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  1. Ethical Sensitivity: State of Knowledge and Needs for Further Research.Kathryn Weaver - 2007 - Nursing Ethics 14 (2):141-155.
    Ethical sensitivity was introduced to caring science to describe the first component of decision making in professional practice; that is, recognizing and interpreting the ethical dimension of a care situation. It has since been conceptualized in various ways by scholars of professional disciplines. While all have agreed that ethical sensitivity is vital to practice, there has been no consensus regarding its definition, its characteristics, the conditions needed for it to occur, or the outcomes to professionals and society. The purpose of (...)
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  • Moral Judgments and Ethical Constructs in Clinical Psychology Doctoral Students.Angie C. Jenkin, Helen Ellis-Caird & David A. Winter - 2021 - Ethics and Behavior 31 (1):1-12.
    ABSTRACT This cross-sectional study compared the moral reasoning of first-year and third-year doctoral students in clinical psychology. Nineteen first-year and 20 third-year students were recruited from 17 doctoral training programs in the UK. Most adopted a sophisticated approach to moral judgments, as assessed by the Defining Issues Test, although, surprisingly, more experienced students had significantly less sophisticated schemata. In their moral judgments, less experienced students relied more heavily on their personal, and more experienced students on their professional, constructs, as assessed (...)
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  • Learning to See: Moral Growth During Medical Training.J. Andre - 1992 - Journal of Medical Ethics 18 (3):148-152.
    During medical training students and residents reconstruct their view of the world. Patients become bodies; both the faults and the virtues of the medical profession become exaggerated. This reconstruction has moral relevance: it is in part a moral blindness. The pain of medical training, together with its narrowness, contributes substantially to these faulty reconstructions. Possible improvements include teaching more social science, selecting chief residents and faculty for their attitudes, helping students acquire communication skills, and helping them deal with their own (...)
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  • Ethics Teaching in Higher Education for Principled Reasoning: A Gateway for Reconciling Scientific Practice with Ethical Deliberation.Mehmet Aközer & Emel Aközer - 2017 - Science and Engineering Ethics 23 (3):825-860.
    This paper proposes laying the groundwork for principled moral reasoning as a seminal goal of ethics interventions in higher education, and on this basis, makes a case for educating future specialists and professionals with a foundation in philosophical ethics. Identification of such a seminal goal is warranted by the progressive dissociation of scientific practice and ethical deliberation since the onset of a problematic relationship between science and ethics around the mid-19th century, and the extensive mistrust of integrating ethics in science (...)
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  • Evaluating Ethical Sensitivity in Medical Students: Using Vignettes as an Instrument.P. Hebert, E. M. Meslin, E. V. Dunn, N. Byrne & S. R. Reid - 1990 - Journal of Medical Ethics 16 (3):141-145.
    As a preliminary step to beginning to assess the usefulness of clinical vignettes to measure ethical sensitivity in undergraduate medical students, five clinical vignettes with seven to nine ethical issues each were created. The ethical issues in the vignettes were discussed and outlined by an expert panel. One randomly selected vignette was presented to first, second and third year students at the University of Toronto as part of another examination. The students were asked to list the issues presented by the (...)
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  • Mindful Practice and the Tacit Ethics of the Moment.Ronald M. Epstein - 2006 - Advances in Bioethics 10:115-144.
  • Strengthening Moral Judgment: A Moral Identity-Based Leverage Strategy in Business Ethics Education.Cristina Neesham & Jun Gu - 2015 - Journal of Business Ethics 131 (3):527-534.
    In this study, we examine the relationship between appeal to self-perceptions of moral identity, included in the teaching of ethics, and the strengthening of moral judgment among postgraduate business students. As appeal to moral identity emphasizes personal engagement in the appraisal of an ethically charged situation, it addresses critiques of abstract rule application and principle transfer leveled at traditional business ethics teaching. Eighty-one participants completed a series of reflective writing exercises throughout a twelve-week business ethics unit. Based on an instrument (...)
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  • Locus of Control and the Moral Reasoning of Managers.Almerinda Forte - 2005 - Journal of Business Ethics 58 (1-3):65-77.
    Rotter’s theory of internal-external locus of control evolved from Carl Jung’s work. In Psychological Types (1923), Jung defined two opposing tendencies in personality introversion and extroversion. While both tendencies are present in all individuals, one tends to dominate the other. The internal–external control construct was conceived as a generalized expectancy to perceive reinforcement either as contingent upon one’s own behaviors (internal control) or as the result of forces beyond one’s control, such as chance, fate, or powerful others (external control) (Lefcourt, (...)
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  • Ethical Awareness Scale: Replication Testing, Invariance Analysis, and Implications.Aimee Milliken, Larry Ludlow & Pamela Grace - forthcoming - Ajob Empirical Bioethics:1-10.
