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Journal articles on the topic 'Nursing students Nursing ethics'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

Dinç, Leyla, and Refia Selma Görgülü. "Teaching Ethics in Nursing." Nursing Ethics 9, no. 3 (2002): 259–68. http://dx.doi.org/10.1177/096973300200900305.

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Being a professional nurse requires ethical decision making and this in turn necessitates an effective learning process. The active participation of students in the teaching of ethics will contribute to this process. This study was conducted at Hacettepe University School of Nursing, Ankara, Turkey, to determine the views of students about the nursing ethics content in the curriculum, the examination system, and some educational characteristics of the teachers responsible for the course. The sample comprised 113 students who participated voluntarily. In general, the students expressed a positi
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Lee, Won, Sungkyoung Choi, Sujeong Kim, and Ari Min. "A Case-Centered Approach to Nursing Ethics Education: A Qualitative Study." International Journal of Environmental Research and Public Health 17, no. 21 (2020): 7748. http://dx.doi.org/10.3390/ijerph17217748.

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Nurses deal with ethical decisions as they protect patients’ rights, but a consensus on effective approaches to nursing ethics education is lacking. The “four topics” method can facilitate decision-making when nurses experience ethical dilemmas in practice. This study aimed to describe nursing students’ perspectives on and experiences of a case-centered approach to nursing ethics education using the four topics method. This qualitative study consisted of two phases. First, we delivered case-centered nursing ethics education sessions to nursing students using the four topics method. Then, we co
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Callister, Lynn Clark. "Ethical Reasoning in Capstone Students." International Journal of Human Caring 8, no. 2 (2004): 55–60. http://dx.doi.org/10.20467/1091-5710.8.2.65.

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Complex ethical issues characterize current healthcare environments. Nurse educators have been charged in the American Association of Colleges of Nursing (AACN) Essentials of Baccalaureate Education for Nursing Practice document with the responsibility to provide baccalaureate graduates with the knowledge and skills to apply ethical decision-making frameworks to clinical practice. However, there is a paucity of literature on ethical reasoning in nursing students. The purpose of this paper is to describe ethical reasoning in capstone students in an integrated baccalaureate nursing program. Them
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Callister, Lynn Clark, Karlen E. Luthy, Pam Thompson, and Rae Jeanne Memmott. "Ethical Reasoning in Baccalaureate Nursing Students." Nursing Ethics 16, no. 4 (2009): 499–510. http://dx.doi.org/10.1177/0969733009104612.

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Nurses are encountering an increasing number of ethical dilemmas in clinical practice. Ethics courses for baccalaureate nursing students provide the opportunity for the development of critical thinking skills in order to deal with these effectively. The purpose of this descriptive qualitative study was to describe ethical reasoning in 70 baccalaureate nursing students enrolled in a nursing ethics course. Reflective clinical journals were analyzed as appropriate for qualitative inquiry. The overriding theme emerging from the data was `in the process of becoming', which includes: practicing as a
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Vynckier, Tine, Chris Gastmans, Nancy Cannaerts, and Bernadette Dierckx de Casterlé. "Effectiveness of ethics education as perceived by nursing students." Nursing Ethics 22, no. 3 (2014): 287–306. http://dx.doi.org/10.1177/0969733014538888.

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Background: The effectiveness of ethics education continues to be disputed. No studies exist on how nursing students perceive the effectiveness of nursing ethics education in Flanders, Belgium. Objectives: To develop a valid and reliable instrument, named the ‘Students’ Perceived Effectiveness of Ethics Education Scale’ (SPEEES), to measure students’ perceptions of the effectiveness of ethics education, and to conduct a pilot study in Flemish nursing students to investigate the perceived efficacy of nursing ethics education in Flanders. Research design: Content validity, comprehensibility and
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Chaloner, Chris. "Understanding Ethics for Nursing Students." Learning Disability Practice 21, no. 1 (2018): 15. http://dx.doi.org/10.7748/ldp.21.1.15.s15.

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Jee, Youngju, Soon Hee kim, and Hyoung Sook Park. "Biomedical ethics in Nursing Students." Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology 6, no. 5 (2016): 79–87. http://dx.doi.org/10.14257/ajmahs.2016.05.19.

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Tsuruwaka, Mari. "Educational challenges in teaching nursing ethics: Perspectives of educators in Japan." Journal of Nursing Education and Practice 8, no. 10 (2018): 152. http://dx.doi.org/10.5430/jnep.v8n10p152.

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Background: While nursing ethics is becoming accepted as an independent subject in Japanese universities, there are many issues concerning the education. The purpose of this study was to anew investigate nursing ethics programs in university, to reveal the difficulties that nursing ethics educators in Japanese nursing bachelor’s degree programs faced and educational challenges, and to examine the best form of nursing ethics education.Methods: A self-administered questionnaire survey to nursing ethics educators in 235 nursing bachelor’s degree programs in Japan was conducted. The questionnaire
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Krawczyk, Rosemary M. "Teaching Ethics: Effect on Moral Development." Nursing Ethics 4, no. 1 (1997): 57–65. http://dx.doi.org/10.1177/096973309700400107.

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The purpose of this study was to determine the development of moral judgement in first-year and senior baccalaureate nursing students. These students were enrolled in three separate nursing programmes, each of which differed significantly in ethical content. The sample totalled 180 students enrolled in three New England programmes. Programme A included an ethics course taught by a professor of ethics. Programme B integrated ethical issues into all nursing theory courses. Programme C did not include ethical content in theory courses. The design was of a developmental cross-sectional study. The
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McFubara, PhD, Kalada Godson, and Augustina Chikaodili Isabu, PhD. "Nursing Ethics Education and Practice in the Niger Delta Region of Nigeria." Research in Health Science 4, no. 4 (2019): p294. http://dx.doi.org/10.22158/rhs.v4n4p294.

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Whereas nursing profession helps the well and the sick regain independence as rapidly as possible, nursing ethics education provides the basis for effective professional practice.Objectives: This study sought to identify factors affecting nursing ethics education and to describe impact of nursing ethics education on nursing practice. Method: A descriptive cross sectional study was conducted, and two sets of questionnaires were developed and administered, one to 80 final year nursing students, the other to 60 nursing teachers in four universities. The questionnaires had 18 and 21 question items
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Kucukkelepce, Gulhan Erkus, Leyla Dinc, and Melih Elcin. "Effects of using standardized patients on nursing students’ moral skills." Nursing Ethics 27, no. 7 (2020): 1587–602. http://dx.doi.org/10.1177/0969733020935954.

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Background: Nurses and nursing students increasingly confront ethical problems in clinical practice. Moral sensitivity, moral reasoning, and ethical decision-making are therefore important skills throughout the nursing profession. Innovative teaching methods as part of the ethics training of nursing students help them acquire these fundamental skills. Aim: This study investigated the effects and potential benefits of using standardized patients in ethics education on nursing baccalaureate students’ moral sensitivity, moral reasoning, and ethical decision-making by comparing this method with in
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Tuvesson, Hanna, and Kim Lützén. "Demographic factors associated with moral sensitivity among nursing students." Nursing Ethics 24, no. 7 (2016): 847–55. http://dx.doi.org/10.1177/0969733015626602.

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Background: Today’s healthcare environment is often characterized by an ethically demanding work situation, and nursing students need to prepare to meet ethical challenges in their future role. Moral sensitivity is an important aspect of the ethical decision-making process, but little is known regarding nursing students’ moral sensitivity and its possible development during nursing education. Objectives: The aims of this study were to investigate moral sensitivity among nursing students, differences in moral sensitivity according to sample sub-group, and the relation between demographic charac
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Yeom, Hye-A., Sung-Hee Ahn, and Su-Jeong Kim. "Effects of ethics education on moral sensitivity of nursing students." Nursing Ethics 24, no. 6 (2016): 644–52. http://dx.doi.org/10.1177/0969733015622060.

