows deep reforms since 2005. The stake in which is a strengthening of the professional skills and knowledge which is leaning back against the research. On the base of longitudinal data collected with 3 generations of students, which are registered to the new Master›s degree «enseigner, éduquer, apprendre (to teach, to educate, to learn) « opened at the university of Burgundy in 2010, this research ponders over the way the (...) students (preparing themselves to become teachers) perceive the quality of their professionalization. In spite of the feeling not to be prepared enough for the exercise of their job, the speech of the students reveals an appropriation of the institutional logics of professionalization. In the current context of creation of the ESPE, this paradoxical speech invites to query the capacity of the institution to make legible its training’s processes in front of public, which remain determined by a vocational ideal. (shrink)

Learn how to think beyond the theoretical in any environment. "Ethics & Issues in Contemporary Nursing, 1st Edition" examines the latest trends, principles, theories, and models in patient care to help you learn how to make ethically sound decisions in complex and often controversial situations. Written from a global perspective, examples throughout the text reflect current national and international issues inviting you to explore cases considering socio-cultural influences, personal values, and professional ethics. Historical examples demonstrate how to think critically while (...) upholding moral and professional standards, as well as the law. Key topics throughout explore advocacy and rights, diversity, nurse burnout, mass casualty events, social media, violence in the workplace, medication error prevention, opioid and other substance use, HIPAA, and healthcare reform. In addition, this new title contains supplemental case studies and review questions to further challenge and prepare you to make morally sound decisions in any healthcare setting. -- From product description. (shrink)

Extract from Hofstadter's revew in Bulletin of American Mathematical Society : http://www.ams.org/journals/bull/1980-02-02/S0273-0979-1980-14752-7/S0273-0979-1980-14752-7.pdf -/- "Aaron Sloman is a man who is convinced that most philosophers and many other students of mind are in dire need of being convinced that there has been a revolution in that field happening right under their noses, and that they had better quickly inform themselves. The revolution is called "Artificial Intelligence" (Al)-and Sloman attempts to impart to others the "enlighten- ment" which he clearly regrets not having (...) experienced earlier himself. Being somewhat of a convert, Sloman is a zealous campaigner for his point of view. Now a Reader in Cognitive Science at Sussex, he began his academic career in more orthodox philosophy and, by exposure to linguistics and AI, came to feel that all approaches to mind which ignore AI are missing the boat. I agree with him, and I am glad that he has written this provocative book. The tone of Sloman's book can be gotten across by this quotation (p. 5): "I am prepared to go so far as to say that within a few years, if there remain any philosophers who are not familiar with some of the main developments in artificial intelligence, it will be fair to accuse them of professional incom- petence, and that to teach courses in philosophy of mind, epistemology, aesthetics, philosophy of science, philosophy of language, ethics, metaphysics, and other main areas of philosophy, without discussing the relevant aspects of artificial intelligence will be as irresponsible as giving a degree course in physics which includes no quantum theory." -/- (The author now regrets the extreme polemical tone of the book.). (shrink)

It is the thesis of the authors that the caring ethic and moral state of being of nurses ideally suffuses their professional caring and is thus implicit in their ethical decision making. Socratic dialogue is a technique that allows such moral attitudes to be made explicit. This article describes a Socratic dialogue conducted with nurses on the topic: 'What is love in nursing?' The conclusions drawn were based on the belief that the current western-style health care system restricts the practice (...) of nursing in such a way as to limit professional caring and loving possibilities. Nurses who love in the practice of caring go beyond the role definition of the duty of care; they are people who are prepared to think differently about their practice as professionals, and are identified as competent risk takers committed to the betterment of the other. From this dialogue, 'love in nursing' was understood as the willingness and commitment of the nurse to want the good of the other before the self, without reciprocity. (shrink)