The role of emotions in health professional ethics teaching
The role of emotions in health professional ethics teaching
复制标题
DOI：
10.1136/medethics-2012-101278
复制
发表时间：
2014-05-01
影响因子：
4.1
通讯作者：
Warmington, Sally
中科院分区：
文献类型：
--
作者：
Gillam, Lynn;Delany, Clare;Warmington, Sally
本文提出情感在卫生职业道德教育中具有合法而重要的作用的观点。这篇文章借鉴了我们为来自一系列医疗保健学科的伦理教育者举办叙事伦理教育计划的经验。它描述了情感在叙事伦理学教学中可能产生的方式，并考虑了情感在卫生专业人员伦理教育中的适当作用。我们认为，有必要建立一个教学框架，在卫生职业道德教学中有效地结合情感的作用。我们提出了一种伦理教育学的理论基础，这种伦理学教育学将健康专业的情感整合到伦理实践的体验和分析中，并确定了一系列策略来支持教育者将情感纳入他们的伦理教学。
In this paper, we put forward the view that emotions have a legitimate and important role in health professional ethics education. This paper draws upon our experience of running a narrative ethics education programme for ethics educators from a range of healthcare disciplines. It describes the way in which emotions may be elicited in narrative ethics teaching and considers the appropriate role of emotions in ethics education for health professionals. We argue there is a need for a pedagogical framework to productively incorporate the role of emotions in health professional ethics teaching. We suggest a theoretical basis for an ethics pedagogy that integrates health professional emotions in both the experience and the analysis of ethical practice, and identify a range of strategies to support the educator to incorporate emotion within their ethics teaching.