scholarly journals Room for Improvement in Healthcare Education in Switzerland: Training and Testing Moral Sensitivity

2021 ◽  
Author(s):  
Markus Christen ◽  
Roxane Bachmann ◽  
Johannes Katsarov
Keyword(s):  
Healthcare Education ◽  
Moral Sensitivity

Building pathways to healthcare education with Indigenous youth: An integrative approach

2021 ◽  
Author(s):  
Natalie Sloof ◽  
Tyler Blue ◽  
Brenna Hansen ◽  
Layla Amer Ali ◽  
George Kim
Keyword(s):  
Integrative Approach ◽  
Healthcare Education ◽  
Indigenous Youth

scholarly journals Formative peer assessment in higher healthcare education programmes: a scoping review

BMJ Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. e045345
Author(s):  
Marie Stenberg ◽  
Elisabeth Mangrio ◽  
Mariette Bengtsson ◽  
Elisabeth Carlson
Keyword(s):  
Education Research ◽  
Scoping Review ◽  
Critical Appraisal ◽  
Peer Assessment ◽  
Grey Literature ◽  
Research Centre ◽  
Healthcare Education ◽  
Eligibility Criteria ◽  
Constructive Feedback ◽  
Pertinent Data

ObjectivesFormative peer assessment focuses on learning and development of the student learning process. This implies that students are taking responsibility for assessing the work of their peers by giving and receiving feedback to each other. The aim was to compile research about formative peer assessment presented in higher healthcare education, focusing on the rationale, the interventions, the experiences of students and teachers and the outcomes of formative assessment interventions.DesignA scoping review.Data sourcesSearches were conducted until May 2019 in PubMed, Cumulative Index to Nursing and Allied Health Literature, Education Research Complete and Education Research Centre. Grey literature was searched in Library Search, Google Scholar and Science Direct.Eligibility criteriaStudies addressing formative peer assessment in higher education, focusing on medicine, nursing, midwifery, dentistry, physical or occupational therapy and radiology published in peer-reviewed articles or in grey literature.Data extractions and synthesisOut of 1452 studies, 37 met the inclusion criteria and were critically appraised using relevant Critical Appraisal Skills Programme, Joanna Briggs Institute and Mixed Methods Appraisal Tool tools. The pertinent data were analysed using thematic analysis.ResultThe critical appraisal resulted in 18 included studies with high and moderate quality. The rationale for using formative peer assessment relates to giving and receiving constructive feedback as a means to promote learning. The experience and outcome of formative peer assessment interventions from the perspective of students and teachers are presented within three themes: (1) organisation and structure of the formative peer assessment activities, (2) personal attributes and consequences for oneself and relationships and (3) experience and outcome of feedback and learning.ConclusionHealthcare education must consider preparing and introducing students to collaborative learning, and thus develop well-designed learning activities aligned with the learning outcomes. Since peer collaboration seems to affect students’ and teachers’ experiences of formative peer assessment, empirical investigations exploring collaboration between students are of utmost importance.

scholarly journals Academic Ethical Awareness and Moral Sensitivity of Undergraduate Nursing Students: Assessment and Influencing Factors

2021 ◽  
Vol 7 ◽  
pp. 237796082110267
Author(s):  
Hend Abdu Alnajjar, PhD ◽  
Ebtsam Aly Abou Hashish, PhD
Keyword(s):  
Nursing Students ◽  
Ethical Decision Making ◽  
Moral Sensitivity ◽  
Ethical Awareness ◽  
Professional Misconduct ◽  
Undergraduate Nursing ◽  
Academic Level ◽  
Unethical Behaviors ◽  
Integrated Classroom ◽  
Nursing College

Introduction Nursing students are exposed to ethically challenging conditions in their future workplaces; hence, they must be ethically knowledgeable and morally sensitive to provide patients with holistic care based on sound ethical decision-making skills. Objectives: This study aimed to assess nursing students’ perception of their academic ethical awareness and moral sensitivity and determine the relationship between these variables. Methods: We conducted a descriptive correlational research study with a convenient sample of nursing students (N = 246) in a Saudi University nursing college. Data were collected using the Academic Ethical Awareness Questionnaire and Moral Sensitivity Questionnaire. We used descriptive statistics, ANOVA, and regression analyses. Results: Nursing students exhibited moderate academic ethical awareness and moral sensitivity. The regression analysis showed that academic ethical awareness can substantially predict 28.8% of the explained moral sensitivity variance ( p < 0.001). Nursing students were aware that the violation of patients’ respect or confidentiality and cheating in examinations were unethical behaviors. However, they showed low ethical awareness toward plagiarism behaviors. Furthermore, they reported higher moral sensitivity for patient-oriented care and professional responsibility and did not experience conflict. Academic level and integrated classroom and clinical learning experiences seemed to positively impact students’ academic ethical awareness. Conclusion: The findings provide a basis for monitoring nursing students’ professional misconduct so that they maintain integrity and adhere to academic ethics guidelines. Constant exertions for fostering nursing ethics courses with inspiring learning content and innovative instructional material are vital in improving nursing students’ academic integrity and ethical care.

Rethinking healthcare education and training

2009 ◽  
Vol 40 (11) ◽  
pp. 11-14 ◽  
Author(s):  
Theresa A. Wurmser ◽  
Jane Bliss-Holtz ◽  
Christine Hedges
Keyword(s):  
Education And Training ◽  
Healthcare Education ◽  
And Training

A Line of Defence: Using Stories in Healthcare Education

2017 ◽  
Vol 27 (4) ◽  
pp. 805-814 ◽  
Author(s):  
Nancy El-Farargy ◽  
Gill Walker
Keyword(s):  
Healthcare Education

Curtains up! Using forum theatre to rehearse the art of communication in healthcare education

2012 ◽  
Vol 12 (3) ◽  
pp. 139-142 ◽  
Author(s):  
Yvonne Middlewick ◽  
Trevor J. Kettle ◽  
James J. Wilson
Keyword(s):  
Healthcare Education ◽  
Forum Theatre
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