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This book addresses what it means to be ethically competent, how to achieve a satisfactory level of ethical competence, and how ethical competence contributes to effective public service leadership. It describes how ethical competence should guide organizational conduct, with prescriptions based on: knowledge of the normative foundations of public administrative ethics, a thorough grounding in organization theory and behavior, and knowledge of organization development and the design approach. Chapters are written by experts in public administration and the book is useful for students entering public service as well as professionals in the field. --

Abstract Background and purpose: Educators' ethical competence is of crucial importance for developing students' ethical thinking. Previous studies describe educators' ethical codes and principles. This article aims to widen the understanding of health- and social care educators' ethical competence in relation to core values and ethos. Theoretical background and key concepts: The study is based on the didactics of caring science and theoretically links the concepts ethos and competence. Methods: Data material was collected from nine educational units for healthcare and social service in Finland. In total 16 semi-structured focus group interviews with 48 participants were conducted. The interviews were analysed with a thematic analysis according to Braun and Clarke. Ethical considerations: The study is approved by the Declaration of Helsinki, the legislation regarding personal data and the General Data Protection Regulation. The study received ethical permission from the University of Jyväskylä. Informed consent was obtained from all the educational units and participants in the study. Findings: The findings are presented based on three general patterns, an ethical basic motive, an ethical bearing and ethical actions. Subthemes are Humane view of students as unique individuals with individual learning, Bearing of tactfulness and firmness, Bearing of perceptiveness and accessibility, Bearing of satisfaction and joy over student learning, Valuing bearing towards each oneself and colleagues, Ability to interact and flexibility, Collegiality and a supportive work community and Educators as role models and inspirators. Conclusion: Educators' personal and professional ethos is crucial to student learning, personal growth and ethical reasoning. Therefore, it is important to further develop educators' training regarding ethical competence.

Background and purpose: Educators' ethical competence is of crucial importance for developing students' ethical thinking. Previous studies describe educators' ethical codes and principles. This article aims to widen the understanding of health- and social care educators' ethical competence in relation to core values and ethos. Theoretical background and key concepts: The study is based on the didactics of caring science and theoretically links the concepts ethos and competence. Methods: Data material was collected from nine educational units for healthcare and social service in Finland. In total 16 semi-structured focus group interviews with 48 participants were conducted. The interviews were analysed with a thematic analysis according to Braun and Clarke. Ethical considerations: The study is approved by the Declaration of Helsinki, the legislation regarding personal data and the General Data Protection Regulation. The study received ethical permission from the University of Jyväskylä. Informed consent was obtained from all the educational units and participants in the study. Findings: The findings are presented based on three general patterns, an ethical basic motive, an ethical bearing and ethical actions. Subthemes are Humane view of students as unique individuals with individual learning, Bearing of tactfulness and firmness, Bearing of perceptiveness and accessibility, Bearing of satisfaction and joy over student learning, Valuing bearing towards each oneself and colleagues, Ability to interact and flexibility, Collegiality and a supportive work community and Educators as role models and inspirators. Conclusion: Educators' personal and professional ethos is crucial to student learning, personal growth and ethical reasoning. Therefore, it is important to further develop educators' training regarding ethical competence. ; peerReviewed

Professionals who have undergone their training at university should possess not only the knowledge-base necessary to practice in their chosen profession, but also the ethical principles that ensure responsible professional practice and the corresponding benefits for society.

The research project addressed in the present article aimed to contribute to fostering ethical competence and commitment amongst future teachers. During the experience the participants had the opportunity to design tasks that stimulated reflection, critique and ethical awareness.

Recognizing ethical terms, theories and principles / Craig Klugman -- Developing ethical skills : a framework / Catherine Robichaux -- Using ethical decision-making and communication skills : minimizing conflict / Douglas Houghton -- Recognizing and addressing moral distress in nursing practice : personal, professional, and organizational factors / Catherine Robichaux -- Understanding the process of clinical ethics : committees and consults / Craig Klugman -- Exploring ethical issues related to person and family-centered care / Mary K. Walton -- Applying ethics in research and evidence informed / Catherine Robichaux -- Applying ethics in the leadership role / Catherine Robichaux -- Public health ethics and social justice in the community / Joan Kub -- Exploring ethical issues encountered with the elderly / Maryanne M. Giuliante -- Exploring ethical issues related to emerging technology in healthcare / Carol Huston -- Applying integrated ethics in nursing practice / Barbara Chanko -- Understanding the relationship between quality, safety, and ethics / Catherine Robichaux

