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Showing 3 results for Ethical Education
Nursing ethics priorities from nurses aspects: a national study
Leila Afshar, Soodabeh Joolaee, Khorshid Vaskouei, Alireza Bagheri,
Volume 6, Issue 3 (8-2013)
Abstract
Organizational justice is of great importance particularly for hospital personnel, and job stress has the potential to put their health at risk. The purpose of this study was to determine the relationship between organizational justice and job stress among the personnel of a hospital in Isfahan. In this correlation study, the samples consisted of 150 personnel that were working in a governmental hospital in Isfahan. Samples were selected through convenience sampling in 2012. Data were gathered by personal data questionnaire, Niehoff organizational justice questionnaire and job stress questionnaire. Data were analyzed by descriptive and analytical statistics. Results showed that job stress among hospital personnel varied from 48.6% (moderate) to 39.4% (mild) and 12% (severe). Moreover, findings showed there was a relationship between organizational justice in the domain of interactional justice and job stress among hospital personnel (r = - 0.18, P = 0.03). According to the findings, it is essential to pay attention to the concept of organizational justice in hospitals in order to decrease job stress among the personnel.
Assessment of Educational Needs in Ethics and its Relationship with Ethical Efficiency among Health Care Providers of Sistan and Bloochestan Province
Foroogh Bandani Pour , Esmat Nouhi,
Volume 13, Issue 0 (3-2020)
Abstract
The necessity of governing ethics is desirable in the work environments and is universally accepted. Ethical performance is based on the ethical criteria that employees are expected to adhere to. The purpose of this study was to determine the relationship between ethical educational needs and ethical efficiency in health workers of Sistan province. This is a descriptive correlational study. Data of 377 healthcare providers of Sistan rural areas were collected through a multi-stage cluster sampling method.  Information was collected with a valid and reliable questionnaire. The data were analyzed by SPSS 19 software using descriptive correlation, independent t-test, one-way ANOVA, and Pearson correlation coefficient. The results showed mean score of the need for ethical education of health care providers was relatively high (with respect to the maximum of the score), and the ethical performance of health care workers was low. There was also a significant and inverse relationship between score of ethical educational needs and ethical performance of health care providers (P >0.05). Based on the results, there was a significant and inverse relationship between ethical educational needs and ethical performance of health care providers. Providers who had a higher level of information and less educational needs had higher ethical performance. So, implementation of educational programs based on ethical educational needs is recommended for increasing ethical performance of health care providers as they are first-line practitioners who interact with people and health care clients.

The Role of Faculty Members in Promoting Ethical Education in Universities
Saeideh Khojasteh,
Volume 14, Issue 0 (3-2021)
Abstract
The purpose of this article is to investigate the role of faculty members in promoting ethical education in universities. This article has also attempted to provide the faculty members with ethical education (emotional, cognitive, and behavioral dimensions) in the form of practical solutions. This paper includes all available internal and external sources such as books and related articles. The method of data collection has been library. The findings of this study indicate that it is important for faculty members to strive to promote students' moral upbringing while also strengthening their religious beliefs. Therefore, it is concluded that the development of emotional, cognitive and behavioral dimensions promotes ethical training in faculty and students, and they can motivate themselves, develop appropriate jokes in the classroom, and maintain a sense of humor, extreme perfectionism, avoidance of pride and good ethics in the classroom to strive for emotional development. The cognitive dimension of ethical education teaches the effective and related components that the teacher's power of speech and clarity of speech, optimal classroom management, and effective interaction with students are presented as practical solutions. In the behavioral dimension, paying attention to moral freedom, patience and moral openness, and cultivating a spirit of criticism are the most important strategies for developing behavioral dimension.

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