Designing a Clinical Ethics Education Program for Nurses Based on the ADDIE Model

2020 ◽  
Vol 34 (3) ◽  
pp. 205-222
Author(s):  
Sanghee Kim ◽  
Soyoung Choi ◽  
Minjeong Seo ◽  
Doo Ree Kim ◽  
Kyunghwa Lee
Keyword(s):  
Education Program ◽  
Clinical Ethics ◽  
Ethics Education ◽  
Ethical Decision Making ◽  
Ethical Issues ◽  
Repeated Measure ◽  
Moral Sensitivity ◽  
Ethical Competence ◽  
Ethics Program ◽  
Addie Model

Background and PurposeThe ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model enables educators to create programs using a systematic approach designed to meet learner's needs. The purpose of this study was to develop and evaluate a clinical ethics education program for nurses to improve their ethical confidence, ethical competence, and moral sensitivity.MethodsThe study was conducted in three steps. In the first step, a seven-session ethics program was developed using the ADDIE model. The themes of each session were as follows: (a) sharing individual ethical issues in clinical settings; (b) understanding a process involved in ethical decision-making; (c) identifying ethical issues in end-of-life care; (d) identifying ethical issues in family caregiving; (e) learning communication skills; (f) developing ethical leadership skills; and (g) reflecting to build self-awareness of the significance of practicing clinical ethics. The second step involved the delivery of the program. In the third step, using a mixed methods design, the effects of the program were evaluated through a quantitative survey administered both before and after completion of the program and focus group interviews.ResultsThe seven-session ethics program based on the ADDIE model improved ethical confidence, ethical competence, and moral sensitivity in nurses.Implications for PracticeThe ADDIE model can be an effective tool in nursing education, offering an established structure for developing educational programs. In order to validate the effectiveness of the ethics program, it is necessary to conduct repeated measure studies and further studies at the institutional level.

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.

Ethical Issues in Information Technology

2010 ◽  
pp. 227-238
Author(s):  
Barrie E. Litzky ◽  
Effy Oz
Keyword(s):  
Information Technology ◽  
Adult Learners ◽  
Ethics Education ◽  
Ethical Decision Making ◽  
Ethical Issues ◽  
Research Question ◽  
Future Research ◽  
Post Test ◽  
It Ethics ◽  
Ethics Courses

This research examines the impact of education on the ethical decision-making outcomes of adult learners in the area of information technology (IT). This study sheds light on the research question “Does IT ethics education make a difference?”, and more specifically, “Do ethics courses influence decisions regarding IT ethical issues in adult learners?” In a field study of 78 pre- and post-test surveys, we found that graduate students who took a course in IT ethics made different decisions than those made at the start of the term, for 2 of 6 ethical issues. The ethical issues described in this article are particularly relevant in today’s knowledge economy. Implications for IT ethics education and future research in the area are discussed.

scholarly journals Biomedical Ethics Education for Nursing Students: The Effect on Awareness and Application of Nursing Code of Ethics, Consciousness of Biomedical Ethics and Moral Sensitivity

2018 ◽  
Vol 24 (3) ◽  
pp. 214-224
Author(s):  
Young Sil Choi ◽  
Gye Seon Jeong ◽  
Michong Rayborn
Keyword(s):  
Nursing Students ◽  
Intervention Program ◽  
Ethics Education ◽  
Ethical Decision Making ◽  
Code Of Ethics ◽  
Biomedical Ethics ◽  
Control Group ◽  
Moral Sensitivity ◽  
Quasi Experimental ◽  
Experimental Group

Purpose: This study examines the effectiveness of an educational program of nursing biomedical ethics for nursing students to increase awareness of the Code of Ethics for Nurses, moral sensitivity, and application of the Code of Ethics for Nurses. Methods: A quasi-experimental research design and t-test were used. The experimental group (n=31) and control group (n=32) were second-year university nursing students in two major cities. The experimental group received 15 hours of nursing ethics education during the 15-week semester. The training was not provided to the control group. Results: The application of the Code of Ethics for Nurses increased significantly in the experimental group (t=-1.06, p=.017), nurses and patient (t=-2.23, p=.029), obligation of nurse as an expert (t=-2.08, p=.042), nurse and cooperator (t=-2.54, p=.014). The consciousness of biomedical ethics increased significantly in the experimental group (t=4.28, p=.021), newborn's right to live (t=-2.61, p=.011), euthanasia (t=-2.36, p=.021). Conclusion: The results of the study show that providing a nursing biomedical ethics program to nursing students is an effective method to enhance the application of the Code of Ethics for Nurses and Consciousness of Biomedical Ethics. Implementing an intervention program of the Code of Ethics for Nurses in the regular nursing curriculum may reduce conflicts involving ethical decision making by nurses.

