A Case-Centered Approach to Nursing Ethics Education: A Qualitative Study

Nurses deal with ethical decisions as they protect patients’ rights, but a consensus on effective approaches to nursing ethics education is lacking. The “four topics” method can facilitate decision-making when nurses experience ethical dilemmas in practice. This study aimed to describe nursing students’ perspectives on and experiences of a case-centered approach to nursing ethics education using the four topics method. This qualitative study consisted of two phases. First, we delivered case-centered nursing ethics education sessions to nursing students using the four topics method. Then, we conducted two focus group discussions that explored students’ perspectives on and experiences of nursing ethics education. Data were analyzed using conventional content analysis. Four themes were identified: the importance of ethics education as perceived by nursing students, problems in current nursing ethics education, the experience of case-centered nursing ethics education using the four topics approach, and suggestions for improving nursing ethics education. The case-centered approach using the four topics method is effective in enhancing nursing students’ nursing ethics ability. It is crucial to understand that nursing students would like to set up their own ethical standards and philosophy. Continuous efforts to encourage students’ participation and to provide ethical reflection opportunities during clinical practice are needed to better connect theory with clinical practice.

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Effectiveness of ethics education as perceived by nursing students

Nursing Ethics ◽

10.1177/0969733014538888 ◽

2014 ◽

Vol 22 (3) ◽

pp. 287-306 ◽

Cited By ~ 10

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.

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A study on the relevance among Self efficacy, Major satisfaction, Nursing ethics values in Nursing Students before Clinical Practice

Journal of Digital Convergence ◽

10.14400/jdc.2014.12.2.363 ◽

2014 ◽

Vol 12 (2) ◽

pp. 363-372 ◽

Cited By ~ 2

Author(s):

Soon-Young Yun ◽

Minsuk Kim

Keyword(s):

Clinical Practice ◽

Nursing Students ◽

Self Efficacy ◽

Nursing Ethics ◽

Major Satisfaction

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Perceptions of final year nursing students transer of clinical judgement skills from simulation to clinical practice: A qualitative study

Nurse Education in Practice ◽

10.1016/j.nepr.2021.103218 ◽

2021 ◽

Vol 56 ◽

pp. 103218

Author(s):

Samantha Dix ◽

Julia Morphet ◽

Tamsin Jones ◽

Noelleen Kiprillis ◽

Monica O’Halloran ◽

...

Keyword(s):

Clinical Practice ◽

Nursing Students ◽

Qualitative Study ◽

Clinical Judgement

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The Effects of Action Learning-Based Nursing Ethics Education of Nursing Students on Ethical Decision Making Confidence and Ethical Values

Korean Association For Learner-Centered Curriculum And Instruction ◽

10.22251/jlcci.2020.20.24.221 ◽

2020 ◽

Vol 20 (24) ◽

pp. 221-237

Author(s):

Hye Jeong Hwang

Keyword(s):

Decision Making ◽

Nursing Students ◽

Ethics Education ◽

Ethical Decision ◽

Ethical Decision Making ◽

Action Learning ◽

Nursing Ethics ◽

Ethical Values

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

Nursing Ethics ◽

10.1177/0969733018767246 ◽

2018 ◽

Vol 26 (6) ◽

pp. 1753-1764 ◽

Cited By ~ 3

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.

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Exploring the relationship between technology and care: A qualitative study of clinical practice for nursing students

Journal of Nursing Education and Practice ◽

10.5430/jnep.v5n2p58 ◽

2014 ◽

Vol 5 (2) ◽

Cited By ~ 1

Author(s):

Kristin Jordal ◽

Kristin Heggen ◽

Kari Nyheim Solbrække

Keyword(s):

Clinical Practice ◽

Nursing Students ◽

Qualitative Study ◽

The Relationship

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Analysis of the Recomposition of Norms and Representations in the Field of Psychiatry and Mental Health in the Age of Electronic Mental Health: Qualitative Study (Preprint)

10.2196/preprints.11665 ◽

2018 ◽

Author(s):

Margot Morgiève ◽

Déborah Sebbane ◽

Bianca De Rosario ◽

Vincent Demassiet ◽

Soraya Kabbaj ◽

...

Keyword(s):

Mental Health ◽

Qualitative Study ◽

New Technologies ◽

Comparative Method ◽

World Health ◽

Group Discussions ◽

Set Up ◽

Health Organization ◽

Social Autonomy ◽

Therapeutic Activities

BACKGROUND For the World Health Organization, electronic health (eHealth) is seen as an effective way to improve therapeutic practices and disease prevention in health. Digital tools lead to major changes in the field of mental medicine, but specific analyses are required to understand and accompany these changes. OBJECTIVE Our objective was to highlight the positions of the different stakeholders of the mental health care system on eHealth services and tools, as well as to establish professional and user group profiles of these positions and the uses of these services. METHODS In order to acquire the opinions and expectations of different categories of people, we carried out a qualitative study based on 10 focus groups (n=70, from 3-12 people per group) composed of: general practitioners, psychiatrists, psychologists, social workers, occupational therapists, nurses, caregivers, mental health services users, user representatives, and the general public. The analyses of focus group discussions were performed independently by four investigators through a common analysis grid. The constant comparative method was adopted within this framework. RESULTS The interviewees expressed different problems that new technologies engender in the field of mental health. What was previously strictly under the jurisdiction of physicians now tends to be fragmented and distributed over different groups and locations. New technologies reposition care in the field of domestic, rather than therapeutic, activities, and thus the conception of care as an autonomous activity in the subject’s life is questioned. The ideal of social autonomy through technology is part of the new logic of health democracy and empowerment, which is linked to a strong, contemporary aspiration to perform. Participants emphasized that there was the potential risk of a decrease in autonomy for the digitally engaged patient, while personal empowerment could become a set of obligations. CONCLUSIONS This qualitative research highlights the heterogeneity of opinions among the groups and within each group. It suggests that opinions on electronic mental health devices are still far from being stabilized, and that a change management process should be set up to both regulate the development and facilitate the use of these tools.

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