Ethics Cases

Do they Elicit Different Levels of Ethical Reasoning?

Belinda Kenny, Michelle Lincoln, Felicity Killian

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

Ethics education is widely accepted as a fundamental component of health care professionals’ personal and professional development (Goldie 2000). Universities must be satisfied that students have reached a minimum standard of ethical competence as well as clinical competence before they enter their chosen professions (Wong and Cheung 2003). However, educators have questioned whether bioethics courses adequately prepare graduates to manage the ethical issues they experience in professional practice (Elkin 2004). Student evaluations indicate formal ethics courses are helpful for introducing theoretical concepts but provide limited strategies for responding to practice dilemmas (West and Chur-Hansen 2004).
Original languageEnglish
Pages (from-to)259-275
Number of pages17
JournalJournal of Academic Ethics
Volume13
Issue number3
DOIs
Publication statusPublished - 2 Sep 2015
Externally publishedYes

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moral philosophy
bioethics
student
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health care
evaluation
education
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Healthcare
Educators
Ethical Issues
Personal Development
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Professional Practice
Bioethics
Professional Development
Evaluation
Fundamental

Cite this

Kenny, Belinda ; Lincoln, Michelle ; Killian, Felicity. / Ethics Cases : Do they Elicit Different Levels of Ethical Reasoning?. In: Journal of Academic Ethics. 2015 ; Vol. 13, No. 3. pp. 259-275.
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Ethics Cases : Do they Elicit Different Levels of Ethical Reasoning? / Kenny, Belinda; Lincoln, Michelle; Killian, Felicity.

In: Journal of Academic Ethics, Vol. 13, No. 3, 02.09.2015, p. 259-275.

Research output: Contribution to journalArticle

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