A Comparison of Student Performance between Two Instructional Delivery Methods for a Healthcare Ethics Course

2011 ◽  
Vol 20 (3) ◽  
pp. 493-501 ◽  
Author(s):  
HUGH A. STODDARD ◽  
TOBY SCHONFELD
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Student Performance ◽  
Interprofessional Education ◽  
Ethics Education ◽  
Ethical Issues ◽  
Well Being ◽  
Healthcare Ethics ◽  
Nursing Curricula ◽  
Ethics Course

Healthcare ethics has become part of the standard curriculum of students in the health professions. The goals of healthcare ethics education are to give students the skills they need to identify, assess, and address ethical issues in clinical practice and to develop virtuous practitioners. Incorporating the medical humanities into medical school, for example, is intended to foster empathy and professionalism among students and to provide mechanisms for enhanced physician well-being. Yet, despite the long-standing inclusion of the humanities in nursing curricula, increases in the amount and kinds of scientific knowledge essential for clinical practice has resulted in the erosion of the “humanistic arts” from nursing education. One potential solution to this challenge comes with the increase in interprofessional education, where students in a variety of healthcare professions programs come together to learn about issues common to all healthcare fields.

Ethical issues occurring within nursing education

2013 ◽  
Vol 20 (2) ◽  
pp. 126-141 ◽  
Author(s):  
Marsha D Fowler ◽  
Anne J Davis
Keyword(s):  
Nursing Education ◽  
Ethics Education ◽  
Ethical Issues ◽  
Large Body ◽  
Nursing Schools ◽  
Systematic Analysis ◽  
Nursing Curricula ◽  
Nursing Literature

The large body of literature labeled “ethics in nursing education” is entirely devoted to curricular matters of ethics education in nursing schools, that is, to what ought to be the ethics content that is taught and what theory or issues ought to be included in all nursing curricula. Where the nursing literature actually focuses on particular ethical issues, it addresses only single topics. Absent from the literature, however, is any systematic analysis and explication of ethical issues or dilemmas that occur within the context of nursing education. The objective of this article is to identify the spectrum of ethical issues in nursing education to the end of prompting a systematic and thorough study of such issues, and to lay the groundwork for research by identifying and provisionally typologizing the ethical issues that occur within the context of academic nursing.

Thinking About Difficulties: Using Poetry to Enhance Interpretative and Collaborative Skills in Healthcare Ethics Education

2020 ◽  
Vol 29 (3) ◽  
pp. 459-469
Author(s):  
AMY HADDAD
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Ethics Education ◽  
Ethical Issues ◽  
Health Science ◽  
Healthcare Ethics ◽  
Common View ◽  
Reading Text ◽  
Working Together ◽  
To Come

AbstractViewing difficulty as an opportunity for learning runs counter to the common view of difficulty as a source of frustration and confusion. The aim of this article is to focus on the idea of difficulty as a stepping-off point for learning. The literature on difficulty in reading texts, and its impact on thinking and the interpretive process, serve as a foundation for the use of poetry in healthcare ethics education. Because of its complexity and strangeness compared to the usual scientific and clinical texts health science students encounter, poetry is an excellent means to achieve the aim of thinking through difficulties in ethics. Specific examples of teaching and learning strategies for turning difficulty into opportunities for learning are presented, including the difficulty paper and the triple mark-up method. Both methods require students to examine their process of working through difficulties, reflect on how they make sense of difficult texts and then share their process and interpretations in a collaborative manner with peers. The importance of framing difficulties as a public, visible, collaborative process rather than a personal process is emphasized. Working together to hypothesize reasons for difficulty and map out plans to come to terms with difficulty are equally relevant for reading text as they are for reading complex ethical situations. Finally, I argue that transference of this kind of personal and collaborative learning about difficulties benefits interprofessional clinical practice, particularly when dealing with ethical issues.

DNAR: To Resuscitate or Not to Resuscitate?

2020 ◽  
pp. 45-66
Author(s):  
Hazel Biggs
Keyword(s):  
Clinical Practice ◽  
Ethical Issues ◽  
Well Being ◽  
Legal Cases ◽  
Good Communication ◽  
Record Keeping ◽  
Ethical Guidance ◽  
Legal Sanctions ◽  
Professional Guidance ◽  
Legal And Ethical Issues

‘Do not attempt resuscitation (DNAR)’ or ‘do not attempt cardiopulmonary resuscitation (DNACPR)’ orders have been regarded as the best way to ensure that patients are not resuscitated in clinically inappropriate circumstances, or against their wishes. However, the use of DNAR orders has become contentious in situations where individuals have not been informed or consulted before an order has been made, and recent legal cases have highlighted the need for good communication and record keeping. This chapter considers the legal and ethical issues associated with DNAR and DNACPR orders, including the rights of patients, ethical guidance and policies associated with their use, and regional and national variations in practices surrounding their use and implementation. After discussing evidence of misinterpretation and misunderstandings of the implications of such orders in clinical practice, which have an impact on patients’ autonomy and well-being, the chapter will conclude that compliance with ethical and professional guidance must be consistent and mandatory, and suggest the introduction of legal sanctions for non-compliance.

