An Examination of the Influence of Family and Ethics Training in Students’ Critical Reasoning

Abstract

Researchers sought to assess the role of family influences in students’ critical deliberation of an ethical dilemma and to determine how that role changed with exposure to educational content pertaining to professional ethics. Qualitative data from four classes (85 paired responses) were collected over a period of two years. Consistent with ecological, social learning, and family systems theory, results showed that students’ families played a consistent and important role in shaping their ethical perspectives and reasoning. Some degree of shift in rationale and in integration of philosophical concepts affirmed the impact of ethics course content. Content analysis of student responses elicited three primary themes: compassion and caring, commitment and endurance, and safety and protection, as well as several secondary themes.