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.
Subject(s)
Ethics, Professional , Health Educators/ethics , Professional Competence , Social Work/education , Teaching/ethics , Finland , Focus Groups , Humans , RoleSubject(s)
Conflict of Interest , Disclosure , Hospitals, Teaching/ethics , Disclosure/ethics , Disclosure/legislation & jurisprudence , Guidelines as Topic , Health Educators/ethics , Health Educators/legislation & jurisprudence , Hospitals, Teaching/legislation & jurisprudence , Humans , Industry/economics , Industry/ethics , Industry/legislation & jurisprudence , Societies, Medical/ethics , Societies, Medical/legislation & jurisprudenceABSTRACT
This commentary reflects health educators' views concerning perceptions of the need for increased awareness of the Code of Ethics for the Health Education Profession, improvement in professionals' ability to engage in ethical reflection, and the need for incorporation of ethical considerations into health education practice.
Subject(s)
Health Education/ethics , Health Educators/psychology , Adult , Data Collection , Female , Health Educators/ethics , Humans , Male , Middle Aged , PerceptionSubject(s)
Health Education , Health Educators , Health Occupations , Attitude to Health , Ethics, Professional , Health Education/ethics , Health Education/methods , Health Educators/ethics , Health Occupations/ethics , Health Occupations/standards , Health Policy , Humanism , Humans , Professional Competence , Public Health , Teaching/methodsABSTRACT
Un educador en la calle se encuentra con las circunstancias propias de la ciudad, sus calles, sus dinámicas y las personas que las habitan, estas influyen sus prácticas, moldean su quehacer, orientan sus conductas, las decisiones que toma y su discurso. Desde una perspectiva pragmática, quienes nos ocupamos de la educación en la calle, debemos atender al llamado que hace Paulo Friere (1991), cuando arguye que: "pensar la práctica es, por eso, el mejor camino para pensar con acierto...
An educator in the street meets the circumstances of the city, its streets, its dynamics and the people who inhabit them, they influence their practices, shape their work, guide their behaviors, the decisions they make and their speech. From a pragmatic perspective, those who deal with education in the street, we must respond to the call made by Paulo Friere (1991), when he argues that: "think the practice is, therefore, the best way to think correctly...
