Undergraduate healthcare ethics education, moral resilience, and the role of ethical theories

Abstract

The proposed framework is likely to promote the effectiveness of healthcare ethics education. Inspired by pragmatist learning theory, it enables students to consider ethical theories as educative playgrounds that help them to "frame" and "name" the ethical issues they encounter in daily practice, which is seen as an expression of moral resilience. Since it does not advocate a single ethical theory, but is open to the diversity of traditions that shape ethical thinking, it promotes a culturally sensitive, ethically reflected healthcare practice.

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

“…On the other hand, there are moments when it is important to stand up for a woman in labor; therefore it is important to raise awareness on ethical issues. Students need to distinguish between moral wrongness and moral complexity (Monteverde 2014). When observing morally wrong behavior they need moral courage to raise their voice (Lachman 2007); they need to assess the risk of potential consequences and they need the right communication skills to address the issue, e.g., with their supervisor.…”

“…When observing morally wrong behavior they need moral courage to raise their voice (Lachman 2007); they need to assess the risk of potential consequences and they need the right communication skills to address the issue, e.g., with their supervisor. In morally complex situations however, the right behavior is not obvious from a professional's point of view and various judgments are reasonable (Monteverde 2014). This is when theory and codes of ethics may help them to frame the problem and decide on it.…”

Manipulating practices: A critical physiotherapy reader

“…The unavoidable mutuality of touching and moving bodies, the involvement of leakage and waste, and neediness and dependence, are necessary and natural parts of both caregiving and care 6 E.g. Monteverde (2014) frames his questionnaire in terms of practicality of application. The results favour consequentialism and principlism that are both utilitarian approaches.…”

Improving the Curriculum with Ethics: Gaps between Perceived Ethical Challenges of Practitioners and Educators

“…Results showed positive correlations between having ethics education (in class or at work), higher reported levels of ethical confidence at work, and increased use of ethical resources. A related survey study of Bachelor of Science nursing students determined that students who completed a problem based ethics module, comprised of three realistic nursing practice ethical scenarios, showed a high level of acceptance of the ethical theories and a high level of perception of the theories as being useful in practice (Monteverde, 2014).…”