Ethics in Professional Practice: An Education Resource for Health Science Students

Belinda Kenny, The University of Sydney, Kate Thomson, Amanda Semaan, Laura Di Michele, Natalie Pollard, Madelyn Nicole, Yobelli Jimenez, Lindy McAllister, The University of Sydney, The University of Sydney, The University of Sydney (+4 others)
2019 International Journal of Practice-based Learning in Health and Social Care  
Ethical practice is a core health science graduate attribute yet ethical reasoning is rarely explicitly taught during professional placements. Our aim was to design an educational resource for health science students to 1) engage students in the topic of ethics and 2) facilitate their skills to identify, manage and communicate ethical issues during professional placements. The Ethics in Professional Practice (EPP) resource was developed using collaborative design-based research by an
more » ... ch by an interprofessional, Work Integrated Learning team. We drew upon Barab and Squire's (2004) approach, with cycles of design, analysis, redesign and feedback informing resource development. The EPP resource comprises five video case studies that reflect ethical issues from diverse professional practice environments and include perspectives from students, clinical educators, clients and caregivers. The student is cast as a central character who must decide what actions may be taken to resolve ethical conflict. Complementary ethics education resources include reflective questions, guides to ethical reasoning and goal-setting resources. The resource was implemented with a cohort of 15 graduate-entry exercise physiology students and 59 undergraduate speech pathology students from the University of Sydney. Student feedback was utilised to inform resource redesign. Findings indicated that students valued the authentic ethics scenarios but experienced challenges when navigating online learning activities. Redesign focussed on enhancing interactive design features and improving accessibility of learning activities. This project achieved our goals to address ethical sensitivity, reasoning, communication and goals for future ethical practice. Ethics in Professional Practice 96 Ethical reasoning skills. Decision-making templates and guidelines provided students with practice in identifying ethical issues, considering options, and evaluating approaches to managing ethical dilemmas in response to complex healthcare cases: My thoughts on this case scenario is that the clinicians did not obtain consent from the mother to perform the additional services, they didn't provide rationales for all the therapies which seemed excessive and unhelpful to the mother. The clinicians were not using a client-centred approach (S11). Ethics communication skills. We designed interactive activities for students to express ethical practice concerns competently, confidently and respectfully with peers and professional colleagues: Confronting issueneeded to be more discussion initially about what the client and family wanted and needed and what their expectations were. Lack of communication between centre about their approach and values and the parentbest practice and quality versus clinical revenue. Family needed more information and guidance as to whether this service was best for them and their needs (S27). Ethical practice goals. We focussed on students' applied ethical practice by asking them to develop strategies for resolving ethical tensions during professional placements:
doi:10.18552/ijpblhsc.v7i1.552 fatcat:ms2qyhf3u5enjcn7p3qqzg6fsa