Статті в журналах: "Professional ethics"

1

Joković, Milica. "Public service ethics in local self-government." Socioloski pregled 55, no. 3 (2021): 997–1017. http://dx.doi.org/10.5937/socpreg55-33339.

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Within different ethical approaches, public service ethics belongs to deontological ethics. It encompasses the moral culture of employees, professional integrity, and public service integrity in institutions. Public service ethics is based on the ethical principles of professionals: autonomy, benevolence, taking care not to inflict harm on others, and fair conduct. Professional associations are the guarantors of practising and respecting the ethical principles of professionals. The acceptance of and adherence to ethical principles of professional associations is embodied through self-regulation in the codes of ethics. The codes of ethics are based on ethical principles of professionals: accountability, openness, accessibility, transparency, exemplarity, respect, and politeness.

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Zagnibida, Raisa. "Formation of Professional Ethics of Future Hospitality Professionals." Bulletin of Luhansk Taras Shevchenko National University, no. 3 (351) (2022): 246–54. http://dx.doi.org/10.12958/2227-2844-2022-3(351)-246-254.

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The main approaches to the problem of formation of professional ethics of future hospitality specialists are determined and analyzed. The article describes the specifics and system of requirements for professional ethics of hospitality specialists. The main problems and some norms of professional ethics are highlighted, the requirements to personal and professionally significant qualities of hospitality specialists are formulated. The general characteristic of ethical behavior of the expert is given.

3

Yeaman, Andrew R. J. "Professional ethics professional ethics for technology." TechTrends 48, no. 2 (March 2004): 11–15. http://dx.doi.org/10.1007/bf02762537.

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McQueen, Matthew J. "Ethics and Laboratory Medicine." Clinical Chemistry 36, no. 8 (August 1, 1990): 1404–7. http://dx.doi.org/10.1093/clinchem/36.8.1404.

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Abstract Ethical issues have been given limited attention by professionals in laboratory medicine. Professional ethics is the moral bond that links a profession, the people it serves, and society. Understanding the complexities of individual and common good is essential for full professional participation in major issues in health care. Specific issues that challenge laboratory professionals in clinical research are allocation of health-care resources, testing conducted nearer the patient, confidentiality, screening tests, and molecular biology. A voice in ethical issues is an essential element of professional independence. The ethical attitudes we display influence the kind of people who choose to work in our profession. More open discussion about ethics is necessary in our professional literature.

5

Craft, Stephanie. "Distinguishing Features: Reconsidering the Link Between Journalism’s Professional Status and Ethics." Journalism & Communication Monographs 19, no. 4 (November 14, 2017): 260–301. http://dx.doi.org/10.1177/1522637917734213.

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This monograph begins a rethinking of the idea of professional journalism ethics and examines how ethics is being employed as a key differentiator between amateurs (audience members, citizen journalists, and the like) and professionals, while other once-distinguishing features of journalism have become more widely dispersed and available to the public. How do the ethics of nonprofessionals practicing journalism differ, if at all, from everyday morality? Is journalism ethics—should journalism ethics be—the exclusive domain of professionals? This monograph considers the role of ethics in defining what it means to be a professional journalist; challenges to professional journalism’s autonomy from “amateurs” and how ethics is used to maintain boundaries between them; and objectivity as a tenet of professional journalism ethics. An analysis of 2016 U.S. presidential election campaign coverage is used to explore how and why a professional journalism centered on an ethic of objectivity can fail to perform ethically.

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Nurwulan, Liza Laila, and Nadya Cipta Nissa Fasha. "PROFESSIONAL COMMITMENT AND AUDITOR EXPERIENCES ON AUDITORS’S BEHAVIOR IN AN AUDIT CONFLICT SITUATION AND IMPACT ON THE IMPLEMENTATION OF AUDITORS PROFESSION ETHICS." International Journal of Business Review (The Jobs Review) 1, no. 1 (June 30, 2018): 9. http://dx.doi.org/10.17509/tjr.v1i1.11875.

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This study attempts to assess the impact of professional commitment, experience of the audit, the auditors behavior conflict and ethicts audit profession senior auditors on the auditors and colleagues who worked on the public accountant in Bandung. The research population auditors who worked on the public accountant in Bandung, a total of 24 samples Obtained by purposive sampling method. The research using analysis lane. The results of the testing of hypotheses shows that the commitment of professional and experience the audit for the application of auditors of ethical behavior, professional and audit experience the audit for the application of auditors ethical behavior of professionals through auditors the audit of conflict Obtained by the determination of the 73, 8%. Testing professional commitment and auditing experience is a significant relation. To Significantly Affect not commit professional auditors to conduct the audit of conflict. Experience of audit there are significant impact on the behavior of auditors auditing conflict. For testing of professional commitment, there are significant impact on the audit professional ethics. Experience of audit there are significant impact on the audit professional ethics. Behavior auditors and the audit there are significant impact on the application of professional ethics of auditors.

