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Profissionais da contabilidade : infrações éticas cometidas, punições aplicadas e percepções acerca da importância do ensino de disciplina sobre ética e legislação profissional; Professionals of accounting: infractions committed ethics, sanctions applied and perceptions about the importance of teaching discipline on professional ethics and law

Calegaro, Jéferson Marques
Fonte: Universidade Federal do Rio Grande do Sul Publicador: Universidade Federal do Rio Grande do Sul
Tipo: Trabalho de Conclusão de Curso Formato: application/pdf
POR
Relevância na Pesquisa
36.56%
Neste trabalho apresenta-se um estudo acerca das infrações cometidas pelos Contabilistas e as punições aplicadas pelo Conselho Regional de Contabilidade do Estado do Rio Grande do Sul - CRCRS entre os anos de 2006 a 2009. Ainda, evidenciam-se as percepções de um conjunto de Contabilistas acerca da importância do ensino de disciplinas sobre Ética e Legislação Profissional com o intuito de valorizar a Ciência Contábil. O método do trabalho consistiu em um estudo exploratório em que, para o levantamento dos dados sobre as infrações e as punições, foram realizadas pesquisas documentais nos arquivos da Divisão de Fiscalização e nos relatórios de atividades do CRCRS relativos aos anos de 2006 a 2009. Complementarmente, foi realizada uma pesquisa quanti-qualitativa, aleatória, através de correio eletrônico, com profissionais de Contabilidade, entre novembro/2009 a abril/2010, visando averiguar qual a percepção destes sobre a importância do ensino de Ética e Legislação Profissional na redução das infrações éticas e na valorização da Ciência Contábil. A pesquisa teve como limitação o tamanho da amostra, em face disto, não foi possível dar tratamento estatístico aos dados, contudo serviu a consulta como registro das percepções de um conjunto de Contabilistas. Constatou-se que a maioria dos respondentes considera que o ensino de disciplinas acerca da Ética e Legislação Profissional influencia na valorização da Contabilidade e reduz a probabilidade de ocorrer infrações ao Código de Ética do Contabilista. Das infrações cometidas...

Bringing animal ethics teaching into the public domain: the Animalogos experience

Olsson, I. Anna S.; Franco, Nuno H.; Magalhães-Sant’Ana, Manuel
Fonte: Springer Publicador: Springer
Tipo: Parte de Livro
ENG
Relevância na Pesquisa
46.36%
An increasing number of academic researchers blog – most as a form of science communication to a wider public. This tool is particularly interesting as it provides a way for scientists to communicate directly with a public rather than depending on journalists. When we launched Animalogos (animalogos.blogspot.com) in December 2009, our main aim was to establish a forum of communication for people working professionally with animal ethics and animal welfare, in order to provide a Portuguese-language professional perspective on issues previously almost exclusively commented on by animal rights and animal protection NGOs. Increasingly, we have also integrated the blog into animal ethics teaching, where we now use it as the main examination tool in the animal ethics discipline of two courses: a postgraduate course in animal welfare and an undergraduate course in veterinary medicine. Individually, students have to write a comment to one of the existing blog posts, a comment which is published by the students themselves. In groups, they have to write a post on a topic of their own choice, which is published after revision. For examination purposes, the texts thus produced by the students are evaluated as a short written essay. Whether to be anonymous or not is the students’ own choice. Using the blog as a resource for teaching and examination started as a pilot project during the academic year 2010/11...

Ethics and the GMC core curriculum: a survey of resources in UK medical schools.