scholarly journals STUDENTS ATTITUDE TOWARDS MEDICAL ETHICS EDUCATION

2019 ◽  
Vol 7 ◽  
pp. 853-857
Author(s):  
Alexandrina Vodenitcharova ◽  
Nikoleta Leventi ◽  
Kristina Popova
Keyword(s):  
Medical Students ◽  
Medical Ethics ◽  
Ethics Education ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Ethical Issues ◽  
Medical Ethics Education ◽  
Bioethics Education ◽  
Medical University ◽  
Future Work

Medical ethics (ME) and bioethics education are integrated in many medical schools, as a discipline, which aims to help future doctors to recognize ethical issues in healthcare and develop ethical decision-making skills. The main purpose of this paper was to explore students’ attitude towards medical ethics and bioethics, as a course of their education curriculum in the Medical University of Sofia in Bulgaria. The goal was to find out students expectations for the contribution of the acquired knowledge to reflect upon the ethical dimensions and human rights considerations of medicine, healthcare and science after the end of their ME course. A paper questionnaire was distributed to medical students with a letter indicating the purpose of the study. All the students were anonymous and voluntarily participated in the survey. Completed questionnaires were received from 344 medical students. According to the results, the majority (94%) of the participants are familiar with the principles of medical ethics and bioethics and supports (86%) the necessity of studying Medical ethics. Most of the students (87%) think that medical ethics education will help them in their future work and believe (86%) that this course will improve their professionalism, while their opinion (70%) is that medical ethics will lead to effectively co-working with other medical professionals.

Beyond silos: An interprofessional, campus-wide ethics education program

2019 ◽  
Vol 26 (7-8) ◽  
pp. 2314-2324 ◽  
Author(s):  
Angela M Polczynski ◽  
Cathy L Rozmus ◽  
Nathan Carlin
Keyword(s):  
Decision Making ◽  
Ethics Education ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Health Science ◽  
Comfort Level ◽  
Practical Training ◽  
Science Center ◽  
Ethics Program ◽  
Health Science Center

Background: Ethics education is essential to the education of all healthcare professionals. The purpose of this study was to evaluate an interprofessional approach to ethics education to all students across an academic health science center. Research objectives: The objectives were to (1) compare student perception of ethics education before and after the implementation of the campus-wide ethics program and (2) determine changes in student ethical decision-making skills following implementation of a campus-wide ethics program. Research design: This study was a quasi-experimental design with seniors graduating prior to the intervention serving as the control group. Participants and research context: The setting was a comprehensive health science center in the southwestern United States. All students enrolled in the university participated in the intervention; however, 976 graduating students were used for evaluation of the intervention. Ethical considerations: Study materials for each survey were submitted to the university’s IRB, and the project was approved as exempt by the Committee for the Protection of Human Subjects. Student participation in the surveys was voluntary. No names or other identifying information were collected, and responses to the survey questions were kept confidential. Findings: Students’ perception of the adequacy of time spent on the ethics content in course instruction and practical training decreased from the baseline to the fifth-year survey. Students’ overall comfort level with their abilities to deal with ethical issues increased from the baseline to the fifth year. Student ethical decision-making skills were higher at the third-year evaluation for all indicators. For the fifth-year survey, responses were also higher scoring on all four indicators. Discussion: After participation in an interprofessional campus-wide effort on health professions ethics, students demonstrated higher ethical decision-making scores according to the Health Professional Ethics Rubric. However, their scores still did not reach the proficiency level identified in the rubric. Conclusion: Examination of the effectiveness of each part of the intervention is needed.