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Silva, Terezinha Nunes da, Maria Eliane Moreira Freire, Monica Ferreira de Vasconcelos, Sergio Vital da Silva Junior, Wilton José de Carvalho Silva, Patrícia da Silva Araújo, and Allan Victor Assis Eloy. "Deontological aspects of the nursing profession: understanding the code of ethics." Revista Brasileira de Enfermagem 71, no. 1 (February 2018): 3–10. http://dx.doi.org/10.1590/0034-7167-2016-0565.

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ABSTRACT Objective: to investigate nursing professionals' understanding concerning the Code of Ethics; to assess the relevance of the Code of Ethics of the nursing profession and its use in practice; to identify how problem-solving is performed when facing ethical dilemmas in professional practice. Method: exploratory descriptive study, conducted with 34 (thirty-four) nursing professionals from a teaching hospital in João Pessoa, PB - Brazil. Results: four thematic categories emerged: conception of professional ethics in nursing practice; interpretations of ethics in the practice of care; use of the Code of Ethics in the professional practice; strategies for solving ethical issues in the professional practice. Final considerations: some of the nursing professionals comprehend the meaning coherently; others have a limited comprehension, based on jargon. Therefore, a deeper understanding of the text contained in this code is necessary so that it can be applied into practice, aiming to provide a quality care that is, above all, ethical and legal.

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DURCIK, Vladimir. "The ethics of a politician as professional ethics?" Scientific Papers of Silesian University of Technology. Organization and Management Series 2017, no. 110 (2017): 27–36. http://dx.doi.org/10.29119/1641-3466.2017.110.3.

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Schreiner, Paul-Werner. "Ethics, applied Ethics, professional Ethics." Pflege 14, no. 1 (February 1, 2001): 17–27. http://dx.doi.org/10.1024/1012-5302.14.1.17.

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In der Studie «Der Bekanntheitsgrad berufsethischer Grundregeln innerhalb der Berufsgruppe der Pflegenden»1 wird die Kodifizierung berufsethischer Normen als eine zu durchlaufende Stufe zu einer eigenständigen Pflegeethik verstanden. Bei der im Rahmen der Studie durchgeführten Befragung finden die Autoren/-innen heraus, dass der Bekanntheitsgrad in Deutschland unzureichend ist. Daraus wird die Schlussfolgerung gezogen, dass die Krankenpflege in Deutschland diese Stufe einer eigenständigen Pflegeethik noch nicht erklommen hat. Dies und der bei der Befragung deutlich gewordene Wunsch nach mehr Informationen veranlasst die Autoren/-innen zu fordern, dass in der Aus- und Fortbildung bessere Angebote bezüglich berufsethischer Normen gemacht werden sollten. Pflegeethik – was auch immer konkret darunter zu verstehen ist – ist eine angewandte Ethik. Im Folgenden werden in einem ersten Schritt der Begriff «Ethik» definiert und die Besonderheiten dargelegt, die in der heutigen Zeit hinsichtlich dieses Begriffes zu bedenken sind. In einem zweiten Schritt wird danach gefragt, was vor diesem Hintergrund eine angewandte Ethik sein kann, um dann schließlich in einem dritten Schritt zu bedenken, was berufsethische Normen sind, wie und warum sie zustande kommen sowie welche Bedeutung und Relevanz sie für eine entsprechende angewandte Ethik haben können.

10

Schwandt, Thomas A. "Acting together in determining value: A professional ethical responsibility of evaluators." Evaluation 24, no. 3 (June 19, 2018): 306–17. http://dx.doi.org/10.1177/1356389018781362.

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What ethics means in the field of evaluation is largely confined to matters of face-to-face interaction of professionals with those with whom professionals work; what is commonly referred to as professional ethics. Less attention is given to the normative characteristics that are unique to evaluation professionalism. This essay focuses on the normative political characteristics of professional ethics in evaluation; that is, how the profession ought to be connected to conceptions of the citizenry and the common good. It argues for a professional ethic referred to as democratic professionalism.

