Nurse Educators' and Nursing Students' Perspectives On Teaching Codes of Ethics

2009 ◽  
Vol 16 (1) ◽  
pp. 69-82 ◽  
Author(s):  
Olivia Numminen ◽  
Arie van der Arend ◽  
Helena Leino-Kilpi
Keyword(s):  
Health Care ◽  
Nursing Students ◽  
Teaching Methods ◽  
Nurse Educators ◽  
Ethics Education ◽  
Codes Of Ethics ◽  
Descriptive Statistics ◽  
Modern Health Care ◽  
Professional Codes ◽  
Ethics Curriculum

Professional codes of ethics are regarded as elements of nurses' ethical knowledge base and consequently part of their ethics education. However, research focusing on these codes from an educational viewpoint is scarce. This study explored the need and applicability of nursing codes of ethics in modern health care, their importance in the nursing ethics curriculum, and the need for development of their teaching. A total of 183 Finnish nurse educators and 212 nursing students answered three structured questions, with an opportunity to justify their responses, and one open-ended question. Descriptive statistics and content analysis were used to analyse the data. The results suggest that the existence of the codes was seen as important and their applicability mainly as appropriate, despite new challenges posed by modern health care. The codes were regarded as an important part of nurses' ethics education, but current integrated teaching methods require development.

Comparison of nurse educators’ and nursing students’ descriptions of teaching codes of ethics

2011 ◽  
Vol 18 (5) ◽  
pp. 710-724 ◽  
Author(s):  
Olivia Numminen ◽  
Helena Leino-Kilpi ◽  
Arie van der Arend ◽  
Jouko Katajisto
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nurse Educators ◽  
Ethics Education ◽  
Codes Of Ethics ◽  
Evaluation Methods ◽  
Demographic Variables ◽  
Patient Relationship ◽  
Teaching Research ◽  
Structured Questionnaire

This study analysed teaching of nurses’ codes of ethics in basic nursing education in Finland. A total of 183 educators and 214 students responded to a structured questionnaire. The data was analysed by SPSS. Teaching of nurses’ codes was rather extensive. The nurse-patient relationship was highlighted. Educators assessed their teaching statistically significantly more extensive than what students’ perceptions were. The use of teaching and evaluation methods was conventional, but differences between the groups concerning the use of these methods were statistically significant. Students’ knowledge of and their ability to apply the codes was mediocre. Most educators and students assessed educators’ knowledge of the codes as adequate for teaching. These educators also taught the codes more extensively and these students perceived the teaching as more extensive. Otherwise educators’ and students’ socio-demographic variables had little association with the teaching. Research should focus on the organization and effectiveness of ethics education, and on educators’ competence.

scholarly journals Factors Influencing Nursing Education and Teaching Methods in Nursing Institutions: A Case Study of South West Nigeria

2019 ◽  
Vol 11 (13) ◽  
pp. 13
Author(s):  
Adepeju M. Lateef ◽  
Euphemia M. Mhlongo
Keyword(s):  
Higher Education ◽  
Health Care ◽  
Nursing Education ◽  
Nursing Students ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Nurse Educators ◽  
Nursing Educators ◽  
South West ◽  
The Future

BACKGROUND: Teaching and learning are like two composites sides of a coin. While the indispensability of teaching to knowledge and skill acquisition among professionals including nurses is never in doubt, certain teaching methods have been proven to yield more fruitful results than others. This study therefore explored the lived experience of nurse educators regarding teaching methods and the challenges encountered in nursing education institutions in South West Nigeria. METHODOLOGY: A qualitative inquiry research approach was used. Fifteen nursing educators were purposively selected from three nursing institutions in South West Nigeria with at least one year of teaching experience. Data was collected through semi-structured, in-depth individual interviews with the selected participants. All interview sessions were audio recorded with participants' permission and later transcribed verbatim. Thereafter, the collected data was analyzed using thematic content analysis. RESULTS: The study identified a number of factors that hindering teaching methods that support students learning by nurse educators. Results showed six themes viz: Inadequate preparedness of the students for higher education; Insufficient facilitation skills of the teachers; Misconceptions about teaching practices; Resource constraints; Resistance to change; and Lack of incentives. Further analysis revealed that the dynamic changes occurring in the health care professions, require a radical shift in the way nursing students are taught, to develop them into competent nurses of the future, who are capable of using their skills to solve the health care needs of the populace. CONCLUSIONS: The effective use of teaching methods is the cornerstone of the future of general nursing and nursing practice. Nurses need to be trained with an objective to become skilled and competent through effective teaching and learning by taking into account the diversity of higher education institutions and responding effectively to the needs of nursing educators and nursing students, as well as institutional demands.

