uring the past several years, a group of nursing ethics scholars and expert educators embarked on a project to provide structure for ethics education in nursing curricula. The group convened following a recommendation from the 2016 Symposium on Transforming Moral Distress Into Moral Resilience in Nursing to "encourage nursing and ethics orga-nizations to collaborate on identifying the core components of ethics training for faculty and students" (Rushton et al., 2017). This group became the Ethics Education Subcommittee of the American Nurses Association's (ANA) Ethics Advisory Board. The project stemmed from issues identified in ethics and education literature or directly observed by the group in educational and clinical settings. Among the factors were: nurse moral distress related to perception of lack of moral agency (i.e., the ability and motivation to produce a "good"), inconsistent or inadequate ethics preparation across nursing curricula, and lack of direction about who should teach ethics for nursing practice and how it should be taught.Additionally, there are indications that requirements for both nursing ethics and health care ethics are disappearing from nursing's academic accreditation documents across the United States. The critical nature of our work became even more immediate when the American Association of Colleges of Nursing (AACN) proposed forming committees to review and update all levels of The Essentials: Core Competencies for Professional Nursing Education, referred to as the Essentials (AACN, 2021). Although our work was inspired by activities in the United States, a review of the literature revealed similar trends in many other countries.This article describes the process of our work to formulate and articulate a coherent structure for ethics education. This structure would provide a foundation across both levels of nursing curricula addressed in the Essentials (AACN, 2021): entry level, which includes prelicensure and postlicensure degree programs (p. 18); advanced level, which includes advanced nursing practice specialties ("informatics, administration/practice leadership, public health/population health, health policy" [p.
This article details how a small college of nursing affiliated with a faith-based health care corporation integrated the education of end-of-life care into a megacode simulation. Students participated in a high-fidelity simulated megacode scenario in which the simulator died. Following de-briefing, student groups participated in an additional scenario in which faculty coached them through postmortem care and interaction with a family member and a hospital chaplain. As a result of this multidimensional, interprofessional simulation, students developed heightened skill in applying basic life-saving measures, increased knowledge of and comfort with postmortem care, and increased awareness of the emotions elicited by the experience.
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