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Journal article 1304 views

Competence, Ethical Practice and Professional Ethics Teaching

Gideon Calder Orcid Logo

Ethics and Social Welfare, Volume: 9, Issue: 3, Pages: 297 - 311

Swansea University Author: Gideon Calder Orcid Logo

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DOI (Published version): 10.1080/17496535.2015.1031263

Abstract

Ethical practice has a complex and ambiguous relationship to notions of ‘competence’. Both, of course, seem vital elements of suitability to practise in professional roles across the settings of health and social care. But exactly how they relate is less self-evident. Is there such a thing as ‘ethic...

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Published in: Ethics and Social Welfare
ISSN: 1749-6535 1749-6543
Published: 2015
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URI: https://cronfa.swan.ac.uk/Record/cronfa30116
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first_indexed 2016-09-20T12:56:53Z
last_indexed 2018-08-14T18:31:09Z
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spelling 2018-08-14T15:38:44.0830233 v2 30116 2016-09-20 Competence, Ethical Practice and Professional Ethics Teaching 7a50a4eeeb5c00bad3acd160cf138a8e 0000-0002-5668-1824 Gideon Calder Gideon Calder true false 2016-09-20 APC Ethical practice has a complex and ambiguous relationship to notions of ‘competence’. Both, of course, seem vital elements of suitability to practise in professional roles across the settings of health and social care. But exactly how they relate is less self-evident. Is there such a thing as ‘ethical competence’? This article argues that there is, and that is it something which we might assess in the teaching of professional ethics. After comparing different versions of what a practitioner ‘competent’ at meeting ethical challenges in their work might look like, I argue (1) that ethical practice and wider professional competence (or, from the reverse angle, misconduct and incompetence) are integrated rather than distinct, and relatedly that (2) competence and ethical practice should be seen as achievable in tandem, rather than one being prior to the other. I then consider the model of skills acquisition utilised by Hubert and Stuart Dreyfus—and in nurse education by Patricia Benner—and argue that while illuminating, it does not provide an adequate framework for the development and assessment of ethical competence. Rather, we need a pluralistic approach incorporating different forms of propositional knowledge, practical reasoning and orientation-based skills. Journal Article Ethics and Social Welfare 9 3 297 311 1749-6535 1749-6543 competence, ethical practice, ethics of care, professional ethics, skills acquisition, teaching 31 12 2015 2015-12-31 10.1080/17496535.2015.1031263 COLLEGE NANME Politics, Philosophy and International Relations COLLEGE CODE APC Swansea University 2018-08-14T15:38:44.0830233 2016-09-20T12:32:38.9489250 Faculty of Medicine, Health and Life Sciences School of Health and Social Care - Public Health Gideon Calder 0000-0002-5668-1824 1
title Competence, Ethical Practice and Professional Ethics Teaching
spellingShingle Competence, Ethical Practice and Professional Ethics Teaching
Gideon Calder
title_short Competence, Ethical Practice and Professional Ethics Teaching
title_full Competence, Ethical Practice and Professional Ethics Teaching
title_fullStr Competence, Ethical Practice and Professional Ethics Teaching
title_full_unstemmed Competence, Ethical Practice and Professional Ethics Teaching
title_sort Competence, Ethical Practice and Professional Ethics Teaching
author_id_str_mv 7a50a4eeeb5c00bad3acd160cf138a8e
author_id_fullname_str_mv 7a50a4eeeb5c00bad3acd160cf138a8e_***_Gideon Calder
author Gideon Calder
author2 Gideon Calder
format Journal article
container_title Ethics and Social Welfare
container_volume 9
container_issue 3
container_start_page 297
publishDate 2015
institution Swansea University
issn 1749-6535
1749-6543
doi_str_mv 10.1080/17496535.2015.1031263
college_str Faculty of Medicine, Health and Life Sciences
hierarchytype
hierarchy_top_id facultyofmedicinehealthandlifesciences
hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str School of Health and Social Care - Public Health{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}School of Health and Social Care - Public Health
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description Ethical practice has a complex and ambiguous relationship to notions of ‘competence’. Both, of course, seem vital elements of suitability to practise in professional roles across the settings of health and social care. But exactly how they relate is less self-evident. Is there such a thing as ‘ethical competence’? This article argues that there is, and that is it something which we might assess in the teaching of professional ethics. After comparing different versions of what a practitioner ‘competent’ at meeting ethical challenges in their work might look like, I argue (1) that ethical practice and wider professional competence (or, from the reverse angle, misconduct and incompetence) are integrated rather than distinct, and relatedly that (2) competence and ethical practice should be seen as achievable in tandem, rather than one being prior to the other. I then consider the model of skills acquisition utilised by Hubert and Stuart Dreyfus—and in nurse education by Patricia Benner—and argue that while illuminating, it does not provide an adequate framework for the development and assessment of ethical competence. Rather, we need a pluralistic approach incorporating different forms of propositional knowledge, practical reasoning and orientation-based skills.
published_date 2015-12-31T03:36:45Z
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