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Brecher, Bob. "‘What is professional ethics?’." Nursing Ethics 21, no. 2 (May 31, 2013): 239–44. http://dx.doi.org/10.1177/0969733013484485.

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The very term ‘professional ethics’ is puzzling with respect to what both ‘professional’ and ‘ethics’ might mean. I argue (1) that professionalism is ambiguous as to whether or not it is implicitly committed to ethical practice; (2) that to be ‘professionally’ ethical is at best ambiguous, if not in fact bizarre; and (3) that, taken together, these considerations suggest that professional ethics is something to be avoided rather than lauded.

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Payne, Dinah M., Christy Corey, Cecily Raiborn, and Matthew Zingoni. "An applied code of ethics model for decision-making in the accounting profession." Management Research Review 43, no. 9 (April 26, 2019): 1117–34. http://dx.doi.org/10.1108/mrr-10-2018-0380.

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Purpose The purpose of paper is to supply a code of ethics that can be easily utilized by working professional in their day to day decision making. The accounting profession plays a vital role in the functioning of modern society. It is essential that members of this profession be ethical and stand fast against the internal and external pressures that might encourage these professionals to engage in fraudulent activities. Codes of ethics provide a coherent articulation of the ideals, responsibilities and limitations of the collective ethic of a profession’s members and can assist in guiding ethical behavior. Design/methodology/approach Our model is based on the professional values of justice, utility, competence and utility, i.e. JUCI model, which is a straightforward and easily understandable ethical decision-making model that the average accounting professional, as well as finance professionals in general, may reference when challenged with difficult ethical quandaries. Findings This code, the JUCI Code, represents a contribution to the literature in that its simple, but not simplistic, approach could be of enormous benefit to busy and pressured accountants who need help in constructing independently achieved and defensible rational ethical decisions in the practice of accounting. Originality/value In this paper, the authors build upon a review of ethical foundations and codes of conduct in other professions to construct our code of ethics for accounting professionals.

13

Mas‘ud, Abd Rachman. "ETIKA PROFESSIONAL DAN RUH AGAMA DI AWAL MILLENIUM." Dialog 32, no. 1 (October 19, 2017): 69–73. http://dx.doi.org/10.47655/dialog.v32i1.128.

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The concept of professional ethics is partly comprised of what a professional should or should not do in the work place. It also encompasses a much greater part of the professionals life. If a professional is to have ethics then that person needs to adopt that conduct in all of his dealings. There are professional codes of ethics to consider and adopt in the way professionals conduct themselves in and out of the work place. This article explaines things that are included in professional ethichs, consist of concepts like: efficiency, professionalism, working well, little waste, diligence, punctuality, frugality, humbleness, spirit of prestige, need for achievement, open-minded, self-discipline and responsibility, self-reliance and the interpretation of religious thoughts. These ethics will be the basis of national development and needs to be reidentified in this 21st century.

14

Thompson, Dennis F. "The Professional Ethics of Witnessing Professionals." Daedalus 149, no. 4 (October 2020): 67–78. http://dx.doi.org/10.1162/daed_a_01817.

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Professionals have an ethical obligation to bear witness to climate change. They should report, warn, criticize, and lobby to bring attention to the existential threat that climate change poses. But they also have an obligation to respect the knowledge that is the basis of their authority to witness. Witnessing carries risks to this professional authority. Witnessing professionals should avoid letting bias distort their advocacy, simplifying their statements excessively, overplaying the consensus in the field, neglecting their own conflicts of interest, and claiming authority beyond their areas of expertise. To witness ethically, the professional should advocate responsibly.

15

Borojevic, Nenad, and Ljiljana Vuckovic-Dekic. "Professional ethics." Archive of Oncology 10, no. 3 (2002): 218–19. http://dx.doi.org/10.2298/aoo0203218b.

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Koo, Young Mo. "Professional Ethics." Journal of the Korean Medical Association 44, no. 1 (2001): 6. http://dx.doi.org/10.5124/jkma.2001.44.1.6.

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Turner, Jean. "Professional Ethics." Veterinary Nursing Journal 6, no. 2 (March 1991): 51. http://dx.doi.org/10.1080/17415349.1991.11012344.

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Scanes, Colin G. "Professional Ethics." Poultry Science 86, no. 5 (May 2007): 793–94. http://dx.doi.org/10.1093/ps/86.5.793.

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Yeaman, Andrew R. J. "Professional ethics." TechTrends 48, no. 3 (May 2004): 9–11. http://dx.doi.org/10.1007/bf02763349.

