Leadership in Ethical Practice
Students Learning Outcomes
Bibliographic Data
| ID | 12839612 |
|---|---|
| Authors | C F Blaich (Western Sydney University, corresponding author), Belinda Kenny (0000-0002-5054-7309, Western Sydney University), Yobelli Jimenez (0000-0001-5036-3967, The University of Sydney) |
| Year | 2023 |
| Volume | 21 |
| Issue | 4 |
| Pages | 719-741 |
| Publication date | 2023-05-18 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Academic Ethics (JOURNAL) |
| Journal identifiers | ISSN: 1570-1727 • E-ISSN: 1572-8544 |
| Publisher | Springer Science+Business Media (PUBLISHER • DE) |
| DOI | 10.1007/s10805-023-09479-3 |
| OpenAlex | W4377097950 |
| Language | EN |
| Citations received | 1 |
| References cited | 56 |
Health science students frequently experience ethical dilemmas on clinical placements, yet ethics education rarely prepares students with the ethical leadership skills required. The Leadership in Ethical Practice (LEP) program is an ethics education resource designed to enhance health science students’ knowledge and skills in ethical leadership to prepare them for clinical placements and future professional practice. This qualitative study aimed: to explore the nature of students’ ethical leadership goals; determine whether a specific, measurable, achievable, relevant, and time-bound (SMART) format was an effective tool for students to create ethical leadership goals; and identify any changes in students’ pre- and post-self-ratings of ethical leadership knowledge following the LEP program. Eighty-two diagnostic radiography students from the University of Sydney participated in the study. Inductive and deductive qualitative content analysis (Elo & Kyngas, 2008) were used to explore students’ goals. Descriptive statistics were used to investigate students’ pre- and post-self-ratings. Four themes emerged from students’ goals: initiative, competence, and courage in ethical reasoning; communicating ethical stories through listening, questioning, and connecting; reflecting and growing as an ethical leader; and safe practice and person-centred outcomes. SMART goal format elements were evident in 61% of students’ goals. Students' ethical leadership self-ratings showed positive changes after participating in the LEP program. Findings indicated students planned to further develop ethical leadership skills during clinical placements and future professional practice. This study demonstrated the ethics education approaches used within the LEP could assist health science students to apply ethical leadership in future clinical practice
Active listening · Competence (human resources · Engineering ethics · Ethical Leadership · Medical education · Moral courage · Pedagogy · Qualitative research · Sociology · Empathy and Medical Education · Ethics in medical practice · Innovations in Medical Education · Medicine · Psychology · Social Psychology
Bioethical Decision Making in Nursing
Motivation and social cognitive theory
Qualitative Rigor or Research Validity in Qualitative Research
Design-based research and technology-enhanced learning environments
Likert scales
The qualitative content analysis process
Ethical leadership
Strategies for ensuring trustworthiness in qualitative research projects
Qualitative Differences between Two Methods of Ethics Education
The Inside Story
Design-Based Research
Self-efficacy mechanism in human agency
Design-Based Research
A good training based on insufficiency
Three Approaches to Qualitative Content Analysis
Qualitative Content Analysis
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2024 - 2024 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |