A Case-Centered Approach to Nursing Ethics Education: A Qualitative Study

Lee, Won; Choi, Sungkyoung; Kim, Su Jeong; Min, Ari

doi:10.3390/ijerph17217748

Cited by 25 publications

(15 citation statements)

References 43 publications

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“…Understanding one’s own values and attitudes can be facilitated through, for example, role-play or simulation activities [ 54 – 56 ], narratives [ 40 , 57 , 58 ], storytelling [ 42 ] and discussions in small groups [ 38 , 43 – 45 , 47 , 59 – 62 ]. Small group discussions are appropriate when healthcare professionals or students are unwilling to stand out by asking questions or giving individual opinions in learning situations in which many people participate [ 63 ].…”

Section: Resultsmentioning

confidence: 99%

“…This programme was beneficial to FDs who were able to develop their own teaching and ethical reasoning skills and to reflect on the influence of the hidden curriculum on their own behaviour Very poor Kuhn et al [ 69 ], Germany Quantitative To improve moral judgment, ethical reflection and strengthen individual resilience in value conflicts 13 medical students and young physicians Web-based evaluation sheet Descriptive statistics Didactic concept with case conferences, discussion about ethics issues and lectures were considered helpful for dealing with ethical questions at the clinic. The format was also relevant for their later profession Fair Langlois et al [ 61 ], Canada Qualitative To explore the experiences and learning of student health professionals engaged in an ethics module 91 health mentor programme students Interviews Thematic analysis Five major themes emerged: (1) patient autonomy and expertise in care, (2) ethical complexity and its inevitable reality in the clinical practice setting, (3) patient advocacy as an essential component of day‑to‑day practice, (4) qualities of remarkable clinicians that informed personal ideals for future practice, and (5) patients’ perspectives on clinician error and how they enabled suggestions for improving future practice Good Lee et al [ 63 ], Korea Qualitative To describe nursing students’ perspectives on and experiences of a case-centred approach to nursing ethics education using the four topics method 10 nursing students Focus group discussion Content analysis Four themes emerged: 1) the importance of ethics education as perceived by nursing students,2) problems in current nursing ethics education, 3) the experience of case-centred nursing ethics education using the four topics approach, and 4) suggestions for improving nursing ethics education Good Lee et al [ 73 ], Korea Quantitative To identify the effects of a nursing ethics seminar on the moral sensitivity and ethical behaviour of nurses working in a hospital setting 35 nurses Questionnaires Analytical and descriptive statistics …”

Section: Methodsmentioning

confidence: 99%

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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: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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

et al. 2022

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“…Learning focused on group discussions and ethical simulation can also improve students' comprehension of applying nursing ethical principles in clinical contexts (Nash & Harvey, 2017). Recent research also explains that learning methods using a case-centered approach and connecting theory with clinical practice can increase nursing students' ethical knowledge (Lee et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Levels of Nursing Ethics Knowledge among Students without Clinical Experience

Panyuwa

2024

IJGHR

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Nursing ethics plays a crucial role in shaping the nursing profession, and a thorough understanding of ethical values serves as the foundation for delivering quality healthcare services. Objective: To describe the level of nursing ethics knowledge among nursing students who do not yet have clinical practice experience in hospitals. Method: This research employed a quantitative descriptive research design. Data analysis utilized a descriptive statistical approach, presenting frequency data and percentage levels of knowledge. The population in the study consists of all first-semester nursing students who have yet to undergo clinical practice. The sampling technique employed is purposive sampling. The research sample comprised 82 students lacking clinical practice experience. The questionnaire assessing nursing ethics knowledge underwent validity testing, obtaining a value of 1 > 0.355 and reliability testing with a Cronbach's alpha value of 0.961 > 0.60. The questionnaire consisted of 29 items. Results: The findings of this study indicate percentage categories for the level of nursing ethics knowledge among students as follows: (21%) abysmal, (28%) poor, (20%) fair, (18%) good, and (16%) very good. Conclusions: Innovative learning strategies, practical experiences, and in-depth curriculum studies in the field of professional ethics in nursing are important to help address the limitations of nursing ethics knowledge.

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“…In In the program of empowering nurses in this study, real ethical cases and issues were used by group discussion with the participation of nurses. In this regard, the study results of Lee et al (29) showed that students prefer nursing ethics focused on providing opportunities for learning ethical issues in the clinical setting and solving ethical problems, and nursing educators should systematically provide opportunities for nursing students to discuss real situations and allow them to solve ethical problems practically. This study emphasized that without teaching nursing ethics, nursing students do not even recognize ethical issues in the clinical setting, let alone having basic knowledge to judge ethical issues.…”

Section: Methodsmentioning

confidence: 99%

Effect of a Moral Empowerment Program on Nurses' Moral Courage

Morteza,

Akbar,

Hamid

et al. 2023

Preprint

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Background: Moral courage requires professional knowledge, skills and awareness of values and principles of nursing ethics. One of the important factors affecting nurses' moral courage is nurses' moral empowerment. The objective of this study was to determine the effect of a professional ethics empowerment program on nurses' courageous behavior. Methods: This study is a quasi-experiment with two groups (before and after) conducted in 2021. First, moral courage of 187 nurses was determined by nurses' moral courage questionnaire by Sadooghiasl et al. 52 nurses whose moral courage score was lower than the average score of the questionnaire were randomly assigned to two control and intervention groups (n=26). In the intervention group, the professional ethics empowerment program was implemented during four two-hour sessions, and the control group received no training. The objectives of the study were explained to the participants and they entered the study if they wished and the written informed consent was obtained. Results: In the pre-test, no statistically significant difference was observed in the moral courage of nurses and its dimensions between the two intervention and control groups. Nevertheless, in the post-test, a significant difference was in the average scores of moral courage between the two groups, and the implementation of the moral empowerment program in the intervention group led to a significant increase in the moral courage of nurses. Conclusion: Empowering nurses by educational programs using learner-based approaches and group discussion of nurses' moral issues in the clinical setting is effective on improving their moral courage. In order to improve the moral courage of nurses, it is necessary to use diverse and innovative educational methods based on the experiences of nurses in their in-service training programs.

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A Case-Centered Approach to Nursing Ethics Education: A Qualitative Study

Cited by 25 publications

References 43 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

Levels of Nursing Ethics Knowledge among Students without Clinical Experience

Effect of a Moral Empowerment Program on Nurses' Moral Courage

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