| This study is a qualitative analysis of the author's previous publications, academic and operational practitioners input, the literature, and accreditation requirements for ethics education in healthcare. Two research questions were addressed: (1) Is a typology of ethics education in healthcare needed, and (2) Is more specificity of ethics education in healthcare required? Both research questions were answered in the affirmative.;The results indicated that a typology of ethics education in healthcare is needed with the primary reason being the need for a focused manuscript that uses content validity to illustrate the hierarchy of ethical reasoning in healthcare. No one manuscript brings together the six ethics education domains that were identified as required for appropriate ethics education in healthcare. The second research question result indicated that there are sparse educational objectives available in the context of cognitive and affective educational domains, especially for the six ethics domains presented here: (1) Decision ethics, (2) Professional ethics, (3) Clinical ethics, (4) Business ethics, (5) Organizational ethics, and (6) Social ethics. Due to the limited specificity of the ethics education objectives identified in the literature, the author developed and presented a typology, beginning with 270 ethics educational objectives, for use in healthcare instruction.;A discussion is provided on how healthcare can be improved by including more specific ethics education objectives within healthcare programs. Further recommendations include the creation of a taxonomy based on the typology developed here. |
