Impact of a Novel Method of Ethics Education on Nurse Leaders’ Capacity for Moral Decision-Making:

Nurse Leader ◽  
2021 ◽  
Author(s):  
Brooklyn Aaron ◽  
Avery Glover ◽  
Evelina Sterling ◽  
Stuart Downs ◽  
Jason Lesandrini
Keyword(s):  
Decision Making ◽  
Ethics Education ◽  
Nurse Leaders ◽  
Moral Decision ◽  
Moral Decision Making ◽  
Novel Method

Lecture-based versus problem-based learning in ethics education among nursing students

2018 ◽  
Vol 26 (6) ◽  
pp. 1753-1764 ◽  
Author(s):  
Mahnaz Khatiban ◽  
Seyede Nayereh Falahan ◽  
Roya Amini ◽  
Afshin Farahanchi ◽  
Alireza Soltanian
Keyword(s):  
Decision Making ◽  
Nursing Students ◽  
Moral Development ◽  
Moral Reasoning ◽  
Ethics Education ◽  
Problem Based Learning ◽  
Nursing Ethics ◽  
Moral Decision ◽  
Moral Decision Making ◽  
The Mean

Background: Moral reasoning is a vital skill in the nursing profession. Teaching moral reasoning to students is necessary toward promoting nursing ethics. Objectives: The aim of this study was to compare the effectiveness of problem-based learning and lecture-based methods in ethics education in improving (1) moral decision-making, (2) moral reasoning, (3) moral development, and (4) practical reasoning among nursing students. Research design: This is a repeated measurement quasi-experimental study. Participants and research context: The participants were nursing students in a University of Medical Sciences in west of Iran who were randomly assigned to the lecture-based (n = 33) or the problem-based learning (n = 33) groups. The subjects were provided nursing ethics education in four 2-h sessions. The educational content was similar, but the training methods were different. The subjects completed the Nursing Dilemma Test before, immediately after, and 1 month after the training. The data were analyzed and compared using the SPSS-16 software. Ethical considerations: The program was explained to the students, all of whom signed an informed consent form at the baseline. Findings: The two groups were similar in personal characteristics (p > 0.05). A significant improvement was observed in the mean scores on moral development in the problem-based learning compared with the lecture-based group (p < 0.05). Although the mean scores on moral reasoning improved in both the problem-based learning and the lecture-based groups immediately after the training and 1 month later, the change was significant only in the problem-based learning group (p < 0.05). The mean scores on moral decision-making, practical considerations, and familiarity with dilemmas were relatively similar for the two groups. Conclusion: The use of the problem-based learning method in ethics education enhances moral development among nursing students. However, further studies are needed to determine whether such method improves moral decision-making, moral reasoning, practical considerations, and familiarity with the ethical issues among nursing students.

scholarly journals Educational software reflecting two philosophical approaches to ethics education

2011 ◽  
Vol 2 (2) ◽  
Author(s):  
Marike Hettinga ◽  
Betty Collis
Keyword(s):  
Decision Making ◽  
Moral Development ◽  
Instructional Strategies ◽  
Ethics Education ◽  
Educational Software ◽  
Moral Decision ◽  
Care Ethic ◽  
Moral Decision Making

Ethics education can vary considerably in its instructional strategies based on differences in the theoretical positions underlying the approach to moral development being stressed. Two such approaches are the 'justice' approach as exemplified by Kohlberg's six stages of moral development, and the 'care ethic' approach as exemplified by Gilligan's work on empathy as a base for moral decision-making. Each of these approaches can be demonstrated through different instructional strategies in the ethics education course, but each strategy is often difficult to execute in practice, given time and resource constraints.DOI:10.1080/0968776940020202

Leadership, morality and ethics: Developing a practical model for moral decision-making

2018 ◽  
Author(s):  
Alfred W. Kaszniak ◽  
Cynda H. Rushton ◽  
Joan Halifax
Keyword(s):  
Decision Making ◽  
Applied Ethics ◽  
Moral Decision ◽  
Moral Decision Making ◽  
Contemplative Science ◽  
Practical Model

The present paper is the product of collaboration between a neuroscientist, an ethicist, and a contemplative exploring issues around leadership, morality, and ethics. It is an exploration on how people in roles of responsibility can better understand how to engage in discernment processes with more awareness and a deeper sense of responsibility for others and themselves. It draws upon recent research and scholarship in neuroscience, contemplative science, and applied ethics to develop a practical understanding of how moral decision-making works and is essential in this time when there can seem to be an increasing moral vacuum in leadership.

Framing Morality: How Antecedent-Focused Strategies Can Shape Moral Judgments

2019 ◽  
Author(s):  
Andreas Kappes ◽  
Jay Joseph Van Bavel
Keyword(s):  
Decision Making ◽  
Moral Philosophy ◽  
Moral Dilemmas ◽  
Emotional Reactions ◽  
Moral Judgments ◽  
Moral Decision ◽  
Process Dissociation ◽  
Moral Decision Making ◽  
First Response ◽  
High Conflict

From moral philosophy to programming driverless cars, scholars have long been interested in how to shape moral decision-making. We examine how framing can impact moral judgments either by shaping which emotional reactions are evoked in a situation (antecedent-focused) or by changing how people respond to their emotional reactions (response-focused). In three experiments, we manipulated the framing of a moral decision-making task before participants judged a series of moral dilemmas. Participants encouraged to go “with their first” response beforehand favored emotion-driven judgments on high-conflict moral dilemmas. In contrast, participants who were instructed to give a “thoughtful” response beforehand or who did not receive instructions on how to approach the dilemmas favored reason-driven judgments. There was no difference in response-focused control during moral judgements. Process-dissociation confirmed that people instructed to go with their first response had stronger emotion-driven intuitions than other conditions. Our results suggest that task framing can alter moral intuitions.

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