Ethical global health in nursing education: An integrative review

Yoder, Claire McKinley; Soulé, Isabelle; Nguyen, Carrington; Saluta, Isaiah

doi:10.1016/j.nepr.2021.103263

Nurse Education in Practice

2022

DOI: 10.1016/j.nepr.2021.103263

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Ethical global health in nursing education: An integrative review

Claire McKinley Yoder

Isabelle Soulé

Carrington Nguyen

et al.

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Cited by 4 publications

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“…Even though HIC learners stand to gain skills, experience, and social acumen from global health opportunities, exchange systems commonly exploit and give relatively little attention to benefits realized by the LMIC host institution. 8 For example, HIC learners’ education goals may take precedence over those of local learners or the safety of already vulnerable patients. Positive effects of these experiences for HIC learners, including publications, grants, and career advancement are often unequally shared with LMIC partners, if at all.…”

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Ten Questions to Guide Learners Seeking Equitable Global Health Experiences Abroad

Reynolds¹,

Kolars²,

Bekele³

2023

Academic Medicine

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“Global health experiences,” clinical and research learning opportunities where learners from high-income country (HIC) institutions travel to low- and middle-income countries (LMICs), are becoming increasingly popular and prolific in the health sciences. Increased interest has been well documented among medical, pharmacy, and nursing learners who are driving these agendas at their institutions. Although such opportunities have potential to mutually benefit the learner and host, in practice they can be exploitative, benefiting HIC learners without reciprocity for LMIC hosts. Given these and other pervasive ethical concerns in global health, efforts to decolonize global health and emphasize equity are being made at the institutional level. Despite progress toward global health equity from institutions, most learners lack the resources and education needed to critically evaluate the numerous global health opportunities or equitably codesign these experiences for themselves. This article offers 10 guiding questions that learners should answer before selecting or codesigning a global health opportunity through a lens of global health equity. These prompts encompass values including motivations, reciprocity, accountability, sustainability, financial implications, self-reflection, bidirectional communication, and mitigating burden and power dynamics. The authors provide tips, pitfalls to avoid, and pragmatic examples for learners working to actualize partnerships and opportunities aligned with the movement of global health equity. With these guiding questions and accompanying reflection tool, learners, faculty members, and their LMIC partners should be better equipped to engage in mutually beneficial partnership through the framework of global health equity.

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confidence: 99%

Ten Questions to Guide Learners Seeking Equitable Global Health Experiences Abroad

Reynolds¹,

Kolars²,

Bekele³

2023

Academic Medicine

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Examining the Impact of Dramatization Simulation on Nursing Students’ Ethical Attitudes: A Mixed-Method Study

Ordu,

Yılmaz

2024

J Acad Ethics

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This research investigated how dramatization simulation affected nursing students' ethical attitudes. Most nurses and nursing students encounter ethical issues in their healthcare practices. Students who receive an education in ethics are better equipped to solve ethical problems, develop ethical sensitivity, and adopt an ethical attitude. Dramatization simulation, which has recently been applied in nursing education, is said to be an effective teaching method. A mixed-method approach was employed in the research. The sample consisted of 60 students enrolled in the final year of the Nursing Department of the Faculty of Health Sciences at a State university. Students were randomly assigned to experimental and control groups. In the experimental group, the dramatization simulation method was used to evaluate the effectiveness of the training method. The data were collected using the Descriptive Characteristics Form, Ethical Principles Attitude Scale, and Semi-Structured Focus Group Interview Form. SPSS 22 software was used to analyze the quantitative data, and Colaizzi's phenomenological analysis and MAXQDA 2020 software were used to analyze the qualitative data. The post-test total score of the group ethical attitude scale for the students in the experimental group showed a statistically significant improvement (p < 0.05). Additionally, the students in the experimental group's post-test Ethical Attitude Scale total score outperformed those in the control group statistically significantly (p < 0.05). The following themes were found: (1) perspectives on dramatization simulation and (2) perspectives on ethical attitude. To help nursing students develop ethical attitudes, we recommend using dramatization simulation as a teaching method. In addition, we recommend that this study be conducted in larger sample groups and on different topics. The recommendations were explored in more detail in the article.

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Ethical challenges and reflection. Norwegian bachelor students’ experiences during clinical placement in Sub-Saharan Africa

Greaker,

Aune,

Grudt

2023

International Journal of Africa Nursing Sciences

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Ethical global health in nursing education: An integrative review

Cited by 4 publications

References 50 publications

Ten Questions to Guide Learners Seeking Equitable Global Health Experiences Abroad

Ten Questions to Guide Learners Seeking Equitable Global Health Experiences Abroad

Examining the Impact of Dramatization Simulation on Nursing Students’ Ethical Attitudes: A Mixed-Method Study

Ethical challenges and reflection. Norwegian bachelor students’ experiences during clinical placement in Sub-Saharan Africa

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