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Yeaman, Andrew R. J. "Professional ethics." TechTrends 48, no. 4 (July 2004): 7–11. http://dx.doi.org/10.1007/bf02763437.

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Yeaman, Andrew R. J. "Professional ethics." TechTrends 48, no. 5 (September 2004): 14–16. http://dx.doi.org/10.1007/bf02763524.

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Yeaman, Andrew R. J. "Professional ethics." TechTrends 48, no. 6 (November 2004): 13–14. http://dx.doi.org/10.1007/bf02763575.

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Downie, R. S. "Professional ethics." Journal of Medical Ethics 12, no. 2 (June 1, 1986): 64–66. http://dx.doi.org/10.1136/jme.12.2.64.

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Riebe, Deborah A. "Professional Ethics." ACSMʼs Health & Fitness Journal 17, no. 6 (2013): 40–42. http://dx.doi.org/10.1249/fit.0b013e3182a9507d.

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Rogers, Richard, and James L. Cavanaugh. "Professional ethics." Behavioral Sciences & the Law 5, no. 2 (1987): 103–4. http://dx.doi.org/10.1002/bsl.2370050204.

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Yeaman, Andrew R. J. "Professional ethics." TechTrends 49, no. 2 (March 2005): 14–17. http://dx.doi.org/10.1007/bf02773965.

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Napper, Vicki S. "Professional Ethics." TechTrends 55, no. 6 (November 2011): 13–15. http://dx.doi.org/10.1007/s11528-011-0536-2.

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Martin, Sam. "Professional Ethics." TechTrends 56, no. 5 (September 2012): 10–12. http://dx.doi.org/10.1007/s11528-012-0593-1.

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Kim, ChanMin. "Professional Ethics." TechTrends 58, no. 1 (December 5, 2013): 14. http://dx.doi.org/10.1007/s11528-013-0712-7.

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Yeaman, Andrew R. J. "Professional Ethics." TechTrends 58, no. 2 (February 18, 2014): 11–13. http://dx.doi.org/10.1007/s11528-014-0731-z.

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Yeaman, Andrew R. J. "Professional Ethics." TechTrends 59, no. 4 (June 30, 2015): 10–11. http://dx.doi.org/10.1007/s11528-015-0864-8.

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DeMartino, George. "Professional Economic Ethics: The Posnerian and Naïve Perspectives." Journal of Forensic Economics 24, no. 1 (April 1, 2013): 3–18. http://dx.doi.org/10.5085/jfe.24.1.3.

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Abstract There are two broad ways to think about the nature and purpose of professional economic ethics. The first (The Posnerian View), which comes most readily to mind for economists, is ethical legislation that is intended to prohibit illicit or otherwise inappropriate behavior by the members of a profession. The goal is to prevent bad or weak-willed professionals from doing bad things. In this way of thinking, professional ethics must take the form of a binding code of conduct that spells out the “do's” and “don'ts” of professional practice. A second view, the Naïve View, argues that professional ethics is something other than a code of conduct. In this view, professional ethics seeks to enable virtuous practitioners to do good. This view presents an expansive view of professional ethics—as a tradition of careful inquiry into the full range of ethical issues that arise in the context of professional practice. This paper elaborates the central assumptions and claims of these two perspectives on professional ethics, and explores what these two perspectives imply about the content of and prospects for professional economic ethics. The paper criticizes the Posnerian View, advocates the Naïve View, and teases out what the latter perspective implies for the economics profession.

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Sheveleva, Anna. "The university teachers’ professional ethics from the students’ perspective." E3S Web of Conferences 210 (2020): 18075. http://dx.doi.org/10.1051/e3sconf/202021018075.

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The article’s purpose is to describe some results of the research of students’ representations about the professional ethics of University teachers. The sample includes full-time and part-time students of psychological and pedagogical education. The diagnostic instrument was questionnaire “Customer Perceptions of professional ethics of the specialist”. It was revealed that students mainly note the orientation of the teachers’ professional ethics standards to their own professional interests, note the compliance of teachers’ personal characteristics with ethical requirements, and consider the job instructions to be the basis for the content of ethical standards in the teacher’s activity. Differences in the views of full-time and part-time students were found. Full-time students pay more attention to teachers’ personal characteristics as proof of compliance with ethical standards. Part-time students give a higher evaluation of teachers’ orientation to the professional community interests and needs of other ethic application objects (not only professional and client), as well as give a higher evaluation of law and universal values and culture as origins of teachers’ professional ethics.