Best Interests Decisions in Clinical Practice: Reviewing the Current Evidence

2021 ◽  
Vol 66 (Special Issue) ◽  
pp. 176-176
Author(s):  
Emanuele Valenti ◽  
◽  
Keyword(s):  
Decision Making ◽  
Clinical Practice ◽  
End Of Life Care ◽  
Well Being ◽  
Best Interests ◽  
Current Evidence ◽  
Clinical Settings ◽  
Healthcare Ethics ◽  
Early Results ◽  
Made In

"‘Best interests’ decisions are often needed when patients lack capacity to make their own healthcare decisions. Despite the ubiquity of ‘best interests’, there remains considerable ambiguity about what best interests are and how the standard should be applied, alongside a lack of understanding about how best interests decisions are actually made in clinical practice. Balancing Best Interests in Healthcare Ethics and Law (BABEL) is an interdisciplinary project, funded by a Wellcome Trust Collaborative Award, which aims to explore best interests decision-making in healthcare, both empirically and normatively. In this paper, we outline initial findings from a narrative review that asked, ‘what evidence do we have about how best interests decisions are made in clinical practice in England and Wales?’. Data were extracted from included papers using a standardised form, and then subjected to thematic analysis, focussing on what the papers told us about the process of decision-making, the stakeholders involved, the barriers and facilitators. Early results suggest we have some limited evidence about how best interests decisions are made in clinical settings, and the majority of this evidence concerns mental health and end-of-life care. Common factors taken into account in these decisions include: the patient’s clinical circumstances; risk assessment; the patient’s wishes; cost-effectiveness; avoiding harm; the patient’s well-being; autonomy; capacity assessment; and family’s wishes. "

scholarly journals Attitude towards Engineering Ethical Issues: A Comparative Study between Malaysian and Indonesian Engineering Undergraduates

2019 ◽  
Vol 9 (2) ◽  
pp. 63
Author(s):  
Balamuralithara Balakrishnan ◽  
Mohamed Nor Azhari Azman ◽  
Setyabudi Indartono
Keyword(s):  
Comparative Study ◽  
Quantitative Method ◽  
Engineering Students ◽  
Ethics Education ◽  
Ethical Issues ◽  
Positive Impact ◽  
Engineering Ethics ◽  
Ethics Course ◽  
Pedagogical Approaches ◽  
Engineering Undergraduates

This investigation reports the outcomes of a comparative study on attitude towards engineering ethical issues between engineering undergraduates of Malaysia and Indonesia. The study was conducted involving 83 Malaysian and 135 Indonesian undergraduates who pursuing their study in engineering programmes. A quantitative method was used in which  a questionnaire was administrated to elicit relevant data. The results of the data analysis showed that the attitude towards engineering ethical issues among Indonesian engineering students was positive and significantly higher than Malaysian engineering students. These findings revealed that various pedagogical approaches for teaching engineering ethics course will have positive impact on students' attitude towards ethics. Therefore, the study findings opens up a new dimension in ethics education which highlighting the importance of teaching strategies in developing the attitude towards engineering ethical issues. This is vital in facilitating in the development of holistic and ethical engineers.

scholarly journals Nursing Ethics: A Lifelong Commitment

2016 ◽  
Vol 34 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Susanne W. Gibbons ◽  
E. Ann Jeschke
Keyword(s):  
Health Care ◽  
Nursing Education ◽  
Health Care Professionals ◽  
Ethics Education ◽  
Core Competencies ◽  
Well Being ◽  
Nursing Ethics ◽  
Health Care Context ◽  
The Face ◽  
Normative Argument

Over the past 30 years, the health-care context as well as the roles and responsibilities of nurses have drastically changed. Leaders in nursing around the world recognize that the health-care system is stressed and the well-being of the nursing workforce plagued by the pressures and challenges it faces in everyday practice. We do not intend to make a strong normative argument for why nursing ethics education should be done in a certain way, but instead show from where we have come and to where we can go, so that educators are positioned to address some of the current shortcomings in ethics education. Our goal is to provide an illustration of ethics education as an interwoven, ongoing, and essential aspect of nursing education and professional development. By developing professional identity as character, we hope that professional nurses are given the skills to stand in the face of adversity and to act in a way that upholds the core competencies of nursing. Ultimately, health-care organizations will thrive because of the support they provide nurses and other health-care professionals.