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Background: While nursing ethics education is commonly provided for undergraduate nursing students in most nursing colleges, consensus on the content and teaching modules for these ethics courses have still not been established. Objectives: This study aimed to examine the effects of nursing ethics education on the moral sensitivity and critical thinking disposition of nursing students in Korea. Research design: A one-group pre- and post-test design was used. Moral sensitivity was measured using the Korean version of the Moral Sensitivity Questionnaire. Critical thinking disposition was measure
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McLeod-Sordjan, Renee. "Evaluating moral reasoning in nursing education." Nursing Ethics 21, no. 4 (2013): 473–83. http://dx.doi.org/10.1177/0969733013505309.

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Evidence-based practice suggests the best approach to improving professionalism in practice is ethics curricula. However, recent research has demonstrated that millennium graduates do not advocate for patients or assert themselves during moral conflicts. The aim of this article is the exploration of evaluation techniques to evaluate one measurable outcome of ethics curricula: moral reasoning. A review of literature, published between 1995 and 2013, demonstrated that the moral orientations of care and justice as conceptualized by Gilligan and Kohlberg are utilized by nursing students to solve e
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Cannaerts, Nancy, Chris Gastmans, and Bernadette Dierckx de Casterlé. "Contribution of ethics education to the ethical competence of nursing students." Nursing Ethics 21, no. 8 (2014): 861–78. http://dx.doi.org/10.1177/0969733014523166.

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Aims: To review the literature on perceptions of nursing students and/or educators on the contribution of ethics education to ethical competence in nursing students. Background: Nurses do not always demonstrate the competencies necessary to engage in ethical practice. Educators continue to debate about the best ways to teach ethics to nurses so that they can develop ethical competencies. Data sources: MEDLINE, Embase, CINAHL, PsycINFO, and Web of Science. Review methods: A total of 15 articles with a quantitative, qualitative, or mixed-methods design published between January 1992 and March 20
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Choe, Kwisoon, Eunju Song, and Youngmi Kang. "Recognizing bioethical issues and ethical qualification in nursing students and faculty in South Korea." Nursing Ethics 20, no. 2 (2013): 213–25. http://dx.doi.org/10.1177/0969733012472734.

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The role of nursing faculty members in charge of ethics education is important. Although all nursing students receive the same bioethics education, their experiences differ, related to ethical qualification, which depends on the personal socialization process. This Korean study aimed to provide nursing faculty members with the basic data to help them develop as bioethics experts and provide nursing students with knowledge to improve their ethical decision-making abilities. We used a survey design to assess recognition of bioethical issues and ethical qualification in nursing students and facul
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Choi, Young Sil, Gye Seon Jeong, and Michong Rayborn. "Biomedical Ethics Education for Nursing Students: The Effect on Awareness and Application of Nursing Code of Ethics, Consciousness of Biomedical Ethics and Moral Sensitivity." Journal of Korean Academic Society of Nursing Education 24, no. 3 (2018): 214–24. http://dx.doi.org/10.5977/jkasne.2018.24.3.214.

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Purpose: This study examines the effectiveness of an educational program of nursing biomedical ethics for nursing students to increase awareness of the Code of Ethics for Nurses, moral sensitivity, and application of the Code of Ethics for Nurses. Methods: A quasi-experimental research design and t-test were used. The experimental group (n=31) and control group (n=32) were second-year university nursing students in two major cities. The experimental group received 15 hours of nursing ethics education during the 15-week semester. The training was not provided to the control group. Results: The
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Görgülü, Refia Selma, and Leyla Dinç. "Ethics in Turkish Nursing Education Programs." Nursing Ethics 14, no. 6 (2007): 741–52. http://dx.doi.org/10.1177/0969733007082114.

