|
Higher Education |
Medicine |
Counselling |
|
Respect for Individual learners |
Recognise the ethical dimension of every healthcare encounter
Understand the nature of values and how they impact on healthcare |
Respect for human rights and dignity
|
|
Commitment to incorporating the process and outcomes of relevant research, scholarship and/or professional practice |
Identify the values that patients, families and members of the healthcare team bring to a specific healthcare decision |
Integrity of practitioner-client relationships
|
|
Commitment to development of learning communities |
Demonstrate moral reasoning skills in the process of choosing an appropriate course of action or resolving conflicting values |
Enhancing quality of professional knowledge
|
|
Commitment to encouraging participation in higher education, acknowledging diversity and promoting equality of opportunity |
Demonstrate the knowledge skills and attitudes for effective communication in eliciting and understanding the values of patients, negotiating an acceptable course of action and justifying that course of action
|
Alleviating personal distress and suffering
|
|
Commitment to continuing professional development and evaluation of practice |
Demonstrate knowledge of the professional ethical guidelines and legal framework within which healthcare decisions should be made
Recognise their personal values and how these influence their decision-making.
|
Facilitating a sense of self that is meaningful
|
As can be seen from the table above, there are some similarities and some differences for the professional values from the different statements.
Reviewing the CMALT (2009) prospectus at first from Unit 5, the professional values are situated on the academic performance and professional development standards. Actually, there is an intrinsic reference on interpersonal learning through other e-learning professionals. Of course, the importance of reflection throughout the prospectus is mentioned and it can be seen within the professional values and statements.
But, in the HE (2006), as can be seen from the table above, there is a clear concentration on the development of an effective e-learning community by promoting respect of the individual learner. The diversity of the individual student is another value which has to be incorporated in the development of this community. Being a professional though, it is clearly mentioned in HE (2006), that research and continued professional development of their skills and acquiring new knowledge, are some commitments that he/she has to deal with.
As far as the Royal College of General Practitioners (2007) is concerned, is actually involving some values from the two previous statements but practice here, needs to be found on the evidence based on the medical practice and not on the ethical principles seen in the area of medicine. Now, learning is not a single or simple process, but it has to be included and added to clinical practice.
Lastly, the British Counselling and Psychotherapy (n.d.) statement, gives emphasis on the need for ethical practice which is rather associated with the professional development of the practitioner. There is a clear setting of the rights of the client at the centre of their own professional values. Also, it is clearly shown on the 2nd column of the table that ethical as well as a number of professional values are needed for this person oriented profession.
(501 words)
References:
British Association for Counselling and Psychotherapy (n.d.) Ethical Framework (online). Available from: http://www/bacp.co.uk/prof_conduct/ (accessed 04 December 2009).
CMALT (2009) CMALT Prospectus: "The Association for Learning Technology Certified Membership Scheme [online], http://www.alt.ac.uk/docs/cmalt_prospectus_v3_2009.pdf (accessed 04 December 2009)
Higher Education Academy (2006). UK Professional Standards Framework for Teaching and Supporting Learning in Higher Education, Higher Education Academy, UK. Available from http://www.heacademy.ac.uk/assets/York/documents/ourwork/professional/ProfessionalStandardsFr29 mework.pdf (accessed 04 December 2009).
Royal College of General Practitioners (2007) Curriculum Statement 3.3: Clinical Ethics and Values-Based practice [online], Royal College of General Practitioners. Available from: http://www.rcgp-curriculum.org.uk/rcgp_-_gp_curriculum_documents/gp_curriculum_statements.aspx (accessed 04 December 2009).