Effectiveness of ethics education as perceived by nursing students

2014 ◽  
Vol 22 (3) ◽  
pp. 287-306 ◽  
Author(s):  
Tine Vynckier ◽  
Chris Gastmans ◽  
Nancy Cannaerts ◽  
Bernadette Dierckx de Casterlé
Keyword(s):  
Pilot Study ◽  
Nursing Students ◽  
Teaching Methods ◽  
Content Validity ◽  
Ethics Education ◽  
Nursing Ethics ◽  
User Friendliness ◽  
Instructional Dialogue ◽  
Quantitative Descriptive ◽  
Ethics Courses

Background: The effectiveness of ethics education continues to be disputed. No studies exist on how nursing students perceive the effectiveness of nursing ethics education in Flanders, Belgium. Objectives: To develop a valid and reliable instrument, named the ‘Students’ Perceived Effectiveness of Ethics Education Scale’ (SPEEES), to measure students’ perceptions of the effectiveness of ethics education, and to conduct a pilot study in Flemish nursing students to investigate the perceived efficacy of nursing ethics education in Flanders. Research design: Content validity, comprehensibility and usability of the SPEEES were assessed. Reliability was assessed by means of a quantitative descriptive non-experimental pilot study. Participants and research context: 86 third-year baccalaureate nursing students of two purposefully selected university colleges answered the SPEEES. Ethical considerations: Formal approval was given by the ethics committee. Informed consent was obtained and anonymity was ensured for both colleges and their participating students. Findings: The scale content validity index/Ave scores for the subscales were 1.00, 1.00 and 0.86. The comprehensibility and user-friendliness were favourable. Cronbach’s alpha was 0.94 for general effectiveness, 0.89 for teaching methods and 0.85 for ethical content. Students perceived ‘case study’, ‘lecture’ and ‘instructional dialogue’ to be effective teaching methods and ‘general ethical concepts’ to contain effective content. ‘Reflecting critically on their own values’ was mentioned as the only ethical competence that, was promoted by the ethics courses. The study revealed rather large differences between both schools in students’ perceptions of the contribution of ethics education to other ethical competences. Discussion and conclusion: The study revealed that according to the students, ethics courses failed to meet some basic objectives of ethics education. Although the SPEEES proved to be a valid and reliable measure, the pilot study suggests that there is still space for improvement and a need for larger scale research. Additional insights will enable educators to improve current nursing ethics education.

Ethics Education and Nursing Practice

1996 ◽  
Vol 3 (1) ◽  
pp. 53-63 ◽  
Author(s):  
P. Anne Scott
Keyword(s):  
Health Care ◽  
Nursing Students ◽  
Professional Education ◽  
Ethics Education ◽  
Nursing Profession ◽  
Care Practice ◽  
Health Care Practice ◽  
Eyes Open ◽  
Ethics Course ◽  
Professional Health

This paper suggests that a consideration of health care practice is a necessary step in gaining insight into the appropriate composition of an ethics course for students in the health care professional. Health care practice, if it responds to the needs of society, is dynamic in nature. In the current climate of change in the health service, the author sug gests that the nursing profession needs to become more proactive in analysing and attempting to determine the future shape of nursing. To protect patient care the nursing profession needs to have its eyes open to the ethical dimensions of changes in role and practice. The author argues that, in attempting to ensure that the education to which nursing students are exposed is of relevance, it is necessary to introduce an element of the ideal into the ethics component of their professional education. From early on in their profes sional development students should be aware of the scope and standards of practice, and the type of role enactment to which the profession requires them to aspire.