Demographic factors associated with moral sensitivity among nursing students

2016 ◽  
Vol 24 (7) ◽  
pp. 847-855 ◽  
Author(s):  
Hanna Tuvesson ◽  
Kim Lützén
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Odds Ratio ◽  
Ethics Education ◽  
Rating Scale ◽  
Ethical Decision Making ◽  
Demographic Characteristics ◽  
Ethical Review ◽  
Moral Sensitivity ◽  
Convenience Sample

Background: Today’s healthcare environment is often characterized by an ethically demanding work situation, and nursing students need to prepare to meet ethical challenges in their future role. Moral sensitivity is an important aspect of the ethical decision-making process, but little is known regarding nursing students’ moral sensitivity and its possible development during nursing education. Objectives: The aims of this study were to investigate moral sensitivity among nursing students, differences in moral sensitivity according to sample sub-group, and the relation between demographic characteristics of nursing students and moral sensitivity. Research design: A convenience sample of 299 nursing students from one university completed a questionnaire comprising questions about demographic information and the revised Moral Sensitivity Questionnaire. With the use of SPSS, non-parametric statistics, including logistic regression models, were used to investigate the relationship between demographic characteristics and moral sensitivity. Ethical considerations: The study followed the regulations according to the Swedish Ethical Review Act and was reviewed by the Ethics Committee of South-East Sweden. Findings: The findings showed that mean scores of nursing students’ moral sensitivity were found in the middle to upper segment of the rating scale. Multivariate analysis showed that gender (odds ratio = 3.32), age (odds ratio = 2.09; 1.73), and parental status (odds ratio = 0.31) were of relevance to nursing students’ moral sensitivity. Academic year was found to be unrelated to moral sensitivity. Discussion and conclusion: These demographic aspects should be considered when designing ethics education for nursing students. Future studies should continue to investigate moral sensitivity in nursing students, such as if and how various pedagogical strategies in ethics may contribute to moral sensitivity in nursing students.

Developing a moral compass: Themes from the Clinical Ethics Residency for Nurses’ final essays

2019 ◽  
Vol 27 (1) ◽  
pp. 28-39
Author(s):  
Susan Lee ◽  
Ellen M Robinson ◽  
Pamela J Grace ◽  
Angelika Zollfrank ◽  
Martha Jurchak
Keyword(s):  
Decision Making ◽  
Clinical Ethics ◽  
Moral Agency ◽  
Ethics Education ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Research Question ◽  
Educational Approach ◽  
Knowledge And Skills ◽  
Moral Compass

Background: The Clinical Ethics Residency for Nurses was offered selectively to nurses affiliated with two academic medical centers to increase confidence in ethical decision-making. Research Question/Aim: To discover how effective the participants perceived the program and if their goals of participation had been met. Research design: A total of 65 end-of-course essays (from three cohorts) were analyzed using modified directed content analysis. In-depth and recursive readings of the essays by faculty were guided by six questions that had been posed to graduates. Ethical considerations: Institutional review board approval was granted for the duration of the program and its reporting period. Confidentiality was maintained via the use of codes for all evaluations including the essays and potentially identifying content redacted. Findings: An umbrella theme emerged: participants had developed ethical knowledge and skills that provided a “moral compass to navigate the many gray areas of decision-making that confront them in daily practice.” Six major themes corresponding to questions posed to the participants included the ability to advocate for good patient care; to support and empower colleagues, patients, and families; they experienced personal and professional transformation; they valued the multimodal nature of the program; and were using their new knowledge and skills in practice. However, they also recognized that their development as moral agents was an ongoing process. Discussion: Findings support that enhancing nurse confidence in their moral agency with a multimodal educational approach that includes mentored practice in ethical decision-making, enhancing communication skills and role-play can mitigate moral distress. A majority found the program personally and professionally transformative. However, they recognized that ongoing ethics discussion involvement and supportive environments would be important in their continued development of ethical agency. Conclusion: Multimodal ethics education programs have potential to be transformative and enhance nurse confidence in their ethical decision-making.

Teaching Ethical Copyright Behavior: Assessing the Effects of a University-Sponsored Computing Ethics Program

NASPA Journal ◽  
2007 ◽  
Vol 43 (4) ◽  
Author(s):  
Jennifer C Siemens ◽  
Steven W. Kopp
Keyword(s):  
Education Program ◽  
Ethics Education ◽  
Copyright Infringement ◽  
Digital Content ◽  
Preventative Measure ◽  
Ethical Beliefs ◽  
Digital Copyright ◽  
University Policies ◽  
Ethics Program ◽  
Illegal Downloading

Universities have become sensitized to the potential for students’ illegal downloading of copyrighted materials. Education has been advocated as one way to curb downloading of copyrighted digital content. This study investigates the effectiveness of a university-sponsored computing ethics education program. The program positively influenced students’ ethical beliefs about downloading and increased awareness, agreement, and compliance with university policies on copyright infringement. The study offers encouragement that education can be an effective preventative measure for discouraging digital copyright infringement on campus.