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Aguilar-Rodríguez, Marta, Elena Marques-Sule, Pilar Serra-Añó, Gemma Victoria Espí-López, Lirios Dueñas-Moscardó, and Sofía Pérez-Alenda. "A blended-learning programme regarding professional ethics in physiotherapy students." Nursing Ethics 26, no. 5 (February 19, 2018): 1410–23. http://dx.doi.org/10.1177/0969733017748479.

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Background: In the university context, assessing students’ attitude, knowledge and opinions when applying an innovative methodological approach to teach professional ethics becomes fundamental to know if the used approach is enough motivating for students. Research objective: To assess the effect of a blended-learning model, based on professional ethics and related to clinical practices, on physiotherapy students’ attitude, knowledge and opinions towards learning professional ethics. Research design and participants: A simple-blind clinical trial was performed (NLM identifier NCT03241693) (control group, n = 64; experimental group, n = 65). Both groups followed clinical practices for 8 months. Control group performed a public exposition of a clinical case about professional ethics. By contrast, an 8-month blended-learning programme regarding professional ethics was worked out for experimental group. An online syllabus and online activities were elaborated, while face-to-face active participation techniques were performed to discuss ethical issues. Students’ attitudes, knowledge and opinions towards learning professional ethics were assessed. Ethical considerations: The study was approved by the University Ethic Committee of Human Research and followed the ethical principles according to the Declaration of Helsinki. Findings: After the programme, attitudes and knowledge towards learning professional ethics of experimental group students significantly improved, while no differences were observed in control group. Moreover, opinions reported an adequate extension of themes and temporization, importance of clinical practices and interest of topics. Case study method and role playing were considered as the most helpful techniques. Conclusion: The blended-learning programme proposed, based on professional ethics and related to clinical practices, improves physiotherapy students’ attitudes, knowledge and opinions towards learning professional ethics.

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Suvachittanont, Wilailuck. "An Improvement of Content and Teaching Methods for Codes of Conduct and Ethics in Mass Communication Courses of Thailandâ€™s Universities." Journal of Education and Vocational Research 6, no. 2 (June 30, 2015): 61–64. http://dx.doi.org/10.22610/jevr.v6i2.190.

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This research examines the content about ethical issues in Thailandâ€™s mass communication courses, teaching methods and guidelines for improving the content and teaching methods about codes of conduct cultivation. This research uses 3 methods in collecting data: content analysis of syllabus in mass communication courses, focus group of experts and in-depth interviews of instructors and professionals. The results show that most media courses emphasize every-day life and professional ethics. Their main content focuses on principles law and ethics which are taught by lecture in classes without any professional organizationsâ€™ collaboration. Most instructors and students do not aware of the significance of mass communication ethicsâ€™ courses. Guidelines for improving content and teaching methods which suggested by experts and instructors are: 1) collaborating of third partiesâ€”mass communication/professional organizations, institutions and enterprises 2) emphasizing practices in reallife situations/scenarios and discussions 3) training and adjusting instructorsâ€™ attitudes toward mass communicationâ€™s ethics including a role model 4) updating ethical coursesâ€™ content and interposing it in every course.

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Uglietta, John. "Middle Theory in Professional Ethics." Teaching Ethics 18, no. 2 (2018): 161–69. http://dx.doi.org/10.5840/tej201910865.

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In professional ethics, focus on ethical theory fails to offer practical advice and focus on individual cases fails to develop adequate ethical understanding. There is a wide gap between abstract moral theories and concrete professional cases. To understand professional ethics, we must pay more attention to this gap and the middle level of theory that we find there. This middle theory brings abstract principles closer to practical cases by considering and incorporating the goals, circumstances, customs and other established social practices and compromises of particular professions. Understanding the complex systems of individual professions is quite important morally as such systems can alter our ethical duties dramatically. Therefore, adequate consideration of professional ethics requires a thorough understanding of philosophical ethics and of the nature of the specific profession concerned. However, recognizing the importance of this middle area will require us to reconsider how we teach, and who teaches, professional ethics.

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Shchedrinskaya, O., M. Bebtschuk, and E. Snarskaya. "Professional development: Training in ethics." European Psychiatry 64, S1 (April 2021): S593—S594. http://dx.doi.org/10.1192/j.eurpsy.2021.1583.