Effects of using standardized patients on nursing students’ moral skills

2020 ◽  
Vol 27 (7) ◽  
pp. 1587-1602
Author(s):  
Gulhan Erkus Kucukkelepce ◽  
Leyla Dinc ◽  
Melih Elcin
Keyword(s):  
Decision Making ◽  
Nursing Students ◽  
Moral Reasoning ◽  
Teaching Methods ◽  
Ethics Education ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Case Analysis ◽  
Standardized Patients ◽  
Moral Sensitivity

Background: Nurses and nursing students increasingly confront ethical problems in clinical practice. Moral sensitivity, moral reasoning, and ethical decision-making are therefore important skills throughout the nursing profession. Innovative teaching methods as part of the ethics training of nursing students help them acquire these fundamental skills. Aim: This study investigated the effects and potential benefits of using standardized patients in ethics education on nursing baccalaureate students’ moral sensitivity, moral reasoning, and ethical decision-making by comparing this method with in-class case analyses. Research design: This is a quasi-experimental study. Participants and research context: The sample comprised 89 students in Hacettepe University’s Faculty of Nursing. Following lectures describing the theoretical components of ethics, students were randomly assigned to two working groups, one using standardized patients and the other using in-class case analyses. Data were collected using the Moral Sensitivity Questionnaire, Rest’s Defining Issues Test, and the Nursing Dilemma Test. All data were analysed using IBM SPSS Statistics Version 23. Ethical considerations: Ethical approval and official permission were obtained. All participating students completed informed consent forms. Findings: According to the results, the moral sensitivity of students in the standardized patient group significantly improved over time compared to those in the case analysis group, while the mean scores of students in both groups for moral reasoning and ethical decision-making were not statistically significant. Conclusion: Based on our results, we recommend the use of both standardized patients and case analysis as appropriate teaching methods in ethics education.

Rooting Out White Supremacy and Implementing Antiracism in Nursing Education

2021 ◽  
Vol 27 (1) ◽  
pp. 31-35
Author(s):  
Amie M. Koch
Keyword(s):  
Health Care ◽  
Nursing Education ◽  
Nursing Students ◽  
Health Outcomes ◽  
Racial Discrimination ◽  
White Privilege ◽  
Nurse Educators ◽  
White Supremacy ◽  
Negative Health Outcomes ◽  
Care Nursing

Discussing racism is challenging for nurse educators and nursing students, because White privilege and racial inequities are deeply embedded and normalized in our societal structures. Avoiding the topic of racism in nursing education renders White supremacy invisible and serves to perpetuate racial discrimination and disparities in health care. Nursing education has the potential to train both faculty and students to recognize and dismantle oppressive attitudes, structures, and practices that have led to negative health outcomes for patients. Equipping nurse educators with the tools to understand and address White supremacy as well as to educate themselves and their students about antiracist language, self-care, and patient care is an important step toward promoting health and creating an antiracist society.

The Covert Administration of Medications: Legal and Ethical Complexities for Health Care Professionals

2017 ◽  
Vol 45 (2) ◽  
pp. 182-192 ◽  
Author(s):  
L. Martina Munden
Keyword(s):  
Health Care ◽  
Decision Making ◽  
Health Care Professionals ◽  
Codes Of Ethics ◽  
Legal Framework ◽  
Decision Making Process ◽  
Legal Questions ◽  
Professional Codes ◽  
Professional Codes Of Ethics ◽  
The Right

The practice of covertly administering medications to patients without their consent is often discussed in the framework of legal questions around the right of patients to consent and refuse medical treatment. However, this practice also raises significant questions surrounding the professional duties and obligations of health care professionals as it relates to the decision-making process of whether to engage in the covert administration of medications. In this paper, I present an overview of the origin of those duties and obligations, and discuss how those duties and obligations when seen from different perspectives may either justify or prohibit the practice. Further, I discuss whether the duties and obligations of health care professionals as they are currently framed are suited to address the complexities of this issue both from the health care professional and patient perspectives. This analysis is conducted in the context of duties and obligations that arise from not only legal framework but also from the ethical requirements from professional codes of ethics.

