Two contrasting types of moral exemplars were examined so as to identify personality variables associated with moral action. The sample comprised 50 Canadian awardees for either exceptional bravery or caring, as well as 50 comparison participants. Participants responded to a set of personality questionnaires and a life-review interview. Personality variables were found to substantially augment moral cognition in the prediction of exemplary action. In support of the notion that there is a personological core to the moral domain, it was found that moral exemplars were distinguished from the comparison groups by themes embodied in their life narratives. Specifically, moral exemplars had stronger motivational themes of both agency and communion, were more likely to construe critical life events redemptively, more frequently identified helpers in early life, and reported more secure attachments. Furthermore, the personality of caring exemplars was more nurturant, generative, and optimistic than that of brave exemplars; these somewhat divergent personality profiles imply multiple ideals of moral maturity.
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http://dx.doi.org/10.1037/0022-3514.93.5.845 | DOI Listing |
J Appl Psychol
January 2025
Department of Management, University of Central Florida.
Given the overall positive influence ethical leaders have on their followers' performance, the literature has largely assumed that ethical leadership also facilitates the performance of leaders themselves. We challenge this assumption by adopting a within-person perspective to reveal more nuanced relationships between distinct forms of daily ethical leadership and daily leader performance. Building on the affect theory of social exchange (Lawler, 2001), we develop a theoretical model that examines the diverging effects of daily promotion- and prevention-focused ethical leadership on daily leader performance through the reciprocal influence of followers' affective reactions.
View Article and Find Full Text PDFJ Prof Nurs
December 2024
Indiana University Kokomo School of Nursing and Allied Health Professions, 2300 S. Washington Street, Kokomo, IN 46904, USA. Electronic address:
Purpose: This article examines teaching the consequences of harm and error to multisite prelicensure baccalaureate, second-degree baccalaureate, and graduate nursing students utilizing the RaDonda Vaught Trial as an exemplar. The Jigsaw Technique (JT) was the chosen learning strategy to empower students with knowledge and understanding through the lens of terms acquired throughout existing concept-based nursing curriculum.
Results: Nursing students evaluated the approach to this activity using both quantitative and qualitative feedback.
Nurs Sci Q
January 2025
College of Nursing, California Baptist University, Riverside, CA, USA.
In this column on the humanbecoming teaching-learning model, the author explores creativity in nurse education as an alternative to routinized learning strategies. There is an explanation of the American Association of Colleges of Nursing (AACN) Essentials, domains, competencies, subcompetencies, concepts, and spheres of care, followed by an explanation of competency-based education. These topics are contrasted with the humanbecoming paradigm and the humanbecoming teaching-learning model.
View Article and Find Full Text PDFHealth Care Anal
November 2024
Faculty of Medicine and Health, Sydney School of Public Health, Sydney Health Ethics, The University of Sydney, Sydney, NSW, 2006, Australia.
Medicine has always existed in a marketplace, and there have been extensive discussions about the ethical implications of commerce in health care. For the most part, this discussion has focused on health professionals' interactions with pharmaceutical and other health technology industries, with less attention given to other types of commercial influences, such as corporatized health services and fee-for-service practice. This is a significant lacuna because in many jurisdictions, some or all of healthcare is delivered in the private sector.
View Article and Find Full Text PDFNurs Philos
January 2025
Faculty of Nursing, Université de Montréal, Montreal, Quebec, Canada.
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