The article reveals a study of the ethical competence formation of students at medical universities. This competence includes theoretical knowledge of professional ethics, professional and ethical value orientations, moral and personal qualities and practical skills of a doctor in the professional activity. Formation of ethical competence provides for the doctor's conscious ethical behavior in accordance with professional and ethical standards, as well as the need for professional and ethical self-improvement throughout life. The results of the study allowed to establish the availability of reserves to improve the quality of future doctors' training and formation of their ethical competence. Taking into account the trends of globalization of the educational sphere, the impact of postmodernism on the formation and development of value orientations of student youth, the emergence of new forms of ethical values, etc., it is assumed that the this competence formation will be effective if at different stages of students' training at medical universities there will be introduced pedagogical conditions that enhance functioning of the main subsystems of the educational process. These stages correspond to the peculiarities of students' professional and personal development during different years of study and in view of their cognitive abilities. Experimental verification of the effectiveness of pedagogical conditions for the formation of future doctors' ethical competence at medical universities confirmed the validity of the research hypothesis. At the same time summarizing of the research results revealed certain influence of the tendencies of traditionalism, universalism and pragmatic motives on the future doctors' value-motivational sphere.

BACKGROUND: Clinical nurses' (CNs) ethical competence (EC) is essential for nursing practice because it facilitates high-quality care to patients. To develop ethically competent nurses, factors that positively affect EC must be explored and promoted. Few studies have explored ethical issues in Malawi and the aim of this study was to explore the factors that affect EC. METHODS: This study used a qualitative exploratory design to collect data through in-depth interviews from 10 key informants (KI) and 9 focus group discussions (FGD) in the selected government, CHAM and private hospitals in Malawi. It was conducted between April and May 2019. Data were analysed manually using thematic content analysis. The data were coded, and words with similar meaning were organized into categories from which themes and sub themes were developed. The themes and sub themes are reported as the results of the study. RESULTS: One major theme emerged from the thematic content analysis namely: systems influencing EC among nurses in Malawi. The study has identified continuing professional development in ethics, supportive supervision, availability of resources and leadership to be among the major factors that facilitate EC. Factors that hinder EC among the nurses included; inadequate supervision, inadequate resources, lack of teamwork, increased workload coupled with inadequate nursing staff. CONCLUSION: This study has exposed the factors that influence EC in health facilities and shown that nurse leaders are key to enhancing EC through continuing ethics education, supportive supervision, staffing and provision of resources. Therefore, all the stakeholders in nursing should support the efforts to remove the factors that hinder EC in the health facilities.

The article deals with the issues of formation of the professional ethics of the teacher-engineer according to past and contemporary views on the professional and ethical competence of the specialist. Modern teacher-engineer must possess not only pedagogical, technical, methodological, psychological knowledge and skills, but also skills of culture of communication, interpersonal interaction; readiness to adhere to the rules and rules of etiquette, possess a number of professionally important personal qualities, which determines the level of professional and personal culture of a specialist. The author notes that professional ethics is an applied direction of ethics as a scientific field of knowledge about moral and morality, which is a set of moral and ethical norms and rules that determine the specifics of professional behavior and professional activity of modern technical specialists. The purpose of the article is theoretical analysis of ethical problems of professional activity of modern engineering and pedagogical specialist in the context of historical development and formation of ethical and pedagogical ideas. In order to determine the methodology of research an analysis of the principles, approaches and methods of studying the mentioned problem (analysis, synthesis, comparison, comparison, etc.) was conducted on the basis of scientific and methodological information. The scientific novelty consists in the fact that the author has determined, theoretically substantiated and developed the complex of knowledge about the professional ethics of the personality, its essence, principles and components; knowledge of the content of professional ethics as a component of professional culture, stimulating the success of the professional activity of future teacher-engineer. The author makes conclusions that consideration of the genesis of ethical and pedagogical ideas is essential for the content of modern professional education, which is developing through humanization and democratization, introduces the principles ...

The integration of the Spanish University System into the European Higher Education Area (EHEA) introduces, among other aspects, competency-based learning (MECD, 2003). For a discipline like accounting this context implies the challenge of introducing ethics into accounting education, since ethical values have been included as a fundamental part of the generic competencies that graduates are required. The following study analyzes, in the light of the importance that academics and professionals give to ethical competences, to which extent universities have committed with ethics, considering the information provided in their respective websites relating their first cycle degrees. The outcomes obtained show the little presence of ethical competencies in the information published in the websites of the offered courses.