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This descriptive study investigated the current status of ethics instruction in Turkish nursing education programs. The sample for this study comprised 39 nursing schools, which represented 51% of all nursing schools in Turkey. Data were collected through a postal questionnaire. The results revealed that 18 of these nursing schools incorporated an ethics course into undergraduate and three into graduate level programs. Most of the educators focused on the basic concepts of ethics, deontological theory, ethical principles, ethical problems in health care, patient rights and codes of ethics for
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Scott, P. Anne. "Ethics Education and Nursing Practice." Nursing Ethics 3, no. 1 (1996): 53–63. http://dx.doi.org/10.1177/096973309600300107.

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This paper suggests that a consideration of health care practice is a necessary step in gaining insight into the appropriate composition of an ethics course for students in the health care professional. Health care practice, if it responds to the needs of society, is dynamic in nature. In the current climate of change in the health service, the author sug gests that the nursing profession needs to become more proactive in analysing and attempting to determine the future shape of nursing. To protect patient care the nursing profession needs to have its eyes open to the ethical dimensions of cha
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Mullen, Rosemary F., Angela Kydd, Anne Fleming, and Laura McMillan. "Dignity in nursing care: What does it mean to nursing students?" Nursing Ethics 26, no. 2 (2017): 390–404. http://dx.doi.org/10.1177/0969733017720825.

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Background: Despite growing interest in the potential of nursing education to enhance dignity in nursing care, relatively little is known about what dignity means to nursing students. Research question: What meaning does dignity in nursing care have for nursing students? Research design: Photo-elicitation was embedded within a Nominal Group Technique and responses were analysed by qualitative and quantitative content analysis. Participants and research context: Participants were recruited from each year of a 3-year undergraduate preregistration adult nursing programme in Scotland. In total, 31
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ASM, Nurunnabi. "Learning Nursing Ethics - Experience of Students of Dhaka Nursing College, Bangladesh." Community Based Medical Journal 8, no. 1 (2019): 30–34. http://dx.doi.org/10.3329/cbmj.v8i1.55667.

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Nursing ethics is taught in the subject 'Fundamentals of Nursing' in BSc Nursing curriculum in Bangladesh. The present study aims to examine nurse students' opinion regarding their learning nursing ethics. A total of 183 nursing students of Dhaka Nursing College, Bangladesh, from 1st year and 2nd year of BSc in Nursing course participated in this study, which was done between July and September, 2011. A semi-structured questionnaire was given to them. Besides mentioning their age, sex, socio-economic status, the students were asked to provide information about their acquisition and application
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Park, Hyeoun-Ae, Miriam E. Cameron, Sung-Suk Han, Sung-Hee Ahn, Hyo-Sook Oh, and Kyeong-Uoon Kim. "Korean Nursing Students’ Ethical Problems and Ethical Decision Making." Nursing Ethics 10, no. 6 (2003): 638–53. http://dx.doi.org/10.1191/0969733003ne653oa.

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This Korean study replicated a previously published American study. The conceptual framework and method combined ethical enquiry and phenomenology. The research questions were: (1) What is nursing students’ experience of ethical problems involving nursing practice? and, (2) What is nursing students’ experience of using an ethical decision-making model? The participants were 97 senior baccalaureate nursing students, each of whom described one ethical problem and chose to use one of five ethical decision-making models. From 97 ethical problems, five content categories emerged, the largest being
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Nolan, Peter W., and Doreen Markert. "Ethical Reasoning Observed: a longitudinal study of nursing students." Nursing Ethics 9, no. 3 (2002): 243–58. http://dx.doi.org/10.1191/0969733002ne507oa.

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All nursing courses in the UK include ethics in the curriculum, although there is considerable variation in the content of ethics courses and the teaching methods used to assist the acquisition of ethical reasoning. The effectiveness of ethics courses continues to be disputed, even when the perceptions and needs of students are taken into account in their design. This longitudinal study, carried out in the UK, but with implications for nurse education in other developed countries, explored the ethical understanding of nursing students and changes in their understanding and approaches to practi
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Jin, Eunju, and Hyunju Kang. "Trends of the researches related to ethical topic in Korean nursing students." Journal of Korean Academic Society of Nursing Education 26, no. 4 (2020): 402–11. http://dx.doi.org/10.5977/jkasne.2020.26.4.402.

