Search

Die Pflegeausbildung weist die Besonderheit auf, dass die berufliche Bildung an unterschiedlichen Lernorten erfolgt. Die jeweils beteiligten Lernorte (Lernort Theorie, Lernort Praxis, zunehmend erweitert durch den dritten Lernort, das Skillslab) beeinflussen und fördern die Entwicklung der Ethikkompetenzen der angehenden Pflegfachpersonen – lernortspezifisch als auch lernortübergreifend – in unterschiedlicher Weise. Diese besonderen strukturellen Gegebenheiten des Lehrens und Lernens wirken sich sowohl auf die Ausgestaltung der Ethikbildung als auch auf die Förderung der Ethikkompetenzentwicklung im Ausbildungsverlauf aus. Die Ausführungen leitet die folgende Frage: Welche spezifischen pädagogischen und didaktischen Anforderungen, aber auch welche bildungsrelevanten Rahmungen ergeben sich angesichts der unterschiedlichen Lernorte für die Ethikbildung und die Ethikkompetenzentwicklung zukünftiger Pflegefachpersonen? Der Beitrag unterstreicht die Relevanz einer systematischen, methodisch reflektierten und lernortabgestimmten Ethikbildung im Bereich der Pflegeausbildung wie auch die Relevanz der bewussten Einbindung ethischer Reflexionsräume in die Prozesse der Ethikkompetenzentwicklung an den jeweiligen Lernorten. Die Besonderheiten der Ethikbildung erschließen sich hierbei aus den pflegeberuflichen Anforderungen an das professionelle Pflegehandeln und aus den Erfahrungen der Lernenden an den unterschiedlichen Lernorten im Verlauf der Pflegeausbildung., Background: A special characteristic of nursing education is that professional teaching takes place in various locations. The learning locations involved (such as learning in theory, learning in clinical practice, or learning in third facilities, which are becoming increasingly popular, such as the skills lab) have an impact on and promote the development of ethical competences among prospective nursing professionals in various ways. Furthermore, it has become evident that the structural conditions that are specific to teaching and learning in nursing education programs shape the organization of ethics education and the promotion of ethical competence development among nurse trainees over the course of their education. Objectives: The aim of this article is to discuss the following key question: What are the specific pedagogical and didactical requirements and educational frameworks that arise in view of the various learning locations in nursing education in order to facilitate ethics education and ethical competence development among prospective nursing professionals? Discussion: This article emphasises the importance of a systematic, methodically reflected and learning-location-coordinated approach to ethics education in the field of nursing education. Moreover, it highlights the relevance of the conscious promotion of settings for ethical reflection within the process of ethical competence development in the different locations of learning. The unique quality of ethics education in nursing emerges from the professional requirements that are characteristic to nursing care and the individual experiences of trainees at the various locations of learning throughout their nursing education program

Open Educational Resources (OERs) have been widely promoted in the higher education community in recent years. However, the accessibility of OERs for people with disabilities has received relatively little attention. This paper presents the results of interviews carried out with people at higher education institutions worldwide who are involved in the creation and implementation of OERs. The goal is to gauge the awareness of accessibility issues in OERs. This paper raises the following research questions: How much do OER creators know about accessibility? What measures are needed to ensure accessibility in OERs? Results suggest that OER creators are aware about some issues around accessibility, but they still need further training on how to solve them. OER creators lack time, skills, and awareness to create accessible OERs. Support from specialists and colleagues and hands-on trainings can help cope with these challenges.