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  • Character Formation in Professional Education: A Word of Caution.Robert M. Veatch - 2006 - Advances in Bioethics 10:29-45.
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  • Two Problematic Foundations of Neuroethics and Pragmatist Reconstructions.Eric Racine & Matthew Sample - 2018 - Cambridge Quarterly of Healthcare Ethics 27 (4):566-577.
    Common understandings of neuroethics, i.e., of its distinctive nature, are premised on two distinct sets of claims: (1) neuroscience can change views about the nature of ethics itself and neuroethics is dedicated to reaping such an understanding of ethics; (2) neuroscience poses challenges distinct from other areas of medicine and science and neuroethics tackles those issues. Critiques have rightfully challenged both claims, stressing how the first may lead to problematic forms of reductionism while the second relies on debatable assumptions about (...)
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  • One Minute in Haditha: Ethics and Non-Conscious Decision-Making.Kevin Mullaney & Mitt Regan - 2019 - Journal of Military Ethics 18 (2):75-95.
    ABSTRACTIn November 2005, U.S. Marine Sergeant Frank Wuterich fired on and killed five unarmed Iraqi men standing by a car near the site of an improvised explosive device explosion in Haditha...
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  • Ethics in Nursing: A Systematic Review of the Framework of Evidence Perspective.Erman Yıldız - 2019 - Nursing Ethics 26 (4):1128-1148.
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  • The Defining Issues Test and the Four Component Model: Contributions to Professional Education.Muriel J. Bebeau - 2002 - Journal of Moral Education 31 (3):271-295.
    This article reviews studies examining the effect of professional education on ethical development. Most studies limit assessment to the measurement of moral judgement, observing that moral judgement plateaus during professional school unless an ethics intervention is present. Whereas interventions influence the shift to postconventional reasoning (the DIT P score), a more illuminating picture of change may emerge if researchers examined DIT profiles. More importantly, limiting assessment to measures of moral judgement ignores important aspects of moral functioning suggested by the Four (...)
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  • Nurses' Sensitivity To the Ethical Aspects of Clinical Practice.Lorys F. Oddi, Virginia R. Cassidy & Cheryl Fisher - 1995 - Nursing Ethics 2 (3):197-209.
    The purpose of this study was to describe the extent to which nurses perceive the ethical dimensions of clinical practice situations involving patients, families and health care professionals. Using the composite theory of basic moral principles and the professional standard of care established by legal custom as a framework, situations involving ethical dilemmas were gleaned from the nursing literature. They were reviewed for content validity, clarity and representativeness in a two-stage process by expert panels. The situations were presented in a (...)
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  • Fences as Controls to Reduce Accountants’ Rationalization.Alan Reinstein & Eileen Z. Taylor - 2017 - Journal of Business Ethics 141 (3):477-488.
    Occupational fraud frequently involves the direct or indirect participation of professional accountants. To reduce fraud, companies often focus on the incentive/pressure and opportunity legs of the fraud triangle, perhaps believing that rationalization is beyond their control. We argue that rationalization reduction is necessary to minimize occupational fraud. We propose that educators and PA consider incorporating fences as controls to reduce rationalization. Because they focus on compliance and risk avoidance and are non-negotiable, fences appeal to accountant’s Myers Briggs personalities and conventional (...)
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  • Electroconvulsive Therapy, Children and Adolescents: The Power to Stop.Melissa Oxlad & Steve Baldwin - 1995 - Nursing Ethics 2 (4):333-346.
    The administration of electroconvulsive therapy (ECT) to children and adolescents remains an unresolved area of clinical debate for nurses. Thus, some nurses have refused to participate in the treatment of minors with ECT, invoking codes of conduct to justify their actions. Other nurses have supported the use of ECT with children and adolescents, via provision of technical assistance to medical colleagues. A cross-national comparison of ethical codes of conduct has confirmed that nurses should take decisive action in the clinical arena (...)
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  • Nurse Ethical Sensitivity.Aimee Milliken - forthcoming - Nursing Ethics:096973301664615.
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  • Designing an Outcome‐Based Ethics Curriculum for Professional Education: Strategies and Evidence of Effectiveness.Muriel J. Bebeau - 1993 - Journal of Moral Education 22 (3):313-326.
  • Teaching Ethics ‐A Direct Approach.William Y. Penn - 1990 - Journal of Moral Education 19 (2):124-138.
    Abstract In this article it is argued that the moral dilemma discussion model usually relied upon in moral development research is not by itself an effective way to help students achieve principled moral reasoning. This goal is more effectively achieved by directly teaching in tandem the cognitive skills of logic, role?taking, and justice operations which have been clearly identified by theory and research as the constitutive elements of moral reasoning. The argument presents statistical data on the results of pre? and (...)
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