The University of Southampton
University of Southampton Institutional Repository

A review of ethics education in healthcare literature and the case for a dialogical pedagogy

A review of ethics education in healthcare literature and the case for a dialogical pedagogy
A review of ethics education in healthcare literature and the case for a dialogical pedagogy
In the United Kingdom, as in other countries, the increasing need for care has led to a shift in the dynamics of the workforce. Higher levels of responsibility across all types and grades of worker are now evident. The acquisition of ‘skills’ and a need for increased bureaucratic efficiency are the solutions of policy makers, however insufficient attention has been given to the - arguably more important – new moral responsibilities incumbent on workers who hitherto have not required such a thorough understanding of what informs their ethical judgments and care provision. That this is in a context of reported disengagement, moral strain and a ‘task-focused’ approach, further demonstrates the importance of ethics education that is relevant and appropriate. In this article I shall argue that a dialogical pedagogy is required. In enabling students to critically understand the, often contradictory, emotional, intellectual and practical demands which assert themselves in such complex work, skills-based approaches fall short. The enormous gap between moral theories and the students’ own experiences can lead to confusion, disaffection or more likely the abandonment of theoretical insights altogether. I propose that educators need to embrace the ethical dimensions of their topics in all teaching and learning activities.
ethics, education, dialogical, health professions
Wintrup, Julie
9f1df4c7-aae8-4d0e-9176-8e33b7417370
Wintrup, Julie
9f1df4c7-aae8-4d0e-9176-8e33b7417370

Wintrup, Julie (2009) A review of ethics education in healthcare literature and the case for a dialogical pedagogy. 38th Annual Meeting of the Philosophy of Education Society of Australasia: Dialogue and Difference, Honolulu, USA. 03 - 06 Dec 2009. 18 pp .

Record type: Conference or Workshop Item (Paper)

Abstract

In the United Kingdom, as in other countries, the increasing need for care has led to a shift in the dynamics of the workforce. Higher levels of responsibility across all types and grades of worker are now evident. The acquisition of ‘skills’ and a need for increased bureaucratic efficiency are the solutions of policy makers, however insufficient attention has been given to the - arguably more important – new moral responsibilities incumbent on workers who hitherto have not required such a thorough understanding of what informs their ethical judgments and care provision. That this is in a context of reported disengagement, moral strain and a ‘task-focused’ approach, further demonstrates the importance of ethics education that is relevant and appropriate. In this article I shall argue that a dialogical pedagogy is required. In enabling students to critically understand the, often contradictory, emotional, intellectual and practical demands which assert themselves in such complex work, skills-based approaches fall short. The enormous gap between moral theories and the students’ own experiences can lead to confusion, disaffection or more likely the abandonment of theoretical insights altogether. I propose that educators need to embrace the ethical dimensions of their topics in all teaching and learning activities.

Text
PESA_CONFERENCE_SUBMISSION.pdf - Other
Download (270kB)

More information

Published date: December 2009
Venue - Dates: 38th Annual Meeting of the Philosophy of Education Society of Australasia: Dialogue and Difference, Honolulu, USA, 2009-12-03 - 2009-12-06
Keywords: ethics, education, dialogical, health professions

Identifiers

Local EPrints ID: 69506
URI: http://eprints.soton.ac.uk/id/eprint/69506
PURE UUID: bc7e6f90-fc24-4fe1-8b79-43f2ce861e5c

Catalogue record

Date deposited: 10 Nov 2009
Last modified: 13 Mar 2024 19:33

Export record

Contributors

Author: Julie Wintrup

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of http://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×