This article reviews educational efforts to promote a responsible conduct of research (RCR) that were reported in scientific publications between 1990 and early 2020. Unlike previous reviews that were exploratory in nature, this review aimed to test eleven hypotheses on effective training strategies. The achievement of different learning outcomes was analyzed independently using moderator analysis and meta-regression, whereby 75 effect sizes from 30 studies were considered. The analysis shows that the achievement of different learning outcomes ought to be investigated separately. The attainment of knowledge strongly benefited from individualized learning, as well as from the discussion and practical application of ethical standards. Contrarily, not covering ethical standards tended to be a feature of successful courses, when looking at other learning outcomes. Overall, experiential learning approaches where learners were emotionally involved in thinking about how to deal with problems were most effective. Primarily intellectual deliberation about ethical problems, often considered the “gold standard” of ethics education, was significantly less effective. Several findings from previous reviews, e.g., the preferability of mono-disciplinary groups, could not be replicated with multivariate analysis. Several avenues for future research efforts are suggested to advance knowledge on the effectiveness of research integrity training.

The present exploratory study describes senior citizens’ attitudes relating to biotechnologies, which were compared with a younger sample. Using an anonymised voluntary paper-and-pencil survey, data were collected from a total of 86 senior Swiss adults attending the Seniors' University in Zurich, Switzerland. Unlike previous studies, our data suggest that senior citizens value the utility of biotechnologies. In particular, a high level of fascination was directed towards the prospects of medical biotechnological applications. Consistent with prior studies, our data reveal that senior citizens also express reservations in the face of potential risks. Therefore, an often-alleged conservative response behaviour of this group only relates to the supposed harm of these technologies. To explore the response behaviour of this cohort across technologies, we found a lesser degree of differentiation compared to university students. Consistent with this reduced level of differentiation, senior citizens assessed agricultural biotechnology similarly positively compared to nanotechnology and synthetic biology, in contrast to university students who made a clear distinction between positively evaluated emerging technologies and the more sceptically assessed agricultural biotechnology. Differences of gender were revealed to be more pronounced in the case of senior citizens compared to students, indicating that a comparison between different societal subgroups can contribute to a wider understanding of factors influencing public technology assessment without introducing a rigid separation of these groups. We close by discussing consequences for public-policy making and science and technology communication, such as the need to emphasise the characteristics that demarcate technologies against each other in public communication for this and comparable groups.

This chapter provides a political and philosophical analysis of the values at stake in ensuring cybersecurity for critical infrastructures. It presents a review of the boundaries of cybersecurity in national security, with a focus on the ethics of surveillance for protecting critical infrastructures and the use of AI. A bibliographic analysis of the literature is applied until 2016 to identify and discuss the cybersecurity value conflicts and ethical issues in national security. This is integrated with an analysis of the most recent literature on cyber-threats to national infrastructure and the role of AI. This chapter demonstrates that the increased connectedness of digital and non-digital infrastructure enhances the trade-offs between values identified in the literature of the past years, and supports this thesis with the analysis of four case studies.

The question of whether neuroscience has normative implications or not becomes practically relevant when neuromodulation technologies are used with the aim of pursuing normative goals. The historical burden of such an endeavor is grave and the current knowledge of the neural foundations of moral capacities is surely insufficient for tailored interventions. Nevertheless, invasive and non-invasive neuromodulation techniques are increasingly used to address complex health disturbances and are even discussed for enhancement purposes, whereas both aims entail normative objectives. Taking this observation as an initial position, our contribution will pursue three aims. First, we summarize the potential of neuromodulation techniques for intervening into the “moral brain” using deep brain stimulation as a paradigmatic case and show how neurointerventions are changing our concepts of agency and personality by providing a clearer picture on how humans function. Second, we sketch the “standard model” explanations with respect to ethically justifying such interventions, which rely on a clear separation between normative considerations (“setting the goals of the intervention” or “the desired condition”) and empirical assessments (“evaluating the outcome of the intervention” or “the actual condition”). We then analyze several arguments that challenge this “standard model” and provide bridges between the empirical and normative perspective. We close with the observation that maintaining an analytical distinction between the normative and empirical perspective is reasonable, but that the practical handling of neuromodulation techniques that involve normative intervention goals is likely to push such theoretical distinctions to their limits.

