Interprofessional Ethics: A Developing Field? Notes from the<i>Ethics &amp; Social Welfare</i>Conference, Sheffield, UK, May 2010

Banks, Sarah; Allmark, Peter; Barnes, Marian; Barr, Hugh; Bryant, Laurie; Cowburn, Malcolm; Desai, Suki; Furey, Rosemary; Kay, Janet; McClimens, Alex; Nelson, Peter; Nutting, Charlotte; Sampson, Christopher; Tod, Angela; Thompson, Andrew R.; Stanley, David; Taylor, Imogen; Ward, Nicki

doi:10.1080/17496535.2010.516116

Cited by 18 publications

(9 citation statements)

References 12 publications

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“…Our data suggest that ethics education and ethics confidence hold promise as important contributors to the delivery of quality care. Educators must now take the lead in developing innovative curriculum that promotes interprofessional ethics learning and dialogue (Banks et al, 2010) exposing students to the realities of clinical practice and the complexities associated with the patient– provider relationship.…”

Section: Discussionmentioning

confidence: 99%

The impact of ethics and work-related factors on nurse practitioners' and physician assistants' views on quality of primary healthcare in the United States

Ulrich¹,

Zhou²,

Hanlon³

et al. 2014

Applied Nursing Research

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Purpose Nurse practitioners (NPs) and physician assistants (PAs) provide primary care services for many American patients. Ethical knowledge is foundational to resolving challenging practice issues, yet little is known about the importance of ethics and work-related factors in the delivery of quality care. The aim of this study was to quantitatively assess whether the quality of the care that practitioners deliver is influenced by ethics and work-related factors. Methods This paper is a secondary data analysis of a cross-sectional self-administered mailed survey of 1,371 primary care NPs and PAs randomly selected from primary care and primary care subspecialties in the United States. Results Ethics preparedness and confidence were significantly associated with perceived quality of care (p < 0.01) as were work-related characteristics such as percentage of patients with Medicare and Medicaid, patient demands, physician collegiality, and practice autonomy (p < 0.01). Forty-four percent of the variance in quality of care was explained by these factors. Conclusions Investing in ethics education and addressing restrictive practice environments may improve collaborative practice, teamwork, and quality of care.

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Section: Discussionmentioning

confidence: 99%

The impact of ethics and work-related factors on nurse practitioners' and physician assistants' views on quality of primary healthcare in the United States

Ulrich¹,

Zhou²,

Hanlon³

et al. 2014

Applied Nursing Research

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“…Ethical problems and dilemmas may be the consequence of conflicting situations in teaching practice. According to the experiences from the teaching practice of the author Banks (2010), we present the frequent causes of these problems:…”

Section: Ethical Problems -Ethical Dilemmasmentioning

confidence: 99%

“…Consequently, educators need methods and sound knowledge in order to be able to address moral and ethical problems. According to Banks (2010), the most controversial area of ethics in helping professions is the conflict between ethical values and principles.…”

Section: Introductionmentioning

confidence: 99%

Code of ethics and the ethical decision-making model as a support in teachers' professional practice

Stárek¹

2020

Nastava i vaspitanje

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Educators are confronted by specific ethical issues in their everyday work. However, awareness of these issues, the search for answers to them and their consideration, demand due diligence and time. Thus, the importance of ethics and its impact may be downplayed. An educator aims to pay attention to the development of a child/student, especially with respect to the environment or social setting itself, and the responsibility toward society itself is evident from this. The educator's responsibility should also be related to the profession itself and the social perception of the teaching profession. The aim of the research was to examine whether a school's code of ethics and the training to use an Ethical Decision-making Model could be used to support teachers in solving ethical dilemmas. The research sample consisted of teaching staff working at a primary school in Prague. The teachers work in the first stage of primary school. The selected primary school has a code of ethics as an internal regulation. In total, five interviews with teachers were conducted. Respondents agreed that the Code of Ethics and Ethical Decision-making Model are good support for their professional practice. They are primarily useful in the communication process, especially when talking to children, colleagues and parents.

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“…Table 1 provides a listing of suggested ethics curricula topics and content to assist educators to introduce ethics education into curricula prior to students attending placements. Suggested topics include: introducing ethical theories and models (Cameron, Schaffer, and Park 2001), professional standards and codes of ethics and conduct, approaches to ethical reasoning (Kenny 2015), and interprofessional team ethical issues (Banks 2010). This framework will prepare students with knowledge of expected ethical practice, and skills to demonstrate ethical behaviours on placement.…”

Section: Simulationmentioning

confidence: 99%

Strategies for Ethics Education with Health Profession Students Before, During, and After Placements

Pollard

Nisbet

Kenny

et al. 2018

PBLH

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Health professionals must practice ethically in order to ensure compassionate and effective client care; function as good interdisciplinary team members; and protect themselves from litigation, and conduct and ethics complaints. Ethics education is a routine inclusion in health profession degrees, but may only be taught in the classroom, divorced from practice. This article argues that students need ethics education before, during, and after practice placements. We suggest that many powerful opportunities for teaching ethics on and after placements are missed or underutilised. We have reviewed the scant evidence, and the literature more broadly, to identify strategies for teaching ethics before, during, and after placements; and have added strategies drawn from our own experiences as clinical educators. We highlight where interdisciplinary perspectives can be added to ethics education. We conclude that more research is needed into approaches and strategies for teaching ethics in different contexts.

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Interprofessional Ethics: A Developing Field? Notes from theEthics & Social WelfareConference, Sheffield, UK, May 2010

Cited by 18 publications

References 12 publications

The impact of ethics and work-related factors on nurse practitioners' and physician assistants' views on quality of primary healthcare in the United States

The impact of ethics and work-related factors on nurse practitioners' and physician assistants' views on quality of primary healthcare in the United States

Code of ethics and the ethical decision-making model as a support in teachers' professional practice

Strategies for Ethics Education with Health Profession Students Before, During, and After Placements

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