Fulford, K W; Yates, A; Hope, T
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /04/1997 EN
Relevância na Pesquisa
36.49%
OBJECTIVES: To study the resources available and resources needed for ethics teaching to medical students in UK medical schools as required by the new GMC core curriculum. DESIGN: A structured questionnaire was piloted and then circulated to deans of medical schools. SETTING: All UK medical schools. RESULTS: Eighteen out of 28 schools completed the questionnaire, the remainder either indicating that their arrangements were "under review" (4) or not responding (6). Among those responding: 1) library resources, including video and information technology were found to be fairly well developed; 2) many schools had a good supply of handouts and sample cases for teaching; 3) most had a written syllabus, and 4) two-thirds examined in the subject. However, many schools indicated that there was an urgent need for: 1) full-time teachers (most ethics teaching is still by part-time and voluntary staff); funding for books and journals, and 3) additional teaching materials (including further case vignettes, handouts and sample exam questions). CONCLUSIONS: There has been a considerable overall improvement in resources for medical ethics teaching since the time of the last national survey (The Pond Report). However, provision varies widely from medical school to medical school. The particular needs identified were for full-time teachers...

Teaching medical ethics to undergraduate students in post‐apartheid South Africa, 2003–2006

Moodley, Keymanthri
Fonte: BMJ Group Publicador: BMJ Group
Tipo: Artigo de Revista Científica
Publicado em /11/2007 EN
Relevância na Pesquisa
46.49%
The apartheid ideology in South Africa had a pervasive influence on all levels of education including medical undergraduate training. The role of the health sector in human rights abuses during the apartheid era was highlighted in 1997 during the Truth and Reconciliation Commission hearings. The Health Professions Council of South Africa (HPCSA) subsequently realised the importance of medical ethics education and encouraged the introduction of such teaching in all medical schools in the country. Curricular reform at the University of Stellenbosch in 1999 presented an unparalleled opportunity to formally introduce ethics teaching to undergraduate students. This paper outlines the introduction of a medical ethics programme at the Faculty of Health Sciences from 2003 to 2006, with special emphasis on the challenges encountered. It remains one of the most comprehensive undergraduate medical ethics programmes in South Africa. However, there is scope for expanding the curricular time allocated to medical ethics. Integrating the curriculum both horizontally and vertically is imperative. Implementing a core curriculum for all medical schools in South Africa would significantly enhance the goals of medical education in the country.

Teaching ethics in a Masters Program in Public Health in Lithuania

Jakusovaite, Irayda; Bankauskaite, Vaida
Fonte: BMJ Group Publicador: BMJ Group
Tipo: Artigo de Revista Científica
Publicado em /07/2007 EN
Relevância na Pesquisa
36.51%
This article aims to present 10 years of experience of teaching ethics in a Masters Program in Public Health in Lithuania, and to discuss the content, skills, teaching approach and tools of this programme. In addition, the article analyses the links between ethics and law, identifies the challenges of the teaching process and suggests future teaching strategies. The important role of teaching ethics in countries that are in transition owing to a radically changing value system is emphasised.

(The Ethics of) Teaching Science and Ethics: A Collaborative Proposal

Kabasenche, William P.
Fonte: American Society of Microbiology Publicador: American Society of Microbiology
Tipo: Artigo de Revista Científica
Publicado em 15/12/2014 EN
Relevância na Pesquisa
46.56%
I offer a normative argument for a collaborative approach to teaching ethical issues in the sciences. Teaching science ethics requires expertise in at least two knowledge domains—the relevant science(s) and philosophical ethics. Accomplishing the aims of ethics education, while ensuring that science ethics discussions remain grounded in the best empirical science, can generally best be done through collaboration between a scientist and an ethicist. Ethics as a discipline is in danger of being misrepresented or distorted if presented by someone who lacks appropriate disciplinary training and experience. While there are exceptions, I take philosophy to be the most appropriate disciplinary domain in which to gain training in ethics teaching. Science students, who must be prepared to engage with many science ethics issues, are poorly served if their education includes a misrepresentation of ethics or specific issues. Students are less well prepared to engage specific issues in science ethics if they lack an appreciation of the resources the discipline of ethics provides. My collaborative proposal looks at a variety of ways scientists and ethicists might collaborate in the classroom to foster good science ethics education.