OBJECTIVES To determine the proportion of 50-75-year-old patients who visit a primary care physician's (PCP) office and were tested for colorectal cancer (CRC) by either colonoscopy within 10 years or fecal occult blood testing (FOBT) within 2 years. To describe the variation in care between PCPs and factors associated with these proportions. METHODS Cross-sectional data collected between April and December 2017. PARTICIPANTS PCPs reporting for the Swiss Sentinel Surveillance Network. Each PCP collected demographic data and CRC testing status from 40 consecutive patients. MEASUREMENTS proportions of patients up to date with CRC screening and method used (colonoscopy/FOBT/Other); variation in the outcome measures between PCPs; association of physician-level factors with main outcomes. RESULTS 91/129 PCPs collected data from 3451 patients; 45% had been tested for CRC within recommended intervals (41% colonoscopy, 4% FOBT). The proportions of patients tested and testing with colonoscopy versus FOBT varied widely between PCPs. Language region was associated with PCPs' rate of FOBT prescription. CONCLUSIONS Less than half of patients who visited PCPs in Switzerland were tested for CRC within recommended intervals. PCPs varied widely in their testing practices.

The introduction of Web 2.0 technology, along with a population increasingly proficient in Information and Communications Technology (ICT), coupled with the rapid advancements in genetic testing methods, has seen an increase in the presence of participant-centred research initiatives. Such initiatives, aided by the centrality of ICT interconnections, and the ethos they propound seem to further embody the ideal of increasing the participatory nature of research, beyond what might be possible in non-ICT contexts alone. However, the majority of such research seems to actualise a much narrower definition of ‘participation’—where it is merely the case that such research initiatives have increased contact with participants through ICT but are otherwise non-participatory in any important normative sense. Furthermore, the rhetoric of participant-centred initiatives tends to inflate this minimalist form of participation into something that it is not, i.e. something genuinely participatory, with greater connections with both the ICT-facilitated political contexts and the largely non-ICT participatory initiatives that have expanded in contemporary health and research contexts. In this paper, we highlight that genuine (ICT-based) ‘participation’ should enable a reasonable minimum threshold of participatory engagement through, at least, three central participatory elements: educative, sense of being involved and degree of control. While we agree with criticisms that, at present, genuine participation seems more rhetoric than reality, we believe that there is clear potential for a greater ICT-facilitated participatory engagement on all three participatory elements. We outline some practical steps such initiatives could take to further develop these elements and thereby their level of ICT-facilitated participatory engagement., This study was funded by COST (grant number = COST Action IS1303); Brigida Riso is supported by FCT-the Portuguese Foundation for Science and Technology under the PhD grant SFRH/BD/100779/2014.

Zwischenfälle, Behandlungsfehler und tragische Verläufe können im Medizinalltag schwerwiegende Auswirkungen auf Patientinnen und Patienten haben („first victims“), aber auch auf beteiligte Gesundheitsfachpersonen („second victims“). Don Berwick, ehemaliger Leiter des Institute for Healthcare Improvement in Boston (USA), hob in einem Interview die Unterstützung von „second victims“ als „ethische Angelegenheit“ hervor. Es besteht aber keine Klarheit darüber, was darunter zu verstehen ist. Der vorliegende Beitrag unternimmt eine Klärung dieser Frage aus der Perspektive der Organisationsethik. Ausgehend von Daten aus der Literatur zur Wirksamkeit der Unterstützung von „second victims“ werden Herausforderungen beschrieben und aus organisationsethischer Sicht beurteilt. Es gibt Hinweise, dass Angebote der Unterstützung von „second victims“ zwar bestehen, aber nicht wirksam genug sind, um die psychischen Folgen von unerwünschten Ereignissen zu bewältigen. Dies wirkt sich auf betroffene Fachpersonen negativ aus und kann zu einer erneuten Gefährdung der Patientensicherheit führen. Angesichts dieser Befunde bedarf es eines organisationsethischen Ansatzes, um Don Berwicks Forderung nachzukommen, den Umgang mit „second victims“ als „ethische Angelegenheit“ wahrzunehmen. Dieser Ansatz fördert die Kongruenz zwischen den deklarierten und den faktisch gelebten Werten der Organisation. Sein normatives Fundament besteht in den Fürsorgepflichten der Organisation, gegenüber Patientinnen, Patienten und Mitarbeitenden. Die Organisationsethik ermöglicht es, die Unterstützung von „second victims“ verbindlich und sichtbar in der Sicherheitskultur der Organisation zu verankern. Sie konkretisiert sich in ihrer Verpflichtung, für die Mechanismen der Entstehung des Phänomens zu sensibilisieren und Ressourcen bereitzustellen, die einen effektiven Umgang damit ermöglichen. Dazu gehören evidenzbasierte ethische Leitlinien, standardisierte Prozesse, Schulungen sowie niederschwellige CoachingAngebote. Schlüsselwörter „Second victim“ · Patientensicherheit · Organisationsethik · Unerwünschte Ereignisse · Behandlungsfehler · Sicherheitskultur

Replace with:“What is the right thing to do?” This question echoes through the centuries and millennia of human history. It alludes to the sometimes disturbing moral dilemmas humans face, and it has produced elaborate ethical theories of the virtues people should foster, the norms societies should promote, and the states of affairs at which people should aim. It is therefore unsurprising that human behavior in moral contexts has become a topic of empirical research. The last two decades have witnessed a substantial increase in empirical research on morality—in particular using psychological and neuroscientific methods. But the endeavor of promoting an empirically informed ethics raises various questions. This chapter structures them with respect to the subject-matter, the kinds of empirical methodologies and data that could be useful for ethics, and the types of problems and fundamental questions of ethics for which an empirical approach could be particularly fruitful. It also outlines what is at stake when empirical insights are taken seriously by normative theorists. Furthermore, this chapter serves as an introduction to the other contributions in this book, as it arranges them into a general framework of empirically informed ethics, which can be called a “research program”. Section 1.2 presents the phenomenon that empirically informed ethics tackles, which is, we propose, a thorough explanation of ‘moral agency’ in all its facets. In this section, we also discuss how the understanding of ethics itself influences the role of empirical knowledge for ethics. In Sect. 1.3, we draw some important methodological distinctions, in order to help clarify the kinds of empirical research that may be relevant to ethics. In Sect. 1.4, we provide an overview of the different kinds of data that can inform ethics in various ways. Finally, in Sect. 1.5, we present several problems that we consider particularly important for an empirical approach to ethics.

The pervasive use of information and communication technology (ICT) in modern societies enables countless opportunities for individuals, institutions, businesses and scientists, but also raises difficult ethical and social problems. In particular, ICT helped to make societies more complex and thus harder to understand, which impedes social and political interventions to avoid harm and to increase the common good. To overcome this obstacle, the large-scale EU flagship proposal FuturICT intends to create a platform for accessing global human knowledge as a public good and instruments to increase our understanding of the information society by making use of ICT-based research. In this contribution, we outline the ethical justification for such an endeavor. We argue that the ethical issues raised by FuturICT research projects overlap substantially with many of the known ethical problems emerging from ICT use in general. By referring to the notion of Value Sensitive Design, we show for the example of privacy how this core value of responsible ICT can be protected in pursuing research in the framework of FuturICT. In addition, we discuss further ethical issues and outline the institutional design of FuturICT allowing to address them., Comment: arXiv admin note: text overlap with arXiv:1012.0178

Philosophical anthropologies that emphasise the role of the emotions can be used to expand existing notions of moral agency and learning in situations of great moral complexity. In this article we tell the story of one patient facing the tough decision of whether to be tested for Huntington’s disease or not. We then interpret her story from two different but compatible philosophical entry points: Aristotle’s conception of Greek tragedy and Karl Jaspers’ notion of Grenzsituationen (boundary situations). We continue by indicating some ways in which these two positions may be used for reflecting upon different perspectives involved in clinical decision-making, those of patients, clinicians and bioethicists. We conclude that the ideas we introduce can be used as hermeneutic tools for situating learning and dialogue within a broader cultural field in which literature and art may also play important roles.