Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494542
Title: Ethics education in health and social care : a framework for foundation degrees
Author: Wintrup, Julie
ISNI:       0000 0001 3571 0158
Awarding Body: University of Southampton
Current Institution: University of Southampton
Date of Award: 2008
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Abstract:
Health and social care employers are being encouraged by Government to develop new roles for unregistered staff, using Foundation Degrees as the required qualification. This inquiry seeks to discover how best to provide a sound education in ethics to students of such programmes, in order to prepare them for complex practice environments. Theoretical and empirical bodies of work provide a basis for interviewing students about to graduate. Theoretical perspectives differ greatly, providing a range of options to educators who need skill and confidence in discussing ethical issues. Diverse and creative techniques for teaching ethics are evident in the literature, although it is clear that many curricula lack a coherent approach. Research evidence reveals consistent influences from dominant schools of thought, with little use of more recent developments. Following a series of in-depth interviews with students, Content and Discourse Analysis are used to derive themes and meaning from the data. Themes developed from Content Analysis suggest students discuss ethical practice most confidently when relating concepts to their work. Discourse Analysis reveals the importance of relationships in their construction of moral identity, particularly with people using services and with colleagues in the work place. Recommendations are made for providers of Health and Social Care Foundation Degrees, notably to ensure a coherent philosophical approach underpins engaging and creative learning opportunities. Ethics education which is embedded through curricula provides a model which reflects and support work-based learning. Dialogue and openness rehearsed in classroom- based learning provides preparation for practice. Examination and critical reflection on work place policies enable students to relate their learning to practice and become active participants in the workplace. Finally employers are encouraged to work with educators to provide guidance to students given the new roles being created for graduates.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.494542  DOI: Not available
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