Abstract Background: Healthcare professionals encounter ethical dilemmas and concerns in their practice. More research is needed to understand these ethical problems and to know how to educate professionals to respond to them. Research objective: To describe ethical dilemmas and concerns at work from the perspectives of Finnish and Dutch healthcare professionals studying at the master’s level. Research design: Exploratory, qualitative study that used the text of student online discussions of ethical dilemmas at work as data. Method: Participants’ online discussions were analyzed using inductive content analysis. Participants: The sample consisted of 49 students at master’s level enrolled in professional ethics courses at universities in Finland and the Netherlands. Ethical considerations: Permission for conducting the study was granted from both universities of applied sciences. All students provided their informed consent for the use of their assignments as research data. Findings: Participants described 51 problematic work situations. Among these, 16 were found to be ethical dilemmas, and the remaining were work issues with an ethical concern and did not meet criteria of a dilemma. The most common problems resulted from concerns about quality care, safety of healthcare professionals, patients’ rights, and working with too few staff and inadequate resources. Discussion: The results indicated that participants were concerned about providing quality of care and raised numerous questions about how to provide it in challenging situations. The results show that it was difficult for students to differentiate ethical dilemmas from other ethical work concerns. Conclusion: Online discussions among healthcare providers give them an opportunity to relate ethical principles to real ethical dilemmas and problems in their work as well as to critically analyze ethical issues. We found that discussions with descriptions of ethical dilemmas and concerns by health professionals provide important information and recommendations not only for education and practice but also for health policy.
This article aims to explore the moral ideas and experiences that students at Dutch universities of applied sciences (UAS) have of being a professional with an ‘ethical compass.’Semi-structured interviews were held with 36 fourth-year Bachelor students divided over four institutions and three different programmes: Initial Teacher Educa- tion, Business Services and Information and Communication Technology. Findings show that students say they strive to be(come) moral professionals, but that they have difficulties recognising and articulating the moral aspects of their professional roles. They seem to lack a moral vocabulary and the moral knowledge to verbalise their aspirations and to provide arguments to explicate or legitimise their moral behaviour. While most students were critical of the support they received from their universities, they indicated that various other role models and (work) experiences did have a strong and positive influence on their moral development. In this article, we reflect on the findings in relation to international empirical research on students’ moral development and highlight the characteristics of UAS students.
Since 2020, the COVID-19 pandemic has had a major impact on personal, social and societal life worldwide. The virus threatens the physical health, social contacts and financial and economic security of many. The pandemic has led to polarisation in society, to an increase in social inequality, to a threat to democratic rights and to international tensions. Social work has not been left unaffected either. Based on research conducted by the Centre for Social Innovation of HU University of Applied Sciences Utrecht Netherlands and financed by ZonMw, a concise ethical manual was developed for social professionals in crisis situations. It contains a series of questions for reflection that can be used to make the most important ethical challenges explicit and to take action. The guide is also suitable for carrying out a brief ethical review, as it were, individually or collectively, in the hectic day-to-day work.
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Smart city technologies, including artificial intelligence and computer vision, promise to bring a higher quality of life and more efficiently managed cities. However, developers, designers, and professionals working in urban management have started to realize that implementing these technologies poses numerous ethical challenges. Policy papers now call for human and public values in tech development, ethics guidelines for trustworthy A.I., and cities for digital rights. In a democratic society, these technologies should be understandable for citizens (transparency) and open for scrutiny and critique (accountability). When implementing such public values in smart city technologies, professionals face numerous knowledge gaps. Public administrators find it difficult to translate abstract values like transparency into concrete specifications to design new services. In the private sector, developers and designers still lack a ‘design vocabulary’ and exemplary projects that can inspire them to respond to transparency and accountability demands. Finally, both the public and private sectors see a need to include the public in the development of smart city technologies but haven’t found the right methods. This proposal aims to help these professionals to develop an integrated, value-based and multi-stakeholder design approach for the ethical implementation of smart city technologies. It does so by setting up a research-through-design trajectory to develop a prototype for an ethical ‘scan car’, as a concrete and urgent example for the deployment of computer vision and algorithmic governance in public space. Three (practical) knowledge gaps will be addressed. With civil servants at municipalities, we will create methods enabling them to translate public values such as transparency into concrete specifications and evaluation criteria. With designers, we will explore methods and patterns to answer these value-based requirements. Finally, we will further develop methods to engage civil society in this processes.