Ethics instruction in library and information science : the role of “ethics across the curriculum”

Todd Smith, Bernie (1949 - ); Curren, Randall ; Wall, Andrew F. (1972 - )
Fonte: University of Rochester. Publicador: University of Rochester.
Tipo: Tese de Doutorado Formato: Number of Pages:xii, 314 leaves
ENG
Relevância na Pesquisa
46.66%
Thesis (Ph. D.)--University of Rochester, Margaret Warner Graduate School of Education and Human Development, 2010.; Ethics is an important element of most graduate professional training programs. In the field of Library and Information Science (LIS) the inclusion of ethics in the curriculum is supported by a position paper by library educators and is monitored in the accreditation of graduate programs. Despite the many LIS programs which claim to integrate ethics, few authors have examined how they are accomplishing this integration, and fewer still have explored the nature of the integration. The purpose of this research is to expand the descriptive literature on the current teaching of ethics in graduate LIS programs by investigating ethics integration across the curriculum. The research describes the views and experiences of administrators and teachers on institution-wide tactics for integration of ethics across the curriculum. The research also details the strategies that teachers used to integrate ethics into existing core courses in LIS curricula. The conceptual framework, which grounds this study of the integration of ethics, is based on the taxonomy of the teaching of professional ethics. The research is based on a qualitative methodology that uses sequential data gathering...

An ethics core curriculum for Australasian medical schools

Braunack-Mayer, A.; Gillam, L.; Vance, E.; Gillett, G.; Kerridge, I.; McPhee, J.; Saul, P.; Smith, D.; Wellsmore, H.; Koczwara, B.; Rogers, W.; Stoffell, B.; McNeill, P.; Newell, C.; Parker, M.; Walton, M.; Whitehall, J.
Fonte: Australasian Med Publ Co Ltd Publicador: Australasian Med Publ Co Ltd
Tipo: Artigo de Revista Científica
Publicado em //2001 EN
Relevância na Pesquisa
36.52%
Teaching ethics incorporates teaching of knowledge as well as skills and attitudes. Each of these requires different teaching and assessment methods. A core curriculum of ethics knowledge must address both the foundations of ethics and specific ethical topics. Ethical skills teaching focuses on the development of ethical awareness, moral reasoning, communication and collaborative action skills. Attitudes that are important for medical students to develop include honesty, integrity and trustworthiness, empathy and compassion, respect, and responsibility, as well as critical self-appraisal and commitment to lifelong education.; A Working Group, on behalf of the Association of Teachers of Ethics and Law in Australian and New Zealand Medical Schools (ATEAM); Copyright © 2001 Australasian Medical Publishing

Case development: An innovative approach to case studies and experiences from a graduate marketing ethics course

Plewa, C.; Quester, P.
Fonte: Senate Hall Academic Publishing Publicador: Senate Hall Academic Publishing
Tipo: Artigo de Revista Científica
Publicado em //2006 EN
Relevância na Pesquisa
36.42%
Ethics has become increasingly prominent in business education and educational research. With a prolific research stream developing in the area of business ethics teaching, our understanding of related approaches and issues has deepened. While researchers focus on the holistic approach to teaching business ethics, specific knowledge about teaching methods in this area remains sparse. This paper discusses an innovative approach to the case method, called case development, and its preliminary assessment in a postgraduate marketing ethics course. Groups of students were asked to research a chosen marketing ethics topic, develop a case study as part of their assessment and to subsequently analyse and present it to the class. Based on an initial assessment by means of a student survey, case development emerged as beneficial in terms of student learning and experience. Following a discussion of the approach and related results, the paper concludes with recommendations and directions for future research.; http://www.senatehall.com/paper.php?article=236; Carolin Plewa and Pascale Quester

Teaching ethics to employees of a state public utilities company in a developing country: A case study