scholarly journals Ethics education and moral decision-making in clinical commissioning: an interview study

2019 ◽  
Vol 70 (690) ◽  
pp. e45-e54
Author(s):  
Selena Knight ◽  
Benedict WJ Hayhoe ◽  
Lucy Frith ◽  
Mark Ashworth ◽  
Imran Sajid ◽  
...  
Keyword(s):  
Decision Making ◽  
Ethics Education ◽  
Ethical Decision Making ◽  
Ethical Issues ◽  
Comparative Method ◽  
Interview Study ◽  
Ethics Training ◽  
Learning Needs ◽  
Moral Decision Making ◽  
Qualitative Interview Study

BackgroundClinical commissioning involves ethically challenging decisions about health resource allocation. However, commissioners come from a range of professional backgrounds with varying levels of training and expertise in ethical decision-making. Hence, they may lack the relevant training and resources to feel fully prepared for this increasingly demanding role.AimThis study aims to provide insight into how prepared commissioners feel in making ethical decisions; what ethics learning needs they might have; and how these might be addressed.Design and settingThis qualitative interview study explored the experiences of commissioners working for clinical commissioning groups (CCGs) in England.MethodEighteen participants were interviewed between December 2017 and July 2018 using a purposive sampling approach to participant selection. Transcriptions were coded and analysed using the constant comparative method of thematic analysis.ResultsMost participants had not received ethics training in preparation for, or during, their commissioning role, and reported difficulties identifying and analysing ethical issues. Participants often felt uncomfortable about decisions they were involved in, attributing this to a number of factors: a sense of moral unease; concerns that CCGs’ decision-making processes were not sufficiently transparent; and that CCGs were not fully accountable to the population served.ConclusionCommissioners face complex decisions involving ethical issues, and associated moral unease is exacerbated by a lack of ethics training and lack of confidence in identifying and analysing these. This study shows a clear need for additional support and ethics training for commissioners to support them in this area of decision-making.

scholarly journals Nurses’ ethical decision-making during end of life care in South Korea: a cross-sectional descriptive survey

2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Arum Lim ◽  
Sanghee Kim
Keyword(s):  
Decision Making ◽  
Linear Regression ◽  
End Of Life ◽  
End Of Life Care ◽  
Ethics Education ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Decision Making Process ◽  
Life Care ◽  
Moral Sensitivity

Abstract Background Although nurses are crucial to ensure patients’ peaceful death in hospitals, many nurses experience various ethical conflicts during end-of-life care. Therefore, research on nurses’ entire ethical decision-making process is required to improve nurses’ ethical decision-making in end-of-life care. This study aimed to identify Korean nurses’ ethical decision-making process based on their moral sensitivity to end-of-life patients. Methods In total, 171 nurses caring for terminal patients responded to the survey questionnaire. To measure the participants’ moral sensitivity and ethical decision-making process, we used the Korean version of the Moral Sensitivity Questionnaire and Nurses’ Ethical Decision-Making around End of Life Care Scale. Finally, multiple linear regression analysis was used to investigate the effect of moral sensitivity on nurses’ ethical decision-making. Results The mean of moral sensitivity was 4.8 ± 0.5 (out of 7), and that of ethical decision-making was 4.6 ± 0.5 (out of 6). Among the sub-dimensions of ethical decision-making, the highest score was in perceived professional accountability (5.2 ± 0.5), and the lowest in moral reasoning and moral agency (3.9 ± 0.6); the score of moral practice was 4.4 ± 0.7. In the multiple linear regression model, moral sensitivity (β = 0.852, p < .001), clinical department (β =  − 7.018, p = .035), ethics education (β = 20.450, p < .001), job satisfaction (β = 5.273, p < .001), and ethical conflict (β =  − 2.260, p = 0.031) were influential ethical decision-making factors. Conclusions This study revealed a gap between nurses’ thoughts and practices through the ethical decision-making process. They failed to lead their thought to moral practice. It also implies that moral sensitivity could positively affect nurses’ ethical decision-making. To make nurses morally sensitive, exposing them to various clinical cases would be helpful. Additionally, ethics education and clinical ethics supporting services are valuable for improving nurses’ ethical decision-making. If nurses improved their ethical decision-making regarding end-of-life care, their patients could experience a better quality of death.

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