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Purpose: The purpose of this study is to explore the trends of research related to ethical topics in Korean nursing students.Methods: A total of 131 articles that were published from 2000 to 2020 were analyzed and summarized according to publishing type, research design, subject, data analysis method, main research topic, research variables and instrument.Results: Most studies were journal articles (93.9%) and their most frequent research design was survey (75.7%). The research subjects covered all grades (35.1%) or they were divided between clinical nursing practicum (29.8%) or not (21.4%). T
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Gamtessa, Lalisa Chewaka. "Correlation of Students’ Academic Achievements at a Professional Course of Ethics and Pediatrics Clinical Practice at Mizan-Tepi University, South Nations, Nationalities and People’s Region, Ethiopia." Global Pediatric Health 8 (January 2021): 2333794X2110037. http://dx.doi.org/10.1177/2333794x211003799.

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Nursing is a respect for dignity and treating every person equally. Qualifying competent and ethical nurses requires the incorporation of a professional code of ethics with clinical nursing practice. However, no study was conducted on the relationship between professional ethics and clinical nursing practice. Therefore this study aimed to determine correlation between professional ethics and pediatrics clinical practice from an achievement perspective. Accordingly, cross-sectional study design was conducted at Mizan-Tepi University using nursing students’ academic achievements at professional
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Range, Lillian M., and Alicia L. Rotherham. "Moral distress among nursing and non-nursing students." Nursing Ethics 17, no. 2 (2010): 225–32. http://dx.doi.org/10.1177/0969733009352071.

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Their nursing experience and/or training may lead students preparing for the nursing profession to have less moral distress and more favorable attitudes towards a hastened death compared with those preparing for other fields of study. To ascertain if this was true, 66 undergraduates (54 women, 9 men, 3 not stated) in southeastern USA completed measures of moral distress and attitudes towards hastening death. Unexpectedly, the results from nursing and non-nursing majors were not significantly different. All the present students reported moderate moral distress and strong resistance to any effor
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Cameron, Miriam E., Marjorie Schaffer, and Hyeoun-Ae Park. "Nursing Students’ Experience of Ethical Problems and Use of Ethical Decision-Making Models." Nursing Ethics 8, no. 5 (2001): 432–47. http://dx.doi.org/10.1177/096973300100800507.

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Using a conceptual framework and method combining ethical enquiry and phenomenology, we asked 73 senior baccalaureate nursing students to answer two questions: (1) What is nursing students’ experience of an ethical problem involving nursing practice? and (2) What is nursing students’ experience of using an ethical decision-making model? Each student described one ethical problem, from which emerged five content categories, the largest being that involving health professionals (44%). The basic nature of the ethical problems consisted of the nursing students’ experience of conflict, resolution a
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Numminen, Olivia, Arie van der Arend, and Helena Leino-Kilpi. "Nurse Educators' and Nursing Students' Perspectives On Teaching Codes of Ethics." Nursing Ethics 16, no. 1 (2009): 69–82. http://dx.doi.org/10.1177/0969733008097991.

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Professional codes of ethics are regarded as elements of nurses' ethical knowledge base and consequently part of their ethics education. However, research focusing on these codes from an educational viewpoint is scarce. This study explored the need and applicability of nursing codes of ethics in modern health care, their importance in the nursing ethics curriculum, and the need for development of their teaching. A total of 183 Finnish nurse educators and 212 nursing students answered three structured questions, with an opportunity to justify their responses, and one open-ended question. Descri
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Alnajjar, PhD, Hend Abdu, and Ebtsam Aly Abou Hashish, PhD. "Academic Ethical Awareness and Moral Sensitivity of Undergraduate Nursing Students: Assessment and Influencing Factors." SAGE Open Nursing 7 (January 2021): 237796082110267. http://dx.doi.org/10.1177/23779608211026715.

