Fundaments of the ethical acting in higher education students
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Outros Autores: | , , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.29352/mill0201.12.00048 |
Resumo: | Introduction: It is urgent that higher education in health develop a proactive ethico-moral commitment in students which is translated into the creation of socio-professional values. Objectives: To evaluate the ethical foundations which support morality in higher education students. Methods: A descriptive, cross-sithectional study, performed in 345 ESSV/IPV students, 80% female, average age of 20.82 years old. The “Questionário de Cidadania Ativa e Modo de Agir Ético” (CiAMAE) by Cunha (2015) was applied. Results: The results were 74.8% of the students showed a positive/adequate ethical method of acting; (with 45.8% adequate and 29% very adequate). In 25.2% the method of acting was ethically inadequate. The morality of the student’s actions were focused mostly on individualism and were based on the following ethical principles: 68.7% ethical subjectivism (69.1%♂ and 68.6%♀); 56.5% Relativism ( 56.5%♂ and 56.7%♀); 53.9% Deontological Ethics (Kant) (55.8%♂ and 47.0%♀); 11.3% Subjectivism/Ethical Selfishness (7.4%♂ and 12.3%♀). Conclusions: We may infer that the majority of the students do not have/ do not use an impartial consideration of good as criteria for morality of actions. They mostly manifested accepting an ethical subjectivist perspective, which means that good is not considered as a value for everyone. In contrast, applying the criteria of ethical impartiality would imply considering the greater good, and choosing/adopting the universal point of view in which any rational and enlightened student would choose for him/herself and for others that universal greater good. |
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Fundaments of the ethical acting in higher education studentsFundamentos de la acción ética en los estudiantes de educación superiorFundamentos do agir ético em estudantes do ensino superiorEducation and Social Development SciencesIntroduction: It is urgent that higher education in health develop a proactive ethico-moral commitment in students which is translated into the creation of socio-professional values. Objectives: To evaluate the ethical foundations which support morality in higher education students. Methods: A descriptive, cross-sithectional study, performed in 345 ESSV/IPV students, 80% female, average age of 20.82 years old. The “Questionário de Cidadania Ativa e Modo de Agir Ético” (CiAMAE) by Cunha (2015) was applied. Results: The results were 74.8% of the students showed a positive/adequate ethical method of acting; (with 45.8% adequate and 29% very adequate). In 25.2% the method of acting was ethically inadequate. The morality of the student’s actions were focused mostly on individualism and were based on the following ethical principles: 68.7% ethical subjectivism (69.1%♂ and 68.6%♀); 56.5% Relativism ( 56.5%♂ and 56.7%♀); 53.9% Deontological Ethics (Kant) (55.8%♂ and 47.0%♀); 11.3% Subjectivism/Ethical Selfishness (7.4%♂ and 12.3%♀). Conclusions: We may infer that the majority of the students do not have/ do not use an impartial consideration of good as criteria for morality of actions. They mostly manifested accepting an ethical subjectivist perspective, which means that good is not considered as a value for everyone. In contrast, applying the criteria of ethical impartiality would imply considering the greater good, and choosing/adopting the universal point of view in which any rational and enlightened student would choose for him/herself and for others that universal greater good.Introducción: Insta a la educación superior en salud a desarrollar en los estudiantes un compromiso ético-moral proactivo y valores socioprofesionales, promotores de una cultura de proximidad que fomenta sentimientos de ciudadanía activa, creativa de enlaces de pertenencia. Objetivos: Evaluar los fundamentos éticos que apoyan la moralidad de las acciones en los estudiantes de educación superior. Métodos: Estudio descriptivo transversal, realizado con 345 estudiantes del IPV, 80% mujeres, con una edad media de 20.82 años. Se ha aplicado el “Questionário de Cidadania Ativa e Modo de Agir Ético” (CiAMAE) de Cunha (2015). Resultados: 74.8% de los estudiantes reveló un modo de actuación ético, positiva/adecuada (con el 45.8% adecuado y el 29% muy adecuado) y el 25.2% un modo de actuación éticamente inadecuado. La moralidad de las acciones de los estudiantes se centraron en el individualismo y en base a los siguientes principios éticos: 68.7% el Subjetivismo Ético (69.1% ♂ y 68.6%♀); el Relativismo 56.5% (56.5%♂ y 56.7%♀); 53.9% Ética Deontológica (55.8%♂ y ♀47.0%); 11.3% el Subjetivismo/el Egoísmo Ético (7.4%♂ y 12.3%♀). Conclusiones: La mayoría de los estudiantes no utilizan el examen imparcial del bien. La mayoría de ellos expresaron aceptar una perspeciva ética subjetivista. Por el contrario, la aplicación del criterio de imparcialidad ética sería considerar el bien supremo en que cualquier estudiante inteligente elegiría para sí mismos y los demás, este supremo bien universal.Introdução: Urge que o ensino superior na área da saúde desenvolva nos estudantes um compromisso éico-moral pró-aivo e valores socioproissionais promotores de uma cultura