Camacho, Luis
Fonte: Centre de recherche en éthique de l'UdeM (CRÉUM) Publicador: Centre de recherche en éthique de l'UdeM (CRÉUM)
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
46.32%
Cette étude de cas est issue d’un module final de formation pour les employés du service public d’une agence de l’eau. Nous explorons les résultats de plusieurs stratégies utilisées pour souligner le besoin de changement dans les comportements individuels et institutionnels en vue d’améliorer les services aux clients. En particulier, nous explorons certaines manières d’ouvrir la discussion sur les pratiques de corruption de manière non-triviale sans offenser les sensibilités ou provoquer l’indifférence. Comme point de départ, il est demandé aux participants de relever les problèmes institutionnels qu’ils caractérisent comme éthiques, même si d’autres problèmes appartiennent à d’autres catégories identifiées plus tard. Pour éviter une approche purement théorique des devoirs et obligations envers les clients, ils sont dérivés de la mission de l’agence telle que définit par la loi qui l’a créée.; In this case study of an ethics seminar, taught as the final module in a graduate program for public employees of a water works agency, we explore the results of several strategies used to emphasize the need for changes in personal and institutional behavior in order to improve service to customers. In particular...

The use of cinema in teaching ethics to physicians: a teaching resource that facilitates learning; El cine en la formación ética del médico: un recurso pedagógico que facilita el aprendizaje; O cinema na formação da ética médica: um recurso pedagógico que facilita a aprendizagem

González-Blasco, Pablo; Sociedade Brasileira de Medicina de Família (Sobramfa); Pinheiro, Thais Raquel S.P.; Sociedade Brasileira de Medicina de Família (Sobramfa)B; Ulloa-Rodríguez, Mauricio Fernando; Universidad de La Sabana; Angulo-Calderón, Nohor
Fonte: Universidad de la Sabana Publicador: Universidad de la Sabana
Tipo: Artigo de Revista Científica
SPA
Relevância na Pesquisa
46.49%
Instruction on ethics for physicians and medical students is associated with the humanistic perspective required in medical training. In today’s world, teaching ethics and fostering humanism demands innovative solutions, inasmuch as teaching theory alone is not enough. The broad field of human emotions opens up new and promising of possibilities for emotional education to support ethical training in a way that is consistent, modern and efficient. This is the reason for using the humanities in medical education. Cinema goes well with young students´ universe, which is one immersed in a culture of images and emotions. When used with a method that is becoming more and more consistent —clips of scenes, simultaneous comments by the facilitator and discussion groups – cinema emerges as an attractive alternative for teaching ethics. It facilitates learning by encouraging students to contemplate and reflect, which is the real basis for philosophical exercise of the medical profession.; La formación ética de médicos y estudiantes de medicina está intrínsecamente relacionada con la dimensión humanística de la educación médica. Enseñar ética y promover el humanismo requiere hoy en día soluciones innovadoras dado que la enseñanza teórica se muestra insuficiente. El amplio campo de las emociones abre un panorama nuevo y promisorio de posibilidades para que la educación afectiva apoye la formación ética de modo consistente...

Medical students' perceptions of their ethics teaching

Johnston, Carolyn; Haughton, Peter
Fonte: BMJ Group Publicador: BMJ Group
Tipo: Artigo de Revista Científica
Publicado em /07/2007 EN
Relevância na Pesquisa
46.39%
The teaching of ethics in UK medical schools has recently been reviewed, from the perspective of the teachers themselves. A questionnaire survey of medical undergraduates at King's College London School of Medicine provides useful insight into the students' perception of ethics education, what they consider to be the value of learning ethics and law, and how engaged they feel with the subject.

Medical ethics on film: towards a reconstruction of the teaching of healthcare professionals

Volandes, Angelo
Fonte: BMJ Group Publicador: BMJ Group
Tipo: Artigo de Revista Científica
Publicado em /11/2007 EN
Relevância na Pesquisa
36.49%
The clinical vignette remains the standard means by which medical ethics are taught to students in the healthcare professions. Although written or verbal vignettes are useful as a pedagogic tool for teaching ethics and introducing students to real cases, they are limited, since students must imagine the clinical scenario. Medical ethics are almost universally taught during the early years of training, when students are unfamiliar with the clinical reality in which ethics issues arise. Film vignettes fill in that imaginative leap. By providing vivid details with images, film vignettes offer rich and textured details of cases, including the patient's perspective and the clinical reality. Film vignettes provide a detailed ethnography that allows for a more complete discussion of the ethical issues. Film can serve as an additional tool for teaching medical ethics to members of the healthcare professions.

