Strategies for Ethics Education with Health Profession Students Before, During, and After Placements


  • Natalie Pollard Queensland University of Technology
  • Gillian Nisbet The University of Sydney
  • Belinda Kenny The University of Sydney
  • Lyndal Sheepway Charles Sturt University
  • Jodie Jacobson Formerly of the University of Sydney
  • Emily Tartakover Formerly of the University of Sydney, Australia
  • Andrew Kilgour Charles Sturt University
  • Lindy McAllister The University of Sydney



allied health, ethics, ethics education, health professions students, placements


Health professionals must practice ethically in order to ensure compassionate and effective client care; function as good interdisciplinary team members; and protect themselves from litigation, and conduct and ethics complaints. Ethics education is a routine inclusion in health profession degrees, but may only be taught in the classroom, divorced from practice. This article argues that students need ethics education before, during, and after practice placements. We suggest that many powerful opportunities for teaching ethics on and after placements are missed or under-utilised. We have reviewed the scant evidence, and the literature more broadly, to identify strategies for teaching ethics before, during, and after placements; and have added strategies drawn from our own experiences as clinical educators. We highlight where interdisciplinary perspectives can be added to ethics education. We conclude that more research is needed into approaches and strategies for teaching ethics in different contexts.

Author Biography

Natalie Pollard, Queensland University of Technology

Work Integrated Learning, Faculty of Health Sciences

Associate Lecturer and Lead Medical Radiation Science Work Integrated Learning Academic


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How to Cite

Pollard, N., Nisbet, G., Kenny, B., Sheepway, L., Jacobson, J., Tartakover, E., Kilgour, A., & McAllister, L. (2018). Strategies for Ethics Education with Health Profession Students Before, During, and After Placements. International Journal of Practice-Based Learning in Health and Social Care, 6(2), 95–110.

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