Discovering mental models and frames in learning of nursing ethics through simulations

Agea, José Luis Díaz; Robles, Míriam; Jiménez-Rodríguez, Diana; Moreno, Isabel Morales; Viedma, Inmaculada; Costa, César Leal

doi:10.1016/j.nepr.2018.05.001

Cited by 11 publications

(9 citation statements)

References 33 publications

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“…Díaz Agea et al. (2018) videotaped students participating in two sessions held one week apart. In another study, students attended four simulations over a two‐week period (Meyer et al., 2011).…”

Section: Resultsmentioning

confidence: 99%

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The effect of multiple exposures in scenario‐based simulation—A mixed study systematic review

et al. 2020

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Aims To examine the use and effects of multiple simulations in nursing education. Design A mixed study systematic review. Databases (CINAHL, Medline, PubMed, EMBASE, ERIC, Education source and Science Direct) were searched for studies published until April 2020. Method Researchers analysed the articles. Bias risk was evaluated using the Critical Appraisal Skills Programme and Cochrane Risk of Bias tool. Results In total, 27 studies were included and four themes identified. Students participated in multiple simulation sessions, over weeks to years, which included 1–4 scenarios in various nursing contexts. Simulations were used to prepare for, or partly replace, students’ clinical practice. Learning was described in terms of knowledge, competence and confidence. Conclusion Multiple scenario‐based simulation is a positive intervention that can be implemented in various courses during every academic year to promote nursing students’ learning. Further longitudinal research is required, including randomized studies, with transparency regarding study design and instruments.

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Section: Resultsmentioning

confidence: 99%

“…In a qualitative study, Díaz Agea et al. (2018) analysed video‐recorded simulations and reported positive learning from attending two sessions relating to ethical competence. The authors mentioned that repeating the experience was an important factor for learning.…”

Section: Resultsmentioning

confidence: 99%

The effect of multiple exposures in scenario‐based simulation—A mixed study systematic review

et al. 2020

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“…Two were quantitative studies; one study used a pre-test, post-test design (Greco et al, 2019), and one used a descriptive cross-sectional design with a post hoc analysis (Krautscheid et al, 2017). One was a qualitative study with an unspecified design (Agea et al, 2018). Three evaluation studies examined quality improvement and learner outcomes through mixed measurement: one used a continuous quality improvement process (Smith et al, 2013), and two discussed an educational innovation programme and its evaluation (Krautscheid, 2017;Smith et al, 2012).…”

Section: Results Description Of Studiesmentioning

confidence: 99%

A scoping review of the integration of ethics education in undergraduate nursing high‐fidelity human simulation‐based learning

Sedgwick

Yanicki

Harder

et al. 2020

Journal of Clinical Nursing

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Aims and objectives To systematically assemble, examine and map the extant literature pertaining to the integration of ethics education in high‐fidelity simulation‐based learning experiences in nursing undergraduate programmes. Background The value of ethics education for undergraduate nursing students is well established in the literature. Whether high‐fidelity human simulation (HFHS) supports the development of ethical reasoning or positively impacts the acquisition of ethical knowledge and reasoning skills in undergraduate nursing students is inconsistently addressed. Design A scoping review was conducted using the Arksey and O'Malley framework. Method CINAHL, ProQuest Nursing & Allied Health Source, ProQuest Dissertations & Theses A&I, MEDLINE, Web of Science, ERIC, Scopus, PsycINFO, and the Joanna Briggs Institute EBP databases were searched for English‐language manuscripts published between 2012 and 2020. The PRISMA‐ScR was used. Results Eight papers that met the inclusion criteria were extracted for this review. Three broad categories were identified: the ‘what’ in ethics education, the ‘how’ of ethics education and the ‘when’ of ethics education in high‐fidelity human simulation. Conclusion The integration of ethics education into simulation‐based learning has the potential to positively promote nursing students' ability to develop knowledge of and skills in ethical practice. However, the inclusion of ethics education scenarios in HFHS is a relative new teaching innovation in undergraduate nursing education. As such, there continues to be no consensus on the ‘what’, ‘how’ or ‘when’ of ethics education for best practice in ethics education for undergraduate nursing programmes. Relevance to clinical practice Quality improvement processes and research studies are needed to determine: the types of ethical dilemmas and debriefing sessions and optimal timing of HFHS ethics simulation in undergraduate nursing education, student support needed for running HFHS, and the learning needs of nurse educators seeking to incorporate ethics within HFHS.

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“…We found some simulation exercises studies, where ethical scenarios have been developed. 11,12 Some online courses have been used and tested. 13,14 We did not find serious game or virtual game solutions, with learning activities in ethics during nursing students’ clinical practice.…”

Section: Introductionmentioning

confidence: 99%

Ethical Coffee Room: An international collaboration in learning ethics digitally

et al. 2020

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Background: Ethics is a fundamental part of health care professionals’ competence and one of the major quality factors in good nursing care. Research shows challenges in learning and applying ethics. Ethical Coffee Room is an electronic platform, where the students, nurses and teachers discuss anonymously ethical issues during students’ clinical practice. ECR offers 1 credit (27 working hours) for the students. This work included reading theoretical material, contributions for discussion of ethical dilemmas and reflection of one’s own learning. Every user – student, nurse supervisor or teacher – could choose her or his own pseudonym. Aim: The aim of this study was to describe how nursing students experience learning ethics with digital learning activity during clinical practice, how usable the Ethical Coffee Room platform is and how this learning activity should be developed further. Research design, participants and context: The study employed a qualitative descriptive design and was an EU project between Finland, Sweden and Latvia. In total, 34 second-year nursing students participated in the study. The data collection methods were semi-structured interviews and written comments in the discussion forum Ethical Coffee Room. The data were analysed using content analysis. Ethical considerations: Ethical approval and research permission were obtained from each partner organization, according to their national standards. Findings: The results are presented under three themes: positive learning experiences of Ethical Coffee Room, challenges in learning during Ethical Coffee Room and practical suggestions for future development of Ethical Coffee Room. The results showed that the Ethical Coffee Room was experienced as a novel type of learning activity and an interesting way to learn ethics. Discussion and conclusion: Ethical Coffee Room seems to be a promising learning activity enhancing students’ ethical competence in clinical practice. However, active participation of the mentor nurses and teachers is essential. Therefore, mentor nurses and teachers need in-depth knowledge of ethical theories and concepts and how to apply them in clinical context.

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Discovering mental models and frames in learning of nursing ethics through simulations

Cited by 11 publications

References 33 publications

The effect of multiple exposures in scenario‐based simulation—A mixed study systematic review

The effect of multiple exposures in scenario‐based simulation—A mixed study systematic review

A scoping review of the integration of ethics education in undergraduate nursing high‐fidelity human simulation‐based learning

Ethical Coffee Room: An international collaboration in learning ethics digitally

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