Ethics constructed through the process of nurse training: conceptions, spaces and strategies

Ramos,Flávia Regina de Souza; Brehmer,Laura Cavalcanti de Farias; Vargas,Mara Ambrosina de Oliveira; Schneider,Dulcinéia Ghizoni; Drago,Laila Crespo
Fonte: Escola de Enfermagem de Ribeirão Preto / Universidade de São Paulo Publicador: Escola de Enfermagem de Ribeirão Preto / Universidade de São Paulo
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/02/2013 EN
Relevância na Pesquisa
36.44%
OBJECTIVE: to discuss the professors' conceptions about the ethical dimension of nurse training based on the relationships which this establishes with the competencies with the professional profile; and to identify the spaces and strategies for the teaching of ethics in this process. METHOD: A qualitative study delineated as a case study. The data was collected based on focus groups with professors from six undergraduate nursing courses in the state of Santa Catarina, Brazil, totaling 50 subjects. Based on the professors' discourse, the conceptions and mutual relations between professional competencies, the formative process and ethics were analyzed. RESULTS: The results were organized and the discussion explored through the thematic categories: The ethics constructed in the process of training nurses - the professors' conceptions, and spaces and strategies for the teaching of ethics in nurse training. CONCLUSIONS: The issue of ethics was shown to be transversal in the formative process. The study evidenced the challenge of creating spaces and strategies for teaching and fosters discussion about the new demands for changes placed upon the nursing schools, about the suitability of the care setting, and about the exercising of critical and problem-based education.

Ensino de ética jornalística: pedagogias e metodologias de professores; Teaching journalism ethics Pedagogies and teachers’ methodologies

Christofoletti, Rogério
Fonte: Universidade de São Paulo. Escola de Comunicações e Artes Publicador: Universidade de São Paulo. Escola de Comunicações e Artes
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; Formato: application/pdf
Publicado em 30/06/2011 POR
Relevância na Pesquisa
36.47%
O ensino de ética no jornalismo é pouco estudado e ainda insuficientemente discutido no Brasil. De fato, este cenárionão é exclusividade do Jornalismo. Neste artigo, são os professores das disciplinas de ética jornalística quem fornecem dados importantes sobre como se ensina deontologia nos cursos superiores da área no país. O estudo se apoia numa amostra dos cem cursos brasileiros mais tradicionais, e os professores responderam a um questionário onde apontam como baseiam suas práticas pedagógicas, que metodologias e tecnologias utilizam. Os resultados sugerem que, embora onipresente, o ensino de ética jornalística ainda carece consolidar conteúdos e abordagens. Apontam também para esforços dos docentes para dinamizar as aulas.; The teaching of ethics in journalism is rarely studied and discussed in Brazil. This scenario is not unique to journalism. In this work, professors of ethics provide important information about how to teach ethics in journalism courses in the country. We use a sample of one hundred more traditional courses and teachers respondedto a questionnaire about teaching practices, methodologies and technologies used. The results suggest that, although ubiquitous,the teaching of journalistic ethics has yet to consolidate content and approaches. The data also point to efforts to boost teachers’ classes.

Ética no processo ensino-aprendizagem em enfermagem obstétrica; Ética en el proceso enseñanza-aprendizaje en enfermería obstétrica; Ethics in the learning-apprenticing process in obstetric nursing