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Introduction Nursing students are exposed to ethically challenging conditions in their future workplaces; hence, they must be ethically knowledgeable and morally sensitive to provide patients with holistic care based on sound ethical decision-making skills. Objectives: This study aimed to assess nursing students’ perception of their academic ethical awareness and moral sensitivity and determine the relationship between these variables. Methods: We conducted a descriptive correlational research study with a convenient sample of nursing students (N = 246) in a Saudi University nursing college. D
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White, Jane H., Anne Griswold Peirce, and William Jacobowitz. "The relationship amongst ethical position, religiosity and self-identified culture in student nurses." Nursing Ethics 26, no. 7-8 (2018): 2398–412. http://dx.doi.org/10.1177/0969733018792738.

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Background/purpose: Research from other disciplines demonstrates that ethical position, idealism, or relativism predicts ethical decision-making. Individuals from diverse cultures ascribe to various religious beliefs and studies have found that religiosity and culture affect ethical decision-making. Moreover, little literature exists regarding undergraduate nursing students’ ethical position; no studies have been conducted in the United States on students’ ethical position, their self-identified culture, and intrinsic religiosity despite an increase in the diversity of nursing students across
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Park, Eun-Jun. "The development and implications of a case-based computer program to train ethical decision-making." Nursing Ethics 20, no. 8 (2013): 943–56. http://dx.doi.org/10.1177/0969733013484489.

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To effectively train ethical decision-making of nursing students, a case-based computer program was developed using Flash animation. Seven ethical cases collected from practicing registered nurses’ actual clinical experiences and a six-step Integrated Ethical Decision-Making Model developed by the author were employed in the program. In total, 251 undergraduate students from three nursing schools used the program in their nursing ethics course. The usability of the program and its usefulness in improving 11 abilities needed in ethical decision-making were measured; it scored higher than 4 on a
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Pickles, David, Sheryl de Lacey, and Lindy King. "Conflict between nursing student’s personal beliefs and professional nursing values." Nursing Ethics 26, no. 4 (2017): 1087–100. http://dx.doi.org/10.1177/0969733017738132.

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Background: Studies have established that negative perceptions of people living with HIV/AIDS exist among nursing students throughout the world, perceptions which can be detrimental to the delivery of high-quality nursing care. Objectives: The purpose of this research was to explore socio-cultural influences on the perceptions of nursing students towards caring for people living with HIV/AIDS. Research design: The study was guided by stigma theory, a qualitative descriptive research approach was adopted. Data collected via semi-structured interviews were thematically analysed. Participants and
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Torabizadeh, Camellia, Leyla Homayuni, and Marzieh Moattari. "Impacts of Socratic questioning on moral reasoning of nursing students." Nursing Ethics 25, no. 2 (2016): 174–85. http://dx.doi.org/10.1177/0969733016667775.

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Background: Nurses are often faced with complex situations that made them to make ethical decisions; and to make such decisions, they need to possess the power of moral reasoning. Studies in Iran show that the majority of nursing students lack proper ethical development. Socratic teaching is a student-centered method which is strongly opposed to the lecturing method. Objectives: This study was conducted to evaluate the impacts of Socratic questioning on the moral reasoning of the nursing students. Research design: In a quasi-experimental study, Crisham’s Nursing Dilemma Test was used to evalua
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Cho, Kap-Chul, and Gisoo Shin. "Operational effectiveness of blended e-learning program for nursing research ethics." Nursing Ethics 21, no. 4 (2013): 484–95. http://dx.doi.org/10.1177/0969733013505310.

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Background: Since 2006, the Korean Ministry of Education, Science and Technology, and the National Research Foundation of Korea have taken the lead in developing an institutional guideline for research ethics. Objectives: The purpose was to identify the effectiveness of the Good Research Practice program, developed on a fund granted by the National Research Foundation of Korea, for nurses and nursing students whose knowledge and perception of research ethics were compared before and after the implementation of the Good Research Practice program. Research design: This study was conducted to com
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Arries, Ebin J. "Professional values and ethical ideology: Perceptions of nursing students." Nursing Ethics 27, no. 3 (2019): 726–40. http://dx.doi.org/10.1177/0969733019889396.