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IntroductionSome of the most vulnerable psychiatry patients are children under 18, as they can’t protect themselves and their rights from unethical behaviour of mental health professionals. There is a gap between theoretical knowledge and application of ethics at the workplace. Continuous education in ethics is necessary to address this gap.ObjectivesThe objective of the study was to compare various forms of education in ethics and develop training for mental health practitioners.MethodsThe study had 2 groups (356 participants, aged 23 to 67, average age – 41.3) – staff of the main and oldest children’s mental health clinic in Moscow, Russia. The control group (124 participants) of mental health professionals received written materials on ethics (such as ethical codes and ethical decision-making protocols). The test group (232 people) participated in a several trainings on ethics. The trainings included 3 parts – discussing the code of ethics, creating examples of potential ethical challenges and role-plays. Participants reported that the topics on the quality of care, common ethical dilemmas and relationships between the practitioners, young patients and legal guardians, were the most helpful for them.ResultsThe survey was conducted to evaluate the results. 70.8% of staff members that participated in training shared that they feel confident about applying the Code and the decision-making protocols in unclear cases. Only 32.6% from the control group reported the same level of confidence.ConclusionsHands-on training in ethics for continuing education has shown to be more beneficial, as compared to theoretical instructions

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Vasilieva, L. N. "Formation of Professional Ethics of Specialists in Economic Profile in Conditions of Higher Education Institution." Modern Economics 26, no. 1 (June 20, 2021): 25–29. http://dx.doi.org/10.31521/modecon.v26(2021)-04.

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Annotation. Introduction. It has been established that the modern stage in the development of vocational education involves a qualitative change in approaches to the definition of its content, as well as the need for increased attention to its professional and ethical orientation in connection with the market paradigm of socio-economic development of the country. The system of higher vocational education is designed to help the student in shaping professional competencies of a specialist, as well as helping a person build up the world of own professional and personal values, to master creative ways to solve professional and life problems based on ethical norms and rules necessary for professional mobility of a specialist. Purpose. Research and generalization of scientific representations on the theoretical aspects of the professional ethics formation of specialists and justify the preconditions for the professional ethics formation of specialists in the conditions of higher education institutions. Results. The theoretically substantiated preconditions for the formation of professional ethics of specialists in the conditions of higher education institutions, which are: in exacerbation of contradictions between the objective need of the labor market in specialists with a high level of professional ethics, capable of applying it in the process of professional activity, and insufficient development of pedagogical conditions of its formation in the conditions of higher education institution; in the need to improve the professional sphere of economics, in connection with the priority in it receipt of profits over the universal moral values; in the relevance of the development of a higher vocational education system in the direction of formation of professional ethics students needed by professionals for professional mobility in a market economy. The concept of "professional ethics of a specialist" is specified as this professional and ethical activity of an axiological nature, that is, activities due to the values of culture, reflecting the degree of ownership of special knowledge, skills, competences in the field of ethics profession. The factors influencing the formation of professional ethics of a specialist in conditions of HEI: pedagogical (didactic drugs), organizational (structural and content model of the formation of ethics of a specialist, which is a set of components: ethicaleducational, cultural and ethical, methodical, competent and diagnostic) whose overcoming in the learning process allows you to move from a zero level to higher. Conclusions. By studying psychological and pedagogical literature, it has been concluded that the structure of professional ethics of a specialist includes cognitive, emotional, communicative, reflexive and educational components. The structural-content model of the formation of ethics of a specialist is proposed, which is a set of components: ethical and educational, cultural and ethical, methodological, competent and diagnostic

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Kwon, Ivo. "Medical Ethics as Professional Ethics." Korean Journal of Gastroenterology 60, no. 3 (2012): 135. http://dx.doi.org/10.4166/kjg.2012.60.3.135.

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Zozulyak-Sluchyk, Roksoliana. "BASIC PRINCIPLES OF THE SYSTEM OF FORMATION OF PROFESSIONAL AND ETHICAL COMPETENCE OF FUTURE SPECIALISTS IN THE SOCIAL SPHERE." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 153–56. http://dx.doi.org/10.24144/2524-0609.2021.48.153-156.

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The problem of ethics is acute in the modern Ukraine.Its relevance is due to the general level of our society, the low level of social responsibility for what is done in society in all its spheres and what society does. We come across misunderstandings, disrespect for ethics all the time in the process of our lives. Higher education also does not pay due attention to the formation of professional ethics of future professionals. The relevance of the topic is due to the need of Ukrainian society for social workers with a high level of professional ethics and responsibility for performing professional duties and solving complex life problems of the social sphere, as well as updating the search for an effective pedagogical system of professional and ethical competence of future social workers. The aim of the article is a scientific reasoning and experimental verification of the effectiveness of the pedagogical system of formation of professional and ethical competence of future specialists in the social sphere to improve the quality of their professional training. The following research methods are used in the article: logical-structural analysis – to determine the essence and structure of the concept: «professional and ethical competence of future professionals in the social sphere»; structural-systematic analysis – to ensure the complexity of reasoning of the concept and structure of the pedagogical system of formation of professional and ethical competence; modeling – to develop a model for the formation of professional and ethical competence of future professionals in the social sphere; questionnaire-diagnostic methods (questionnaires, testing, interviews, diagnostics) – to establish the effectiveness of the pedagogical system of formation of professional and ethical competence of future specialists in the social sphere. As a result of our research, a pedagogical system of formation of professional and ethical competence of future social specialists was developed and experimentally tested that its effectiveness is ensured by the principles of systemic, humanistic, deontological, axiological, acmeological, personal-activity, subject-subject, competence, andragogical approaches, specific principles, pedagogical conditions and factors. It was based on the author's concept of formation of professional and ethical competence and a model aimed at the formation of moral and ethical values, professional and ethical knowledge, skills and personal-moral and professionally important qualities during training was designed. The obtained results allow us to state that the diagnosis of professional and ethical competence was carried out at the ascertaining and formative stages of the experiment, gave us the opportunity to compare the levels of professional ethics of students of the studied groups and draw conclusions about the effectiveness of the proposed author’s pedagogical system.

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Morales Palao, Blanca, Diego Rivera Caycho, Gerardo Adolfo Bedoya Zaira, and Alexander Jhonathan Paucar Ccalli. "Training in values in university education, a resource for professional ethics." Universidad Ciencia y Tecnología 26, no. 113 (June 15, 2022): 57–64. http://dx.doi.org/10.47460/uct.v26i113.570.

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A paper is presented that describes the importance of ethics in the academic training of professionals and highlights how the ethical aspects of the person are necessary for the application of the profession in all areas. A careful review is carried out to discover those academic and professional contributions that have described ethics as a tool of integrity in the attitude of people, but also as a consequence of the family, social, and cultural values of the individual. Keywords: Professional training, human values, professional ethics.

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Fernández-Feito, Ana, María del Rosario Palmeiro-Longo, Salomé Basurto Hoyuelos, and Vanesa García-Díaz. "How work setting and job experience affect professional nurses’ values." Nursing Ethics 26, no. 1 (April 10, 2017): 134–47. http://dx.doi.org/10.1177/0969733017700238.

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Background: The development of professional values in nursing is directly related to quality and ethical clinical practise and may also increase practitioner and patients’ satisfaction. Some factors, such as work setting or work experience, can influence the importance granted to the professional values of nursing. Objectives: To compare in primary care nurses and hospital care nurses the importance granted to professional values and to contrast this perception as a function of professional experience. Research design, participants and research context: Descriptive cross-sectional study. Participants were 380 nursing professionals from the public health system (primary care and hospital care). Three dimensions were analysed: ethics, professional expertise and professional mastery. Data were collected from January to June 2015. Ethical considerations: We obtained permission from the Ethics Committee and participants’ informed consent. Findings: Hospital care professionals attached more importance to all the values analysed, regardless of their work experience. Ethical values, such as confidentiality and respect for the person, were considered to be very important in both systems. Values related to professional expertise obtained lower scores, especially in primary care. In general, professionals with more than 20 years’ experience granted less importance to the values. Conclusion: The professional setting influenced the importance assigned to professional nursing values, and clear differences were observed between primary and hospital care. The domain of ethics was considered the most important. It is necessary to reflect on the significance attributed to professional values, especially in more expert nursing staff.

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Czerny, Małgorzata. "Muslim auditors’ ethics." Zeszyty Teoretyczne Rachunkowości 108, no. 164 (September 21, 2020): 229–40. http://dx.doi.org/10.5604/01.3001.0014.3604.

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The article discusses Islamic ethics and the impact it has on the professional ethics of Muslim auditors. Based on studies of the available literature on the subject and the Qur’an, the paper identifies the source of Muslim ethics and indicates that its perspective is slightly different from the perspectives known in the West. It also identifies the ethical principles which should be followed by a Muslim auditor. The analysis of the sources indicates that Islamic ethics and the understanding of certain principles and rules in Mus-lim countries differ (for cultural and religious reasons) from the perspective commonly adopted in other countries, hence the belief that it is necessary to create their own code of ethics for professionals, such as auditors. Attempting to assess how cultural norms affect professional ethics, based on a selected example of professional audit practitioners in Muslim countries, the article may be a prelude to further research in this direction, not necessarily in relation to the Islamic cultural circle.