Silva, Raimunda Magalhães da; Gurgel, Almerinda Holanda; Moura, Escolástica Rejane Ferreira
Fonte: Universidade de São Paulo. Escola de Enfermagem Publicador: Universidade de São Paulo. Escola de Enfermagem
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Formato: application/pdf
Publicado em 01/03/2004 POR
Relevância na Pesquisa
46.28%
O estudo objetivou evidenciar ética e solidariedade no processo de ensinar-cuidar da mulher no pré-natal e parto. Adotou-se estudo de caso centrado na pedagogia crítica-reflexiva. Foram entrevistados 39 alunos do curso de Enfermagem da Universidade Federal do Ceará e seis docentes que ministraram aulas teórico-práticas. Os resultados mostraram que alunos e professores têm consciência da necessidade da competência ética e sua aplicabilidade no cuidar e que há necessidade de novas estratégias de ensino para o aluno desenvolver ações interativas, humanas e solidárias. O cuidar carece de metodologias atualizadas que envolvam a mulher como participante do processo e possibilitem o respeito à sua dignidade.; El objetivo del estudio fue evidenciar ética y solidaridad en el proceso enseñar-cuidar de la mujer en el prenatal y el parto. Se utilizó un estudio de caso centrado en la pedagogía crítica-reflexiva. Fueron entrevistados 39 alumnos del curso de Enfermería de la Universidad Federal de Ceará y seis docentes que impartían clases teórico-prácticas. Los resultados mostraron que los alumnos y profesores son conscientes de la necesidad de competencia ética y de su aplicabilidad en el cuidado y que necesitan nuevas estrategias de enseñanza para que el alumno desarrolle acciones interactivas...

A ética que se constrói no processo de formação de enfermeiros: concepções, espaços e estratégias; La ética que se construye en el proceso de formación de enfermeros: concepciones, espacios y estrategias; Ethics constructed through the process of nurse training: conceptions, spaces and strategies

Ramos, Flávia Regina de Souza; Brehmer, Laura Cavalcanti de Farias; Vargas, Mara Ambrosina de Oliveira; Schneider, Dulcinéia Ghizoni; Drago, Laila Crespo
Fonte: Universidade de São Paulo. Escola de Enfermagem de Ribeirão Preto Publicador: Universidade de São Paulo. Escola de Enfermagem de Ribeirão Preto
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Formato: application/pdf; application/pdf
Publicado em 01/02/2013 ENG; POR
Relevância na Pesquisa
36.44%
OBJETIVO: discutir as concepções de professores sobre a dimensão ética da formação do enfermeiro, com base nas relações estabelecidas entre ética, competências e perfil profissional, bem como identificar os espaços e estratégias para o ensino da ética nesse processo de formação. MÉTODO: estudo qualitativo, delineado como estudo de caso. Os dados foram coletados entre grupos focais, com professores de seis cursos de graduação de enfermagem de uma universidade do Estado de Santa Catariana, totalizando 50 sujeitos. Tomando-se como base o discurso dos professores, foram analisadas as concepções e mútuas relações entre competências profissionais, processo formativo e ética. RESULTADOS: os resultados foram organizados e exploram a discussão acerca das categorias temáticas: a ética que se constrói no processo de formação de enfermeiros, as concepções de professores e espaços e estratégias para o ensino da ética na formação em enfermagem. CONCLUSÕES: o tema da ética mostrou-se transversal no processo formativo. O estudo evidenciou o desafio de se criar espaços e estratégias de ensino e fomenta a discussão acerca das novas demandas por mudanças colocadas às escolas, da qualificação do cenário do cuidado e do exercício da educação problematizadora e crítica.; OBJETIVO: Discutir las concepciones de los profesores sobre la dimensión ética de la formación del enfermero...

THE TEACHING OF ETHICS IN NURSING IN THE STATE OF SANTA CATARINA; O ENSINO DA ÉTICA NA ENFERMAGEM DO ESTADO DE SANTA CATARINA

