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  1. Leaders in ethics education: Jesús Martínez-Frías.Mohamed Abioui, Lhassan M’Barki, Mohammed Benssaou, Sarrah Ezaidi, Asmae Aichi & Mohamed Dades - 2020 - International Journal of Ethics Education 5 (1):131-137.
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  2.  2
    Leaders in ethics education: Jesús Martínez-Frías.Mohamed Abioui, Lhassan M’Barki, Mohammed Benssaou, Sarrah Ezaidi, Asmae Aichi & Mohamed Dades - 2020 - International Journal of Ethics Education 5 (1):131-137.
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  3. Leaders in ethics education: Jesús Martínez-Frías.Mohamed Abioui, Lhassan M’Barki, Mohammed Benssaou, Sarrah Ezaidi, Asmae Aichi & Mohamed Dades - 2020 - International Journal of Ethics Education 5 (1):131-137.
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  4.  4
    Engaging students in ethical decision-making: a case study from an undergraduate geoscience course.Carl-Georg Bank & Anne Marie Ryan - 2020 - International Journal of Ethics Education 5 (1):51-65.
    The teaching of ethics in science within the disciplines provides an avenue to deepen students’ scientific understanding and to develop their critical thinking skills. This study showcases a module which connects ethics to science within a large introductory geoscience course. The module components, a tutorial plus homework assignment and an exam question, require students to decide on ethical issues using a 5-step approach that mirrors the scientific decision-making process. The assignment is graded using a developed rubric. An analysis of exam (...)
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  5.  3
    Use of sensemaking as a pedagogical approach to teach clinical ethics: an integrative review.Lea Brandt & Lori Popejoy - 2020 - International Journal of Ethics Education 5 (1):23-37.
    There is a need to explore educational strategies that translate ethics knowledge into ethical behavior. Commonly used pedagogical approaches steeped in traditional normative ethical theory are less powerful than sensemaking in preparing clinicians to respond to ethical problems in practice. This integrative review of 15 articles explores the use of sensemaking as an instructional method for clinical ethics. Whittemore and Knafl’s :546–553, 2005) integrative review method guided a systematic appraisal of data from both qualitative and quantitative research traditions, synthesizing disparate (...)
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  6.  1
    Depictions of the human person: a multidisciplinary approach to teaching ethics for advanced practice nursing.David J. Carter, Mark De Vitis & Erol Dulagil - 2020 - International Journal of Ethics Education 5 (1):101-114.
    Advanced practice nursing is an expanding field within many healthcare environments around the world. The scope and particular focus of an advanced practice nurse’s role is highly variable and thus the ethical challenges they face are equally diverse. Yet, the dominant existing ethics pedagogies used in the nursing context have been described as not fit-for-purpose. Existing pedagogies do not adequately prepare APN candidates to meet the ethical challenges they will encounter in practice. Applying an arts-based pedagogy in ethics education for (...)
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  7. Depictions of the human person: a multidisciplinary approach to teaching ethics for advanced practice nursing.David J. Carter, Mark De Vitis & Erol Dulagil - 2020 - International Journal of Ethics Education 5 (1):101-114.
    Advanced practice nursing is an expanding field within many healthcare environments around the world. The scope and particular focus of an advanced practice nurse’s role is highly variable and thus the ethical challenges they face are equally diverse. Yet, the dominant existing ethics pedagogies used in the nursing context have been described as not fit-for-purpose. Existing pedagogies do not adequately prepare APN candidates to meet the ethical challenges they will encounter in practice. Applying an arts-based pedagogy in ethics education for (...)
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  8.  1
    Depictions of the human person: a multidisciplinary approach to teaching ethics for advanced practice nursing.David J. Carter, Mark De Vitis & Erol Dulagil - 2020 - International Journal of Ethics Education 5 (1):101-114.