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Background: Moral philosophical positions and professional values have been shown to influence nurses’ practice behaviours. Understanding nursing students’ professional values and ethical ideologies, therefore, is important as they may help inform evidence-informed curriculum decisions and education strategies to develop students’ professional reflective competencies. However, there is a dearth in current empirical data on Canadian nursing students’ perceptions of professional values and ethical positions. Objectives: This study’s purpose was to examine undergraduate nursing student’s percepti
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Yeun, Eun Ja, Young Mi Kwon, and Hung Kyu Kim. "A Q-methodological Study on Nursing Students' Attitudes toward Nursing Ethics." Journal of Korean Academy of Nursing 34, no. 8 (2004): 1434. http://dx.doi.org/10.4040/jkan.2004.34.8.1434.

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de Casterlé, Bernadette Dierckx, Mieke Grypdonck, Magda Vuylsteke-Wauters, and Piet J. Janssen. "Nursing Students’ Responses to Ethical Dilemmas in Nursing Practice." Nursing Ethics 4, no. 1 (1997): 12–28. http://dx.doi.org/10.1177/096973309700400103.

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In literature as well as in nursing practice a growing concern about nurses’ ethical competence can be observed. Based on the cognitive theory of moral development by Kohlberg, this research examined nursing students’ ethical behaviour in five nursing dilemmas. Ethical behaviour refers not only to the ethical reasoning of nursing students but also to the relationship between reasoning and behaviour. Kohlberg’s definition of morality was refined by adding a care perspective. The results show that the majority of students can be located in the fourth moral stage according to Kohlberg’s theory, t
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Chaloner, Chris. "Understanding Ethics for Nursing Students (Second edition)." Cancer Nursing Practice 17, no. 5 (2018): 13. http://dx.doi.org/10.7748/cnp.17.5.13.s11.

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Stebleton, Janet. "Practical Ethics for Nurses and Nursing Students." Chest 124, no. 1 (2003): 418–19. http://dx.doi.org/10.1378/chest.124.1.418-a.

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Chaloner, Chris. "Understanding Ethics for Nursing Students (Second edition)." Nursing Standard 32, no. 12 (2017): 34. http://dx.doi.org/10.7748/ns.32.12.34.s26.

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Shirin Caldwell, Elizabeth, Hongyan Lu, and Thomas Harding. "Encompassing multiple moral paradigms: A challenge for nursing educators." Nursing Ethics 17, no. 2 (2010): 189–99. http://dx.doi.org/10.1177/0969733009355539.

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Providing ethically competent care requires nurses to reflect not only on nursing ethics, but also on their own ethical traditions. New challenges for nurse educators over the last decade have been the increasing globalization of the nursing workforce and the internationalization of nursing education. In New Zealand, there has been a large increase in numbers of Chinese students, both international and immigrant, already acculturated with ethical and cultural values derived from Chinese Confucian moral traditions. Recently, several incidents involving Chinese nursing students in morally confli
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Randall, Cynthia S., and Carla E. Randall. "Using Simulation to Develop Clinical Nursing Faculty Teaching of Ethics: A Pilot Project." Journal of Education and Training Studies 9, no. 8 (2021): 12. http://dx.doi.org/10.11114/jets.v9i8.5333.

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Objective: The purpose of this study was to understand the experiences of clinical instructors participating in a simulated experience teaching ethics.Background: Teaching ethics is an essential role of the clinical instructor. Limited information exists to guide instructors in the teaching of ethics in clinical settings. Clinical nursing instructors are often hired based on their experience as clinicians and are underprepared to teach ethics to nursing students during clinical instruction.Methods: A qualitative descriptive interpretive approach was used to understand the experiences of clinic
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Escolar Chua, Rowena L., and Jaclyn Charmaine J. Magpantay. "Moral distress of undergraduate nursing students in community health nursing." Nursing Ethics 26, no. 7-8 (2018): 2340–50. http://dx.doi.org/10.1177/0969733018819130.