Changes in Nursing Ethics Education in Lithuania

2007 ◽  
Vol 14 (6) ◽  
pp. 753-757 ◽  
Author(s):  
Jolanta Toliušienė ◽  
Eimantas Peičius
Keyword(s):  
Health Care ◽  
Health Care Professionals ◽  
Ethics Education ◽  
Rapid Change ◽  
Nursing Ethics ◽  
Short Introduction ◽  
Short Article ◽  
European Regulations ◽  
Ethics Curriculum

The post-Soviet scene in Lithuania is one of rapid change in medical and nursing ethics. A short introduction to the current background sets the scene for a wider discussion of ethics in health care professionals' education. Lithuania had to adapt rapidly from a politicized nursing and ethics curriculum to European regulations, and from a paternalistic style of care to one of engagement with choices and dilemmas. The relationships between professionals, and between professionals and patients, are affected by this in particular. This short article highlights these issues and how they impact on all involved.

scholarly journals Public school superintendents and the perceived impact of ethics training, professional experience and professional codes of ethics on ethical decision making : a multiple case study

2015 ◽  
Author(s):  
◽  
Terry C. Russell
Keyword(s):  
Decision Making ◽  
Public School ◽  
Ethics Education ◽  
Ethical Decision Making ◽  
Codes Of Ethics ◽  
Professional Experience ◽  
School Superintendents ◽  
Public School Superintendents ◽  
Professional Codes ◽  
Professional Codes Of Ethics

The purpose of this multiple case study was to explore the decision making processes of public school superintendents and to identify those factors that influenced decision making. Ethics education/training, professional experience and professional codes of ethics were considered as possible influencing factors. Thus, this study sought to answer how superintendents' perceive ethics education/training and professional experience influence their ethical decision making. This research further examined the use or non-use of professional codes of ethics by public school superintendents and the perceived impact these codes have on administrative decision making. This study collected data from 10 public school superintendents throughout nine regions in Missouri. Superintendents were recruited based on variety in school district size and type. Both male and female superintendents participated in the study. Research data was obtained via personal interview with the participants. Findings concluded that professional experience was by far the greatest perceived influence on study superintendents' decision making. In contrast, both ethics education/training and professional codes of ethics had little, if any, perceived impact on the ethical decision making processes of study superintendents.

scholarly journals Learning Situations in Nursing Education: A Concept Analysis

2018 ◽  
Vol 32 (1) ◽  
pp. 23-45 ◽  
Author(s):  
Hooman Shahsavari ◽  
Zahra Zare ◽  
Zohreh Parsa-Yekta ◽  
Pauline Griffiths ◽  
Mojtaba Vaismoradi
Keyword(s):  
Health Care ◽  
Nursing Education ◽  
Nursing Students ◽  
Nursing Student ◽  
Nurse Educators ◽  
Analysis Data ◽  
Concept Analysis ◽  
Learning Situation ◽  
The Creation ◽  
Antecedents And Consequences

Background and purpose:The nursing student requires opportunities to learn within authentic contexts so as to enable safe and competent practice. One strategy to facilitate such learning is the creation of learning situations. A lack of studies on the learning situation in nursing and other health care fields has resulted in insufficient knowledge of the characteristics of the learning situation, its antecedents, and consequences. Nurse educators need to have comprehensive and practical knowledge of the definition and characteristics of the learning situation so as to enable their students to achieve enhanced learning outcomes. The aim of this study was to clarify the concept of the learning situation as it relates to the education of nurses and improve understanding of its characteristics, antecedents, and consequences.Methods:The Bonis method of concept analysis, as derived from the Rodgers’ evolutionary method, provided the framework for analysis. Data collection and analysis were undertaken in two phases: “interdisciplinary” and “intra-disciplinary.” The data source was a search of the literature, encompassing nursing and allied health care professions, published from 1975 to 2016.Results:No agreement on the conceptual phenomenon was discovered in the international literature. The concept of a learning situation was used generally in two ways and thus classified into the themes of: “formal/informal learning situation” and “biologic/nonbiologic learning situation.” Antecedents to the creation of a learning situation included personal and environmental factors. The characteristics of a learning situation were described in terms of being complex, dynamic, and offering potential and effective learning opportunities. Consequences of the learning situation included enhancement of the students’ learning, professionalization, and socialization into the professional role.Implication for Practice:The nurse educator, when considering the application of the concept of a learning situation in their educational planning, must acknowledge that the application of this concept will include the student’s clinical learning experiences. More studies are required to determine factors influencing the creation of a successful learning situation from the perspectives of nurse educators and nursing students, clinical nurses and patients.

Sign in / Sign up

Export Citation Format

Share Document