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Tashlinskaya, Elena. "Professional Culture and Professional Ethics." Dialogue and Universalism 28, no. 2 (2018): 149–58. http://dx.doi.org/10.5840/du201828230.

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Rhode, Deborah L. "Professional Ethics and Professional Education." Professional Ethics, A Multidisciplinary Journal 1, no. 1 (1992): 31–72. http://dx.doi.org/10.5840/profethics199211/21.

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Bergenhenegouwen, G. J. "Professional code and ethics for training professionals." Journal of European Industrial Training 20, no. 4 (June 1996): 23–29. http://dx.doi.org/10.1108/03090599610117054.

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Bernheim, Ruth Gaare. "Public Health Ethics: The Voices of Practitioners." Journal of Law, Medicine & Ethics 31, S4 (2003): 104–9. http://dx.doi.org/10.1111/j.1748-720x.2003.tb00768.x.

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Public health ethics is emerging as a new field of inquiry, distinct not only from public health law, but also from traditional medical ethics and research ethics. Public health professional and scholarly attention is focusing on ways that ethical analysis and a new public health code of ethics can be a resource for health professionals working in the field. This article provides a preliminary exploration of the ethical issues faced by public health professionals in day-to-day practice and of the type of ethics education and support they believe may be helpful.

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Pallavi and Arun Kaushal. "Business Student Perception Towards Ethics: An Exploratory Study." Think India 20, no. 1 (January 16, 2017): 10–21. http://dx.doi.org/10.26643/think-india.v20i1.7775.

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In regard to ethics and values, nowadays corporate scenario also demands business ethics which will guide the emerging professionals to exercise this ethical domain in their professional lives. The children of present generation do not know about their culture, traditions, values, ethics etc. This is one of the reasons why the content related to ethics and values is included in the curriculum of their professional studies. The objective of the present paper is to study the perception of business students regarding ethics and values. The role of ethics and values in a students life is very important as it strongly affects their future, career, growth, professional behaviour and helps them learn how to tackle ethical dilemmas in personal and professional life. The data for the study had been collected from the undergraduate (commerce, management, engineering, arts, and science) and postgraduate (commerce, management, engineering, arts, and science) students of the private university situated in the state of Uttar Pradesh. The collected data was analysed with the help of statistical technique such as factor analysis, T-test and regression analysis. The results revealed that awareness about ethics and values is an important factor accessed by all the respondents of the study.

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Pettifor, Jean L. "Professional Ethics Across National Boundaries." European Psychologist 9, no. 4 (January 2004): 264–72. http://dx.doi.org/10.1027/1016-9040.9.4.264.

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The International Union of Psychological Science is searching for ethical principles that are universal for the discipline of psychology. Codes of ethics adopted by other international organizations are reviewed, as well as recent comparisons of psychology codes across national boundaries. Distinctions are made between declarations of human rights and professional codes of ethics, between ethical principles as overarching values and as rules of conduct, and between Euro-North American and non-Western cultural values. Organizations such as the United Nations and Amnesty International work for the elimination of abuses of human rights. Professional associations establish guidelines to promote the ethical behavior of their members. The hope for articulating universal ethical principles for psychologists is based on respect for our common humanity while still respecting the diversity of beliefs in different cultures.

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Forti, Valeria Lucilia. "Pluralism, Social Work and an Ethical-Political Project: one theme many challenges." Revista Katálysis 20, no. 3 (December 2017): 382–89. http://dx.doi.org/10.1590/1982-02592017v20n3p382.

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Abstract This essay is the result of observations drawn from our decades of experience as a social worker and professor, particularly of classes in professional ethics in Social Work. It is also based on theoretical studies and qualitative empirical academic research about ethics/professional ethics and Social Work. The content was partially presented and debated in a lecture at the XV ENPESS. The arguments seek to deepen the debate about the relationship between pluralism and Social Work. Such a debate is essential to professionals in the field, since it is linked to the fundamental ethical principles of the current Code of Professional Ethics of Social Workers. It should be noted that there is a sufficient and critical apprehension of the subject by Social Work professionals and students must have an adequate and critical grasp of these issues, particularly considering the present moment when current conservative waves that are expressed with such importance in the social life of Brazilians and seem to have repercussions in this professional field.

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