Bioethics Education

Have, H.A.M.J. ten

doi:10.1007/978-94-007-2512-6_96

Cited by 5 publications

(1 citation statement)

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“…The ability to stimulate knowledge and transform it into actions is also certainly important and necessary. Henk ten Have (2014) gives an example to clarify the relationship between knowledge and skills and says that Bif the focus is on informed consent, students should know what it is; they should have information and facts about this concept, but they should also learn how to apply it in practice^(p. 452-453). Therefore, besides ethical knowledge, ethics education should provide the opportunity to improve ethics-related skills: ethical sensitivity, ethical awareness, and ethical judgement.…”

Section: Increasing Ethical Knowledge As Learning To Knowmentioning

confidence: 99%

A normative analysis to determine the goals of ethics education through utilizing three approaches: rational moral education, ethical acculturation, and learning throughout life

Avci

2017

International Journal of Ethics Education

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Ethics education is an emerging concept at the intersection of ethics and education, and this article aims to define the goals of ethics education in order to specify the general structure of teaching ethics in healthcare. Additionally, providing the opportunity to map the next stages of ethics education, such as what to teach and how to teach, is another purpose of the suggested normative framework. Kohlberg's cognitive-developmental approach, Handelsman et al.'s ethical acculturation model, and the Delors Report's learning throughout life concept are utilized to determine the notion of teaching ethics and its objectives. Through the integration of these three approaches and the adaptation of the Delors Report's pillars, the goals of ethics education are described as: (1) increasing ethical knowledge; (2) improving ethical skills to strengthen ethical sensitivity, awareness, and judgement; (3) developing ethical behavior; and (4) promoting cultural competence. These goals indicate that ethics education is an ongoing process transcending to teach or learn certain ethical codes, norms, and principles. Exploring and recognizing individuals' abilities, personal values, and cultural backgrounds are also essential requirements of teaching ethics. Furthermore, this perspective demands administrating existing ethical challenges, differences, and conflicts in healthcare through augmenting cultural competence rather than imposing and/or assimilating policies.

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Section: Increasing Ethical Knowledge As Learning To Knowmentioning

confidence: 99%