Teaching strategies: promoting the development of moral competence in undergraduate students

Abstract

Objective: To identify strategies and spaces used by professors to promote the development of the moral competence of nursing undergraduate students. Method: Qualitative research, developed with 20 nursing professors, through a semi-structured interview, from July to October 2016. Data were submitted to discursive textual analysis. Results: Three categories were constructed: Active methodologies as strategies for the development of moral competence; Knowledge and development of clinical reasoning as motivating spaces of moral competence; Attitude of professors as a strategy for dialogue, empathy, recovery of moral values and development of caring skills. Final considerations: The use of strategies and spaces to develop pedagogical actions favors the search for knowledge, clinical reasoning and the approach of ethical and moral aspects that collaborate for the development of the moral competence of nursing undergraduate students. Descriptors: Nursing Education; Moral Development; Professors; Students; Moral. RESUMO Objetivo: Identifi car estratégias e espaços utilizados por docentes para promover o desenvolvimento da competência moral dos estudantes de graduação em Enfermagem. Método: Pesquisa qualitativa, desenvolvida com 20 docentes de enfermagem, por meio de entrevista semiestruturada, no período de julho a outubro de 2016. Os dados foram submetidos à análise textual discursiva. Resultados: Construíram-se três categorias: Metodologias ativas como estratégias ao desenvolvimento da competência moral; Conhecimento e o desenvolvimento do raciocínio clínico como espaços motivadores da competência moral; Atitude docente como estratégia para o diálogo, a empatia, o resgate de valores morais e o desenvolvimento de habilidades para o cuidar. Considerações fi nais: A utilização de estratégias e espaços para desenvolver ações pedagógicas favorece a busca do conhecimento, o raciocínio clínico e a abordagem de aspectos éticos e morais que colaboram para o desenvolvimento da competência moral dos estudantes de graduação em Enfermagem. Descritores: Educação em Enfermagem; Desenvolvimento Moral; Docentes; Estudantes; Moral. RESUMEN Objetivo: Identifi car estrategias y espacios utilizados por docentes para promover el desarrollo de la competencia moral de los estudiantes de graduación en enfermería. Método: Investigación cualitativa, desarrollada con 20 docentes de enfermería, por medio de entrevista semiestructurada, en el período de julio a octubre de 2016. Los datos fueron sometidos al análisis textual discursivo. Resultados: Se construyeron tres categorías: Metodologías activas como estrategias al desarrollo de la competencia moral; Conocimiento y desarrollo del raciocinio clínico como espacios motivadores de la competencia moral; Actitud docente como estrategia para el diálogo, la empatía, el rescate de valores morales y el desarrollo de habilidades para cuidarlo. Consideraciones Finales: La utilización de estrategias y espacios para desarrollar acciones pedagógicas favorece la 1651Teaching strategies: promoting...

Skill acquisition of safe medication administration through realistic simulation: an integrative review

“…Active methodologies represent, in this context, a potential alternative, capable of including students as co-participants in the teaching-learning process (9)(10)(11) . The realistic simulation strategy stands out for promoting a safe environment for acquisition and improvement of knowledge, skills and attitudes through reproducing clinical environments close to the real one (12) .…”

Moral reasoning as a catalyst for cultural competence and culturally responsive care

“…Nurse education plays a crucial role in influencing conceptualizations of cultural competence and nurturing the capacity to distinguish between right and wrong, when caring for culturally diverse patients. Strengthening professional values in curricula (Haghighat et al, 2020) and providing opportunities to critically reflect on personal values and behaviours (Enderle et al, 2018) can support the moral reasoning development required during cross‐cultural encounters. However, nurturing positive learning environments is paramount, where students are allowed to make mistakes in a safe environment but learn from them, as a means of developing their moral reasoning abilities.…”

“…Strengthening professional values in curricula (Haghighat et al, 2020) and providing opportunities to critically reflect on personal values and behaviours (Enderle et al, 2018) can support the moral reasoning development required during cross-cultural encounters.…”

Is there a relationship between moral competencies and the formation of professional identity among nursing students?

“…While the nursing shortage became a global problem, many nursing students, who should replace with retired nurses, do not have the required moral competence to deal with workplace issues at graduation (16). It is the responsibility of nursing education institutes to develop professional competencies, especially moral competence in their students.…”