A scoping review of alternative methods of delivering ethics education in nursing

Abstract

The ability to make ethical judgements is essential when practising high-quality nursing (Fry, 2004). Changes such as roles between professionals, advances in healthcare technology, privacy issues, revisions to patient care delivery systems and increasing financial constraints can make maintaining these ethics more challenging (Hamric et al., 2013). Nonetheless, nurses are expected to practice and maintain ethical behaviour (Johnstone, 2016). Currently, ethics education that strongly reflects the cultural values of each individual country is being provided (Görgülü & Dinç, 2007; Ujvarine, 2008; White et al., 2018). The Education Module of Ethics Education has been used to teach nursing students sensitivity towards ethical issues, as moral sensitivity and judgement are best acquired and maintained through continuous education and training. This kind of education must be tightly integrated into the undergraduate nursing curriculum (Kim & Park, 2019). "Modules" is an architectural term that indicates credits and composition (Oxford English Dictionary), and it is used in education to indicate models with educational mechanisms for achieving learning goals (Dimopoulos et al., 2009). Nursing ethics education may include case-based learning (Busebaia & John, 2020; Park &

Promoting moral imagination in nursing education: Imagining and performing

“…Despite what appears to be an important thread over these decades, the number of focused studies providing evidence on effective approaches for teaching moral reasoning, moral perception, moral courage, moral sensitivity, moral agency, or moral imagination is relatively small (Krautscheid, 2017;Spekkink & Jacobs, 2021;Tanaka & Tezuka, 2021). Tanaka & Tezuka (2021) In all nursing practice situations, patients' and their families rely on nurses' moral imagination as well as knowledge and skilled knowhow (Benner et al, 2010, p. 166). In Benner et al, a detailed discussion on teaching for moral imagination creates a picture of teaching for attentiveness and vigilance in nursing practice, the development of moral imagination through rehearsing, integrated teaching, contemplation of obligations, active learning, and dialogical and consciousness-raising questioning, such that students are required to confront gaps and examine assumptions.…”

“…The moral dimension of undergraduate nursing education has been discussed by a small number of nurse scholars for over 30 years (e.g., Callery, 1990; Gallagher, 2016; Hembree, 1988; Jaeger, 2001; van Hooft, 1990). Despite what appears to be an important thread over these decades, the number of focused studies providing evidence on effective approaches for teaching moral reasoning, moral perception, moral courage, moral sensitivity, moral agency, or moral imagination is relatively small (Krautscheid, 2017; Spekkink & Jacobs, 2021; Tanaka & Tezuka, 2021). Tanaka & Tezuka (2021) report nontraditional formats (e.g., SLE) for education for moral sensitivity, within the affective domain similar to moral imagination, is limited and of low‐quality.…”

Etična občutljivost študentov zdravstvene nege

“…Zdravstveni sistem predstavlja posebno kulturno okolje, v katerem se izvajalci vsakodnevno soočajo s specifičnimi etičnimi problemi ter nasprotujočimi se vrednotami (Muramatsu, Nakamura, Okada, Katayama, & Ojima, 2019). Napredek tehnologije v zdravstvu, težave z zagotavljanjem zasebnosti, spremembe sistemov oskrbe pacientov in vse večje finančne omejitve lahko povzročijo, da je etično primerno obravnavo težje zagotoviti (Tanaka & Tezuka, 2021). Zaposleni v zdravstveni negi so odgovorni za iskanje rešitev v njihovem profesionalnem okolju v skladu z obstoječimi etičnimi načeli (Hakbilen, İnce, & Ozgonul, 2021;Ovijač, 2012).…”

“…Sposobnost kompetentnega etičnega presojanja omogoča nudenje kakovostne zdravstvene oskrbe (Tanaka & Tezuka, 2021). Eden izmed pomembnih dejavnikov pri izvajanju zdravstvene nege je tudi etična občutljivost, ki je definirana kot sposobnost prepoznavanja etičnih problemov, izkazovanje razumevanja ranljivega položaja pacienta in razumevanje posledic sprejetih odločitev (Muramatsu et al, 2019;Hakbilen et al, 2021).…”

“…Etično izobraževanje je del procesa usposabljanja že zaposlenih medicinskih sester in tudi študentov zdravstvene nege ter ima ključno vlogo pri razvoju etične občutljivosti (Hakbilen et al, 2021;Tanaka & Tezuka, 2021). Eden izmed glavnih razlogov za izobraževanje študentov na področju etike je razvoj etične občutljivosti.…”