Gelain, Ivo
Fonte: Universidade Federal do Paraná Publicador: Universidade Federal do Paraná
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; Formato: application/pdf
Publicado em // POR
Relevância na Pesquisa
36.5%
Based on Paulo Freire and Andery, an analisys is offered of the perception held by some of the ethics faculty members in the courses of Nursing in the State of Santa Catarina lovering the teaching of ethics to future Nursing professionals. Using ar semi-structured questionaire sent to Ethic professors of nine (09) Nursing courses, the conclusion is reached, among other things, that: the teaching of Ethics must be ar reflexive and dialogai moment to deepen the study of ethic questions; the teaching of Ethics is considered to be still inadequate to face the demands posed by ethic questions brought about by advancements of sciences in the area of health.; O texto mostra e analisa, com base em Paulo Freire e Andery, a percepção de professores de ética de Cursos de Enfermagem do Estado de Santa Catarina sobre o ensino da ética a futuros profissionais de enfermagem. Por meio de um formulário semi-estruturado enviado ao professor de ética de 09 (nove) Cursos de Enfermagem conclui, entre outras coisas que: o ensino da ética deverá ser um momento reflexivo e dialógico para aprofundar o estudo das questões éticas; o ensino da ética é considerado, ainda, inadequado para fazer frente às exigências das questões éticas desencadeadas pelos avanços das ciências na área da saúde.

O ENSINO DA ÉTICA E DA BIOÉTICA NO PROCESSO DE FORMAÇÃO DO ENFERMEIRO FRENTE ÀS DIRETRIZES CURRICULARES NACIONAIS; THE TEACHING OF ETHICS AND BIOETHICS IN THE NURSES’ FORMATION PROCESS REGARDING THE NATIONAL CURRICULUM GUIDELINES; LA ENSEÑANZA DE LA ÉTICA Y DE LA BIOÉTICA EN EL PROCESO DE FORMACIÓN DEL ENFERMERO FRENTE A LAS DIRECTRICES CURRICULARES NACIONALES

de Araújo, Janieiry Lima; Jorge, Maria Salete Bessa; de Freitas, Consuelo Helena Aires; Moreira, Thereza Maria Magalhães
Fonte: Universidade Federal do Paraná Publicador: Universidade Federal do Paraná
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; Formato: application/pdf
Publicado em 01/09/2009 POR
Relevância na Pesquisa
36.53%
Theoretical reflection of the teaching of ethics/bioethics in undergraduate nursing programs in Brazil, by theethical point of view. The objective is to reflect about the teaching of ethics/bioethics and the National Curricular Guidelinesin Nursing. We studied literature in the Virtual Health Library and other references on the subject in question. The resultsshow up as a challenge to procedures for training nursing and the reflection/action of the teaching of ethics in nursing:teacher training in the area; transversality of ethics in the Course Educational Project; definition of the conceptualtheoreticalframework, based on interdisciplinary knowledge, articulation of disciplinary content of nursing with practicalproblems, adoption of problematizing methods/strategies; education and active participation of actors in the process oftraining. Thinking about the teaching practice focused on the incorporation of knowledge of ethics/bioethics regardingthe guidelines requires the breaking up with the traditional conceptions of normative ethics to the field of human moral andtraining of teachers in this field.; Reflexión teórica de la enseñanza de la ética/bioética en la graduación en enfermería en el Brasil...

Teaching of Medical Ethics: Students' perception in different periods of the course

PIMENTEL,DÉBORAH; BARBOSA DE OLIVEIRA,CARLA; VIEIRA,MARÍA JÉSIA
Fonte: Sociedad Médica de Santiago Publicador: Sociedad Médica de Santiago
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2011 EN
Relevância na Pesquisa
46.47%
Background: Medical Ethics is structured to guide doctors towards a better professional practice. However, its teaching in medical schools seems to be neglected. Aim: To evalúate the perception of Federal University of Sergipe medical students about ethical conflicts duringtheir academic practice, in two different periods of a medical course. Material ana Methods: A cross-sectional, analytic and observatio-nal study. Using a qualitative approach, analytic categories were identified using an open questionnaire answered by two groups of students, before and after attending the medical ethics course. Results: In everyday practice, the participants referred embarrassment in front of patients. When considering the relationship with the professional/professor, they identified negligence and conflicts of interests in their practice. The students also detected bad infrastructure and professional relationship in public services, when compared to prívate ones. The conflicts experienced by the students in their own practice were insecurity, inability to cope with patients' problems and inadequate perception of medical confidentiality limits. According to the respondents, contribution of ethics teaching varied from adequate, when itwas effective to orient their practice and provide confidence...