    Advanced practice nursing is an expanding field within many healthcare environments around the world. The scope and particular focus of an advanced practice nurse’s role is highly variable and thus the ethical challenges they face are equally diverse. Yet, the dominant existing ethics pedagogies used in the nursing context have been described as not fit-for-purpose. Existing pedagogies do not adequately prepare APN candidates to meet the ethical challenges they will encounter in practice. Applying an arts-based pedagogy in ethics education for (...)
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  9.  2
    Developing virtue in medical students: suggestions for a classroom exercise using maxims.Anthony J. De Conciliis & Marek S. Kopacz - 2020 - International Journal of Ethics Education 5 (1):123-130.
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  10.  1
    Ethics education in prison: a pilot study on an ethics programme for offenders.Fikile M. Mnisi - 2020 - International Journal of Ethics Education 5 (1):83-96.
    Education is a fundamental process of human life with ethics having an important place in all areas of our life. It is thus important to incorporate ethics into education as a subject. Reports have indicated in how “teaching philosophy can enhance people’s capacity for critical thinking, encourage critical engagements with ideas of self, and improve interpersonal skills, with these being important transferable skills that could help prisoners to prosper once released”. This is in line with the South African prison system’s (...)
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  11.  2
    Ethics education should make room for emotions: a qualitative study of medical ethics teaching in Indonesia and the Netherlands.Amalia Muhaimin, Maartje Hoogsteyns, Adi Utarini & Derk Ludolf Willems - 2020 - International Journal of Ethics Education 5 (1):7-21.
    Studies have shown that students may feel emotional discomfort when they are asked to identify ethical problems which they have encountered during their training. Teachers in medical ethics, however, more often focus on the cognitive and rational ethical aspects and not much on students’ emotions. The purpose of this qualitative study was to explore students’ feelings and emotions when dealing with ethical problems during their clinical training and explore differences between two countries: Indonesia and the Netherlands. We observed a total (...)
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  12.  2
    Ethics education should make room for emotions: a qualitative study of medical ethics teaching in Indonesia and the Netherlands.Amalia Muhaimin, Maartje Hoogsteyns, Adi Utarini & Derk Ludolf Willems - 2020 - International Journal of Ethics Education 5 (1):7-21.
    Studies have shown that students may feel emotional discomfort when they are asked to identify ethical problems which they have encountered during their training. Teachers in medical ethics, however, more often focus on the cognitive and rational ethical aspects and not much on students’ emotions. The purpose of this qualitative study was to explore students’ feelings and emotions when dealing with ethical problems during their clinical training and explore differences between two countries: Indonesia and the Netherlands. We observed a total (...)
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  13.  1
    Ethics education should make room for emotions: a qualitative study of medical ethics teaching in Indonesia and the Netherlands.Amalia Muhaimin, Maartje Hoogsteyns, Adi Utarini & Derk Ludolf Willems - 2020 - International Journal of Ethics Education 5 (1):7-21.
    Studies have shown that students may feel emotional discomfort when they are asked to identify ethical problems which they have encountered during their training. Teachers in medical ethics, however, more often focus on the cognitive and rational ethical aspects and not much on students’ emotions. The purpose of this qualitative study was to explore students’ feelings and emotions when dealing with ethical problems during their clinical training and explore differences between two countries: Indonesia and the Netherlands. We observed a total (...)
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  14.  2
    Ethics education should make room for emotions: a qualitative study of medical ethics teaching in Indonesia and the Netherlands.Amalia Muhaimin, Maartje Hoogsteyns, Adi Utarini & Derk Ludolf Willems - 2020 - International Journal of Ethics Education 5 (1):7-21.
    Studies have shown that students may feel emotional discomfort when they are asked to identify ethical problems which they have encountered during their training. Teachers in medical ethics, however, more often focus on the cognitive and rational ethical aspects and not much on students’ emotions. The purpose of this qualitative study was to explore students’ feelings and emotions when dealing with ethical problems during their clinical training and explore differences between two countries: Indonesia and the Netherlands. We observed a total (...)
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  15.  6
    Guests, hosts, and teaching the ethics of service learning in medicine.Gregory Schneider, Marin Gillis, Kendra Kirchmer, Prasad Bhoite & Natalie Castellanos - 2020 - International Journal of Ethics Education 5 (1):67-82.
    Within medical education, there is an increasing need to provide ethics education for learners embarking on service learning. The concept of hospitality, as illustrated in Homer’s classic epic the Odyssey, has the potential to underpin such ethics education. This paper describes the implementation and evaluation of an ethics education session for medical students, built on the concept of hospitality, before they embark on a three-year longitudinal service-learning home visit program. In preparation for their household visits, second-year students at a medical (...)
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  16.  1
    Guests, hosts, and teaching the ethics of service learning in medicine.Gregory Schneider, Marin Gillis, Kendra Kirchmer, Prasad Bhoite & Natalie Castellanos - 2020 - International Journal of Ethics Education 5 (1):67-82.
    Within medical education, there is an increasing need to provide ethics education for learners embarking on service learning. The concept of hospitality, as illustrated in Homer’s classic epic the Odyssey, has the potential to underpin such ethics education. This paper describes the implementation and evaluation of an ethics education session for medical students, built on the concept of hospitality, before they embark on a three-year longitudinal service-learning home visit program. In preparation for their household visits, second-year students at a medical (...)
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  17. Guests, hosts, and teaching the ethics of service learning in medicine.Gregory Schneider, Marin Gillis, Kendra Kirchmer, Prasad Bhoite & Natalie Castellanos - 2020 - International Journal of Ethics Education 5 (1):67-82.
    Within medical education, there is an increasing need to provide ethics education for learners embarking on service learning. The concept of hospitality, as illustrated in Homer’s classic epic the Odyssey, has the potential to underpin such ethics education. This paper describes the implementation and evaluation of an ethics education session for medical students, built on the concept of hospitality, before they embark on a three-year longitudinal service-learning home visit program. In preparation for their household visits, second-year students at a medical (...)
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  18. Guests, hosts, and teaching the ethics of service learning in medicine.Gregory Schneider, Marin Gillis, Kendra Kirchmer, Prasad Bhoite & Natalie Castellanos - 2020 - International Journal of Ethics Education 5 (1):67-82.
    Within medical education, there is an increasing need to provide ethics education for learners embarking on service learning. The concept of hospitality, as illustrated in Homer’s classic epic the Odyssey, has the potential to underpin such ethics education. This paper describes the implementation and evaluation of an ethics education session for medical students, built on the concept of hospitality, before they embark on a three-year longitudinal service-learning home visit program. In preparation for their household visits, second-year students at a medical (...)
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  19. A contextually relevant ethics education model.Muhammad Shahid Shamim - 2020 - International Journal of Ethics Education 5 (1):97-100.
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  20. Ethics education and emotions.Henk ten Have - 2020 - International Journal of Ethics Education 5 (1):1-5.
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  21.  1
    Virtue ethics: a companion to preserve dignity in teaching profession.Mitashree Tripathy - 2020 - International Journal of Ethics Education 5 (1):115-122.
    Globalization has augmented competition rapidly so much so that our along with other important system like environment, business, technology, educational system has also witnessed a drastic change. Changes in the aims and objectives of education are affecting the requirements, and interests of the learners and the entire society. Teachers are the incarnations of ethics, morals and values that they impart to the students with an aim to direct, educate and motivate students in accomplishing the mission of being a responsible citizen (...)
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  22.  1
    Reconceptualizing the teaching of ethics in a global classroom.Shakoor Ward - 2020 - International Journal of Ethics Education 5 (1):39-50.
    Educational courses and professional trainings in ethical leadership and decision making appear to be increasing globally. Many scholars and academicians view that ethics cannot be taught due to a lack of consensus, consistency, and global standardization of what is ethical. Often the leading resources and educational material are arguably grounded in values and norms, which may not be in harmony with the values and norms of target audiences in various international, and domestic settings where classrooms may have a global student (...)
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