Enhancing students’ moral competence in practice

2016 ◽  
Vol 23 (6) ◽  
pp. 685-697 ◽  
Author(s):  
Eva Merethe Solum ◽  
Veronica Mary Maluwa ◽  
Bodil Tveit ◽  
Elisabeth Severinsson
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Role Models ◽  
Critical Reflection ◽  
Ethical Issues ◽  
Learning Opportunities ◽  
Critical Discussion ◽  
Learning Climate ◽  
Moral Competence ◽  
Course Of Action

Background: Nurses and student nurses in Malawi often encounter challenges in taking a moral course of action. Several studies have demonstrated a need for increased awareness of ethical issues in the nursing education. Objective: To explore the challenges experienced by nurse teachers in Malawi in their efforts to enhance students’ moral competence in clinical practice. Research design: A qualitative hermeneutic approach was employed to interpret the teachers’ experiences. Participants and research context: Individual interviews (N = 8) and a focus group interview with teachers (N = 9) from different nursing colleges were conducted. Ethical considerations: Ethical approval was granted and all participants signed their informed consent. Findings: Two overall themes emerged: (1) authoritarian learning climate, with three subthemes: (a) fear of making critical comments about clinical practice, (b) fear of disclosing mistakes and lack of knowledge and (c) lack of a culture of critical discussion and reflection that promotes moral competence; and (2) discrepancy between expectations on learning outcome from nursing college and the learning opportunities in practice comprising three subthemes: (a) gap between the theory taught in class and learning opportunities in clinical practice, (b) lack of good role models and (c) lack of resources. Discussion: Our findings indicated that showing respect was a central objective when the students were assessed in practice. A number of previous studies have enlightened the need for critical reflection in nursing education. Few studies have linked this to challenges experienced by teachers for development of moral competence in practice. This is one of the first such studies done in an African setting. Conclusion: There is a clear relationship between the two themes. A less authoritarian learning climate may enhance critical reflection and discussion between students, teachers and nurses. This can narrow the gap between the theory taught in college and what is demonstrated in clinical practice. Moral competence must be enhanced in order to ensure patients’ rights and safety.

Undergraduate healthcare ethics education, moral resilience, and the role of ethical theories

2013 ◽  
Vol 21 (4) ◽  
pp. 385-401 ◽  
Author(s):  
Settimio Monteverde
Keyword(s):  
Learning Theory ◽  
Online Survey ◽  
Ethics Education ◽  
Ethical Issues ◽  
Student Evaluation ◽  
Daily Practice ◽  
Healthcare Ethics ◽  
Ethical Theories ◽  
Research Students ◽  
Moral Resilience

Background: This article combines foundational and empirical aspects of healthcare education and develops a framework for teaching ethical theories inspired by pragmatist learning theory and recent work on the concept of moral resilience. It describes an exemplary implementation and presents data from student evaluation. Objectives: After a pilot implementation in a regular ethics module, the feasibility and acceptance of the novel framework by students were evaluated. Research design: In addition to the regular online module evaluation, specific questions referring to the teaching of ethical theories were added using simple (yes/no) and Likert rating answer formats. Participants and research context: At the Bern University of Applied Sciences, a total of 93 students from 2 parallel sub-cohorts of the bachelor’s program in nursing science were sent the online survey link after having been exposed to the same modular contents. A total of 62% of all students participated in the survey. Ethical considerations: The survey was voluntary and anonymous. Students were free to write their name and additional comments. Findings: Students consider ethical theories—as taught within the proposed framework—as practically applicable, useful, and transferable into practice. Discussion: Teaching ethical theories within the proposed framework overcomes the shortcomings described by current research. Students do not consider the mutually exclusive character of ethical theories as an insurmountable problem. Conclusion: The proposed framework is likely to promote the effectiveness of healthcare ethics education. Inspired by pragmatist learning theory, it enables students to consider ethical theories as educative playgrounds that help them to “frame” and “name” the ethical issues they encounter in daily practice, which is seen as an expression of moral resilience. Since it does not advocate a single ethical theory, but is open to the diversity of traditions that shape ethical thinking, it promotes a culturally sensitive, ethically reflected healthcare practice.

What Health Science Students Learn from Playing a Standardized Patient in an Ethics Course

2010 ◽  
Vol 19 (4) ◽  
pp. 481-487 ◽  
Author(s):  
AMY HADDAD
Keyword(s):  
Ethics Education ◽  
Ethical Issues ◽  
Ethical Problem ◽  
Group Discussion ◽  
Role Playing ◽  
The United States ◽  
Health Science ◽  
Professional Literature ◽  
Course Of Action ◽  
Ethics Course

Formal teaching of ethics in health science programs at the entry level and postprofessional level in the United States and Canada has been documented in the professional literature for more than 30 years, yet there are significant differences in the way it is taught and how much time is devoted to the subject. Numerous teaching and evaluation methods have been used in ethics education, such as lectures, written examinations, debates, role-playing, small group discussion, and case study analysis. Most instruction in ethics in the health sciences has been geared toward ethical analysis of case studies, that is, the student is asked to read a case or discuss a case with others, identify the ethical issues verbally or in writing, propose different resolutions supported by principles and theory, and select the best course of action. Yet, analysis of a case is an unlikely route to develop skills in coping with the uncertainty and emotional nature of ethical issues commonly encountered in clinical practice, nor does it give us an indication of what students would “really do” when they encounter an actual ethical problem.

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