Ethical competence

Kulju, Kati; Stolt, Minna; Suhonen, Riitta; Leino‐Kilpi, Helena

doi:10.1177/0969733014567025

Cited by 112 publications

(60 citation statements)

References 49 publications

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“…Many people advocate a holistic approach to understanding the complexity of the notion of competence (Cowan, 2005;Le Deist, 2005). Integrated knowledge and the capability to use that knowledge seem to be the core of competence (Pijl-Zieber, 2014;Kulju, 2016;Smith, 2012). Competence also brings together complex combinations of knowledge, attitudes, values and skills, which help people to perform intelligently in specific situations (Meretoja, 2003).…”

Section: Introductionmentioning

confidence: 99%

Competence areas of health science teachers – A systematic review of quantitative studies

Mikkonen

Ojala

Sjögren

et al. 2018

Nurse Education Today

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It is important to identify the core competencies required by health science teachers in order to train highly competent healthcare professionals. Based on the findings of this systematic review we suggest that teachers should be encouraged to gain university education and actively participate in research, and that younger teachers should have opportunities to practice the relevant teaching skills to build competence.

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Section: Introductionmentioning

confidence: 99%

Competence areas of health science teachers – A systematic review of quantitative studies

Mikkonen

Ojala

Sjögren

et al. 2018

Nurse Education Today

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“…The concept of "nursing competency" was first clarified in an integrative review with three main components: "process," "essential/fundamental element," and "measurement." "Process" is an individual's growth from novice to expert, or their path from general to specialized thinking (Dudas, 2012;Suh, 2004); "essential/fundamental element" concerns the basics of the profession (Axley, 2008;Caruso, Fida, Sili, & Arrigoni, 2016;Garside & Nhemachena, 2013;Sarah, 2012); and "measurement" is an index of nursing abilities (Kulju, Stolt, Suhonen, & Leino-Kilpi, 2016;Laibhen, 2014;Scott Tilley, 2008). The concept of dementia nursing competency defined in previous studies as person-centred care includes applying evidenced-based approaches, recognizing dementia, improving communication and assessment skills, developing knowledge as a nursing specialist, and environmental management of patients and families (Dewing & Traynor, 2005;Fleming, Fay, & Robinson, 2012;Robinson et al, 2014;Traynor & Dewing, 2002;Traynor, Kumiyo, & Patrick, 2011).…”

Section: Concept Identificationmentioning

confidence: 99%

Dementia nursing competency in acute care settings: A concept analysis

Yamaguchi

Greiner

Ryuno

et al. 2019

Int J of Nursing Practice

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Aim To critically analyse the concept of dementia nursing competency in acute care settings. Backgrounds The nursing care needs of patients with dementia are increasing in acute care settings. However, a framework for the dementia nursing competency has not been explicitly outlined. Design Rodgers' evolutionary method for concept analysis. Data Sources Competenc* AND dementia AND nurs* AND acute OR hospital OR clinical were selected from the MEDLINE, CINAHL, PsycINFO, CiNii, and Google Scholar for publication from 2006 to 2017. Review Methods All 29 articles were identified. Data were analysed with a particular focus on the attributes, antecedents, and consequences of the concept. Results Six attributes were identified: respecting patient individuality, applying ethical considerations, providing person‐centred care, possessing responsibility, coordinating external environments, and possessing care coordination and facilitation skills. Identified antecedents included building theoretical and clinical knowledge, developing an awareness of dementia and its risk behaviours, performing assessments of dementia nursing practice, developing relationships with patients with dementia, and applying a team approach. Applying the competency led to positive consequences for patients, nurses, and patient‐nurse and nursing team relationships. Conclusion Developing the dementia nursing competency results in stronger emotional interventions and adds a human‐to‐human connection.

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“…Self-awareness While critical reflection on one's own behavior is an essential part of professional competence in general (Kulju et al 2015), midwifery students should learn to distinguish between personal and professional values. Tutored PBL or blended learning sessions allow the presentation of everyday ethical problems that are then discussed in groups, and in this process, the ICM code of ethics is a good resource for participant guidance.…”

Section: Description Of Different Levelsmentioning

confidence: 99%

Increasing midwives’ ethical competence: a European educational and practice development project

Oelhafen

Hölzli

Häsänen

et al. 2017

International Journal of Ethics Education

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Midwives, like other health professionals, are confronted with ethical issues on a daily basis and acting ethically is a core competence within professional conduct. In midwifery in particular, the complexity of ethical problems is increasing e.g., due to new medical options in diagnostics and reproductive medicine, the increasing diversity of life styles or the high number of preterm births. The main purpose of the current project was to develop effective interventions to increase midwives' ethical competence in educational and practical settings. To reach this goal, we conducted 43 individual semi-structured and 6 focus group interviews with midwives, lecturers and midwifery students to explore their views on ethics education and the support needed in practice to develop ethical competence. Based on the analysis of these interviews, a set of 15 interventions was designed and piloted in educational and clinical settings. The piloted interventions were then evaluated with an online questionnaire. Results from the interviews, the online questionnaire as well as the lessons learnt from piloting the interventions and the current literature on ethics education were integrated in a spiral curricular model for increasing

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Ethical competence

Abstract: The results of the analysis establish a basis for an instrument to evaluate health professionals' ethical competence. It will guide educators, as well as managers in healthcare, to support the development of ethical conduct in healthcare.

Cited by 112 publications

References 49 publications

Competence areas of health science teachers – A systematic review of quantitative studies

Competence areas of health science teachers – A systematic review of quantitative studies

Dementia nursing competency in acute care settings: A concept analysis

Increasing midwives’ ethical competence: a European educational and practice development project

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