Ethical competence in a profession: Healthcare professionals' views

Hemberg, Jessica; Hemberg, Håkan

doi:10.1002/nop2.501

Cited by 21 publications

(12 citation statements)

References 49 publications

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“…That could explain why educators in profile C evaluated their competence as lower than the other two profiles. Although educators holding a doctoral degree are experts in research and produce new knowledge to support clinical decision-making [51,60], previous research has shown that the development of ethical and cultural competence also requires practical experience [24,56,61].…”

Section: Discussionmentioning

confidence: 99%

Ethical and cultural competence of social‐ and health care educators from educational institutions – Cross‐sectional study

Erkkilä

Koskenranta

Kuivila

et al. 2023

Scandinavian Caring Sciences

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BackgroundThe international mobility has increased cultural diversity in social‐ and health care. As such, ethical and cultural competence is an essential skill among educators. They are promoting the ethical and cultural competence and professional growth of students with diverse backgrounds and, therefore, must be ethically and culturally competent.AimThe aim of the study was to identify distinct ethical and cultural competence profiles of social‐ and health care educators and explore the associated factors.Research DesignA descriptive cross‐sectional survey design was used to collect quantitative observational data in 2020–2021. Competence profiles were identified by K‐means clustering based on answers to an instrument focussing on educators' ethical and cultural competence.Participants and Research ContextParticipants (N = 1179, n = 243) were social‐ and health care educators based at 10 universities of applied sciences and 10 vocational colleges in Finland.Ethical ConsiderationsThe research adhered to good scientific practice. A research permit was received from each educational institution that participated in the study. The privacy of the participants was protected throughout the study.ResultsThe analysis identified three profiles of educators (A, B, C) based on self‐assessed ethical and cultural competence. Profile A educators demonstrated high scores across all three competence areas. Profile B educators had high scores for ethical knowledge and intermediate scores for other competence areas. Profile C educators demonstrated intermediate scores across all three competence areas. An educator's pedagogical education was found to significantly influence which profile they belonged to.ConclusionsThe educators generally evaluated their ethical and cultural competence highly. Educators understand the importance of professional ethics in their work, but they need additional support in developing ethics skills in their daily work. Among all educators, there is a need for developing international and culturally diverse collaboration.

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Section: Discussionmentioning

confidence: 99%

Ethical and cultural competence of social‐ and health care educators from educational institutions – Cross‐sectional study

Erkkilä

Koskenranta

Kuivila

et al. 2023

Scandinavian Caring Sciences

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“…It helps obstetricians and gynecologists (OB/GYNs) find better solutions or alternative solutions whenever needed for the patients. Ethical competence improves the doctor-patient relationship [1]. In the early 1970s, the terms "fetal patient" and "fetus as a patient" entered the medical literature, signifying the importance of applying practice ethics to the fetus as well.…”

Section: Introductionmentioning

confidence: 99%

Attitudes toward Medical Ethics among Obstetricians and Gynecologists in Saudi Arabia: An Exploratory Survey

Alahmad,

Althagafi

2023

Healthcare

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Ethics is an important aspect of medical care. The purpose of this study was to investigate the attitudes of obstetricians and gynecologists towards various ethical issues and ethical principles, and their satisfaction with their knowledge, understanding, and problem-solving skills regarding ethical issues. Methods: A cross-sectional survey was conducted among the working OB/GYNs in Saudi Arabia from various hospitals in Saudi Arabia between May 2020 and August 2020. A link to the three-point Likert scale questionnaire was mailed to 1000 OB/GYNs working in various hospitals. The data were analyzed using inferential statistics. The quantitative data were expressed as absolute numbers and percentages. Results: A total of 391 out of 1000 OB/GYNs responded. Most of the respondents were female OB/GYNs (65%), most of them were working in tertiary government hospitals (63%), and most were educated in bioethics (62%). About 80.3% of the respondents considered ethics important, and there was a low satisfaction rate with their knowledge (26%), understanding (38.6%), and problem-solving skills (35.8%) related to ethical issues. Conclusions: The obstetricians and gynecologists considered ethics an important aspect of daily practice but lacked the skills and knowledge to deal with ethical issues. The level of satisfaction with practice ethics was very low. Despite the fact that most of them had undergone bioethics education, most of them expressed the need for ethics training. Theoretical ethics education seemingly did not increase competence in resolving ethical issues, whereas experience did. The workplace had a strong correlation with the employee’s attitude toward ethical issues, principles, and satisfaction with their knowledge and skills in resolving ethical issues. The ethics curriculum needs to be structured in a more effective way to improve competence in dealing with ethical challenges in daily practice.

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“…Ethical issues and dilemmas occur in all forms of research when human participants are involved [ 11 ] and this is no less the case within ANH research. Ethical competence is the capacity that researchers need to possess to identify those dilemmas and ethically handle them [ 12 – 14 ] and such competence is also a crucial factor that enables researchers to resolve ethical dilemmas, make value-based decisions and implement ethically sustainable good research practices [ 15 ]. It is important to raise and improve ethical awareness, the acquisition of ethical knowledge, and support reflection on professional practice [ 16 ].…”

Section: Introductionmentioning

confidence: 99%

Perspectives of agriculture, nutrition and health researchers regarding research governance in Malawi. Using a leadership, ethics, governance and systems framework

Matandika,

Millar,

Umar

et al. 2023

BMC Med Ethics

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Background Research ethics is intertwined with and depends on building robust and responsive research governance systems alongside researchers. Globally there has been substantial investment in agriculture, nutrition, and health (ANH) research motivated by the need to improve health outcomes, such as micronutrient deficiencies in Sub-Saharan Africa. Although there has been a notable focus on ethical issues inherent in ANH studies, there has been scanty research examining researchers’ attitudes related to ANH research. This study was conducted to explore the perspectives of researchers who conducted an agronomic biofortification study in Malawi. Methodology In-depth interviews were conducted with a purposive sample of ten ANH researchers. Interviews were conducted online via Zoom, audio-recorded, transcribed verbatim, and thematically analysed using the Leadership, Ethics, Governance and Systems Framework. Results Four core aspects emerged: Leadership: The relevance of building ethics leadership and ethical competence among researchers. Ethics: There is a need to develop a framework that operationalises core ethical values that can guide the implementation of ANH research. Governance: Research guidelines were perceived to be too generic to guide ANH research. Systems: Researchers’ recommended the establishment of a specialised ANH research ethics committee. Conclusions The findings highlight the significance of building ethics leadership and supporting ethical competency amongst researchers. Researchers recommended the development of tailored approaches rather than utilising generic governance systems and frameworks that are drawn from medical research and thus not fit for purpose in this field. In Malawi, specialised ethics review committees are needed to guide ANH research.

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Ethical competence in a profession: Healthcare professionals' views

Cited by 21 publications

References 49 publications

Ethical and cultural competence of social‐ and health care educators from educational institutions – Cross‐sectional study

Ethical and cultural competence of social‐ and health care educators from educational institutions – Cross‐sectional study

Attitudes toward Medical Ethics among Obstetricians and Gynecologists in Saudi Arabia: An Exploratory Survey

Perspectives of agriculture, nutrition and health researchers regarding research governance in Malawi. Using a leadership, ethics, governance and systems framework

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