Bioethics education and the development of nursing students' moral competence

Martins, V.; Santos, Cristina Maria Nogueira Costa; Duarte, Ivone

doi:10.1016/j.nedt.2020.104601

Cited by 22 publications

(10 citation statements)

References 22 publications

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“…Satisfaction with the ethics games for each session was higher than 4.4 out of 5. There was no significant trend between the means of the sessions ( p = 0.66) Fair Martins et al [ 67 ], Portugal Quantitative To determine whether bioethics education in nursing influences the level of moral competence and opinion of nursing students about three ethical dilemmas 122 nursing students Questionnaires Analytical and descriptive statistics Nursing students showed a moral competence stagnation (1.2-point difference between the two assessments), although this did not reach statistical significance ( p = 0.268). Regarding performance for each of the dilemmas, students showed an increase in performance for the worker's and judge's dilemmas and a sharp decrease in performance for the doctor's dilemma Good Martins et al [ 68 ], Portugal Quantitative To investigate if the teaching of ethics can influence the moral competence of both medical and nursing students 263 nursing students and 70 medical students Questionnaires Analytical and descriptive statistics For both nursing and medical students, C-score was lower after the attendance of the ethics curricular units, with a statistically significant decrease in the total score (from 21 to 19.5 on average; p = 0.046) for nursing students and a decrease not statistically significant for medical students (from 23.2 to 22 on average; p = 0.358).…”

Section: Methodsmentioning

confidence: 88%

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Ethics education to support ethical competence learning in healthcare: an integrative systematic review

et al. 2022

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Background Ethical problems in everyday healthcare work emerge for many reasons and constitute threats to ethical values. If these threats are not managed appropriately, there is a risk that the patient may be inflicted with moral harm or injury, while healthcare professionals are at risk of feeling moral distress. Therefore, it is essential to support the learning and development of ethical competencies among healthcare professionals and students. The aim of this study was to explore the available literature regarding ethics education that promotes ethical competence learning for healthcare professionals and students undergoing training in healthcare professions. Methods In this integrative systematic review, literature was searched within the PubMed, CINAHL, and PsycInfo databases using the search terms ‘health personnel’, ‘students’, ‘ethics’, ‘moral’, ‘simulation’, and ‘teaching’. In total, 40 articles were selected for review. These articles included professionals from various healthcare professions and students who trained in these professions as subjects. The articles described participation in various forms of ethics education. Data were extracted and synthesised using thematic analysis. Results The review identified the need for support to make ethical competence learning possible, which in the long run was considered to promote the ability to manage ethical problems. Ethical competence learning was found to be helpful to healthcare professionals and students in drawing attention to ethical problems that they were not previously aware of. Dealing with ethical problems is primarily about reasoning about what is right and in the patient’s best interests, along with making decisions about what needs to be done in a specific situation. Conclusions The review identified different designs and course content for ethics education to support ethical competence learning. The findings could be used to develop healthcare professionals’ and students’ readiness and capabilities to recognise as well as to respond appropriately to ethically problematic work situations.

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Section: Methodsmentioning

confidence: 88%

“…Nevertheless, support and learning activities do not necessarily promote ethical competence learning. Instead, these activities can also lead to stagnation in the development of ethical competence [ 67 , 68 ].…”

Section: Resultsmentioning

confidence: 99%

Ethics education to support ethical competence learning in healthcare: an integrative systematic review

et al. 2022

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“…Moreover, a significant increase on the test scores of the convictions test was reported by Yap-Figueras (2019) which utilized case study discussion in the same course. A slight increase in the mean is supported by Martins et al (2020) where nursing students showed moral competence stagnation even after Bioethics. This affirms the idea that many people never reach the Kohlberg's highest level of moral reasoning with only a very small percentage of adults rising above the next level (Moshman 2011).…”

Section: Pretest and Posttest Scores Of The Convictions Testmentioning

confidence: 91%

Biology students’ convictions and moral disengagement toward bioethical issues: a path analysis

Cuaderes

Yap-Figueras

2022

International Journal of Ethics Education

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Advances in science and technology has led to the rise of different issues in relation to human life and security as well as the environment. These issues also paved the way for the field of Bioethics with its principles aiming to uphold moral standards on these issues. This study aimed to test and modify the theoretical models of the factors influencing the conviction schemas of BS Biology Bioethics students of a state university toward bioethical issues. One hundred ten (110) undergraduate students were pre-tested and post-tested for comprehension of Bioethics principles, moral disengagement, and convictions toward bioethical issues. Identified personal factors were also retrieved for testing. Results showed that the Bioethics course has increased the participants’ comprehension of Bioethics principles, moral disengagement, and convictions. Stepwise multiple regression results revealed that anxiety, extraversion, exposure to media, and moral disengagement can predict pre-convictions. On the other hand, only moral disengagement was found to predict post-convictions. Furthermore, moral disengagement can be predicted by convictions before the course while anxiety, openness to change, and convictions were the predictors after the course. The proposed theoretical model was for tested goodness of fit using Structural Equation Modeling (SEM) and acceptance was based on the model fit criteria. Since the proposed model was not found to fit the data, this was revised based on the results of multiple regression and correlation among exogenous variables. Three models were constructed and found to fit the data adequately. These models show the direct and indirect effects of personal factors and moral disengagement on convictions. The mediating effects of moral disengagement and convictions to each other were also shown. Findings further imply that the ability to understand the principles does not influence convictions, but rather moral disengagement has a greater influence on the said factor. Improving moral education by integrating Bioethics to the curriculum is recommended to further strengthen the moral judgement and reasoning of students. Supplementary Information The online version contains supplementary material available at 10.1007/s40889-022-00149-3.

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“…Dieser besteht darin, die kritische Reflexion erlebter Praxis zu fördern und ethisches Lernen zu ermöglichen" (Key und Monteverde 2020, S. 163). Bereits von Beginn der pflegeberuflichen Qualifizierung an und im gesamten Ausbildungsverlauf ist die Notwendigkeit von Ethikbildung und folglich die Entwicklung von Ethik[teil]kompetenzen evident, dies an allen Lernorten (Martins et al 2020(Martins et al , 2021. Organisationen und Organisationsverbünde, welche Ausbildungsprozesse und somit Ethikbildung verantworten, bieten für ethische Bildung einen Rahmen, eine Struktur und eine Kultur und sind immer selbst als "Wertfiguren" (Krobath 2018, S. 468) zu betrachten.…”

Section: Relevante Und Beachtliche Aspekte Für Die Ethikbildungunclassified

Ethikbildung in der Pflege – strukturelle Besonderheiten und didaktische Implikationen der Pflegeausbildung

2022

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ZusammenfassungDie Pflegeausbildung weist die Besonderheit auf, dass die berufliche Bildung an unterschiedlichen Lernorten erfolgt. Die jeweils beteiligten Lernorte (Lernort Theorie, Lernort Praxis, zunehmend erweitert durch den dritten Lernort, das Skillslab) beeinflussen und fördern die Entwicklung der Ethikkompetenzen der angehenden Pflegfachpersonen – lernortspezifisch als auch lernortübergreifend – in unterschiedlicher Weise. Diese besonderen strukturellen Gegebenheiten des Lehrens und Lernens wirken sich sowohl auf die Ausgestaltung der Ethikbildung als auch auf die Förderung der Ethikkompetenzentwicklung im Ausbildungsverlauf aus.Die Ausführungen leitet die folgende Frage: Welche spezifischen pädagogischen und didaktischen Anforderungen, aber auch welche bildungsrelevanten Rahmungen ergeben sich angesichts der unterschiedlichen Lernorte für die Ethikbildung und die Ethikkompetenzentwicklung zukünftiger Pflegefachpersonen?Der Beitrag unterstreicht die Relevanz einer systematischen, methodisch reflektierten und lernortabgestimmten Ethikbildung im Bereich der Pflegeausbildung wie auch die Relevanz der bewussten Einbindung ethischer Reflexionsräume in die Prozesse der Ethikkompetenzentwicklung an den jeweiligen Lernorten. Die Besonderheiten der Ethikbildung erschließen sich hierbei aus den pflegeberuflichen Anforderungen an das professionelle Pflegehandeln und aus den Erfahrungen der Lernenden an den unterschiedlichen Lernorten im Verlauf der Pflegeausbildung.

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Bioethics education and the development of nursing students' moral competence

Cited by 22 publications

References 22 publications

Ethics education to support ethical competence learning in healthcare: an integrative systematic review

Ethics education to support ethical competence learning in healthcare: an integrative systematic review

Biology students’ convictions and moral disengagement toward bioethical issues: a path analysis

Ethikbildung in der Pflege – strukturelle Besonderheiten und didaktische Implikationen der Pflegeausbildung

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