de proximidade que fomente senimentos de cidadania aiva criadora de vínculos de pertença. Objeivos: Avaliar os fundamentos éicos que suportam a moralidade das ações em estudantes do ensino superior. Métodos: Estudo descriivo em corte transversal, realizado com 345 estudantes do IPV, 80% mulheres, com média de idades de 20,82 anos. Aplicou-se o “Quesionário de Cidadania Aiva e Modo de Agir Éico” (CiAMAE) de Cunha (2015). Resultados: 74.8% dos estudantes revelaram um modo de agir éico, posiivo/adequado, (sendo 45.8% adequado e 29% muito adequado) e 25.2% um modo de agir éico inadequado. A moralidade das ações dos estudantes centrou-se no individualismo e assentou nos seguintes princípios éicos: 68.7% Subjeivismo Éico (69.1% ♂e 68.6%♀); 56.5% Relaivismo (56.5%♂ e 56.7%♀); 53.9% Éica Deontológica (55.8%♂ e 47.0%♀); 11.3% Subjeivismo/ Egoísmo Éico, (7.4%♂ e 12.3%♀). Conclusões: A maioria dos estudantes não usa a ponderação imparcial do bem. Maioritariamente manifestaram aceitar uma perspeciva éica subjeivista. Em oposição, aplicar o critério da imparcialidade éica implicaria considerar o bem supremo, em que todo e qualquer estudante esclarecido, escolheria para si e para os outros, esse bem supremo universal. Polytechnic Institute of Viseu (IPV)2016-09-30info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://doi.org/10.29352/mill0201.12.00048eng1647-662X0873-3015Cunha, MadalenaFigueiredo, JéssicaBreia, JoanaPina, JoãoAlmeida, SóniaOliveira, TiagoCunha, Maria do Céuinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-06-15T15:01:36Zoai:ojs.revistas.rcaap.pt:article/10397Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T15:29:19.036725Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Fundaments of the ethical acting in higher education students Fundamentos de la acción ética en los estudiantes de educación superior Fundamentos do agir ético em estudantes do ensino superior |
title |
Fundaments of the ethical acting in higher education students |
spellingShingle |
Fundaments of the ethical acting in higher education students Cunha, Madalena Education and Social Development Sciences |
title_short |
Fundaments of the ethical acting in higher education students |
title_full |
Fundaments of the ethical acting in higher education students |
title_fullStr |
Fundaments of the ethical acting in higher education students |
title_full_unstemmed |
Fundaments of the ethical acting in higher education students |
title_sort |
Fundaments of the ethical acting in higher education students |
author |
Cunha, Madalena |
author_facet |
Cunha, Madalena Figueiredo, Jéssica Breia, Joana Pina, João Almeida, Sónia Oliveira, Tiago Cunha, Maria do Céu |
author_role |
author |
author2 |
Figueiredo, Jéssica Breia, Joana Pina, João Almeida, Sónia Oliveira, Tiago Cunha, Maria do Céu |
author2_role |
author author author author author author |
dc.contributor.author.fl_str_mv |
Cunha, Madalena Figueiredo, Jéssica Breia, Joana Pina, João Almeida, Sónia Oliveira, Tiago Cunha, Maria do Céu |
dc.subject.por.fl_str_mv |
Education and Social Development Sciences |
topic |
Education and Social Development Sciences |
description |
Introduction: It is urgent that higher education in health develop a proactive ethico-moral commitment in students which is translated into the creation of socio-professional values. Objectives: To evaluate the ethical foundations which support morality in higher education students. Methods: A descriptive, cross-sithectional study, performed in 345 ESSV/IPV students, 80% female, average age of 20.82 years old. The “Questionário de Cidadania Ativa e Modo de Agir Ético” (CiAMAE) by Cunha (2015) was applied. Results: The results were 74.8% of the students showed a positive/adequate ethical method of acting; (with 45.8% adequate and 29% very adequate). In 25.2% the method of acting was ethically inadequate. The morality of the student’s actions were focused mostly on individualism and were based on the following ethical principles: 68.7% ethical subjectivism (69.1%♂ and 68.6%♀); 56.5% Relativism ( 56.5%♂ and 56.7%♀); 53.9% Deontological Ethics (Kant) (55.8%♂ and 47.0%♀); 11.3% Subjectivism/Ethical Selfishness (7.4%♂ and 12.3%♀). Conclusions: We may infer that the majority of the students do not have/ do not use an impartial consideration of good as criteria for morality of actions. They mostly manifested accepting an ethical subjectivist perspective, which means that good is not considered as a value for everyone. In contrast, applying the criteria of ethical impartiality would imply considering the greater good, and choosing/adopting the universal point of view in which any rational and enlightened student would choose for him/herself and for others that universal greater good. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-09-30 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.29352/mill0201.12.00048 |
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https://doi.org/10.29352/mill0201.12.00048 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
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1647-662X 0873-3015 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Polytechnic Institute of Viseu (IPV) |
publisher.none.fl_str_mv |
Polytechnic Institute of Viseu (IPV) |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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