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Background: Nurses exposed to community health nursing commonly encounter situations that can be morally distressing. However, most research on moral distress has focused on acute care settings and very little research has explored moral distress in a community health nursing setting especially among nursing students. Aim: To explore the moral distress experiences encountered by undergraduate baccalaureate nursing students in community health nursing. Research design: A descriptive qualitative design was employed to explore the community health nursing experiences of the nursing students that
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Khatiban, Mahnaz, Seyede Nayereh Falahan, Roya Amini, Afshin Farahanchi, and Alireza Soltanian. "Lecture-based versus problem-based learning in ethics education among nursing students." Nursing Ethics 26, no. 6 (2018): 1753–64. http://dx.doi.org/10.1177/0969733018767246.

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Background: Moral reasoning is a vital skill in the nursing profession. Teaching moral reasoning to students is necessary toward promoting nursing ethics. Objectives: The aim of this study was to compare the effectiveness of problem-based learning and lecture-based methods in ethics education in improving (1) moral decision-making, (2) moral reasoning, (3) moral development, and (4) practical reasoning among nursing students. Research design: This is a repeated measurement quasi-experimental study. Participants and research context: The participants were nursing students in a University of Med
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Scott, P. Anne. "Aristotle, Nursing and Health Care Ethics." Nursing Ethics 2, no. 4 (1995): 279–85. http://dx.doi.org/10.1177/096973309500200402.

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Even a brief consideration of the nature of nursing will indicate that an ethical dimension underlies much, if not all, of nursing practice. It is therefore important that students and practitioners are facilitated in developing an ethical awareness and sensitivity from early in their professional development. This paper argues that Aristotelian virtue theory provides a practice-based focus for health care ethics for a number of reasons. Also, because of his emphasis on the character of the moral agent, and on the importance of perception and emotion in moral decision-making, Aristotelian virt
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Jiménez-López, F. Rosa, Jesus Gil Roales-Nieto, Guillermo Vallejo Seco, and Juan Preciado. "Values in nursing students and professionals." Nursing Ethics 23, no. 1 (2014): 79–91. http://dx.doi.org/10.1177/0969733014557135.

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Background: Many studies have explored personal values in nursing, but none has assessed whether the predictions made by the theory of intergenerational value change are true for the different generations of nursing professionals and students. This theory predicts a shift in those personal values held by younger generations towards ones focussed on self-expression. Research question: The purpose of the study was to identify intergenerational differences in personal values among nursing professionals and nursing students and to determine whether generational value profiles fit the predictions m
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Kang, Se-Won. "The influence of ethics education on awareness of nursing students with no clinical experience regarding the code of ethics: A case study." Journal of Nursing Education and Practice 7, no. 10 (2017): 12. http://dx.doi.org/10.5430/jnep.v7n10p12.

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The purpose of this study was to evaluate the influence of ethics education on Korean nursing students’ awareness regarding the code of ethics. This study employed a one group pretest-posttest design. The participants were 48 sophomore nursing students with no clinical experience from a city in Korea. In this study, ethics education involved lectures related to “nursing ethics and professionalism”. Data were collected in September and December 2016. The collected data were analyzed using means, standard deviations, and paired t tests. The mean score on awareness regarding the code of ethics in
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Schmidt, Bonnie J. "Core professional nursing values of baccalaureate nursing students who are men." Nursing Ethics 23, no. 6 (2016): 674–84. http://dx.doi.org/10.1177/0969733015579310.

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Background: The perceptions of core professional nursing values of men in baccalaureate nursing programs are poorly understood. Objective: The study purpose was to understand and interpret the meaning of core professional nursing values to male baccalaureate nursing students. Research design and context: One-to-one interviews were conducted with male nursing students from a public university in the Midwest, following interpretive phenomenology. Ethical considerations: Measures to protect participants included obtaining Institutional Review Board approval, obtaining signed informed consent, and
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Piryani, Rano Mal, Suneel Piryani, Ramesh Sharma Poudel, and Mamata Sharma. "Needs Assessment for Teaching/Learning Nursing Ethics for Master of Nursing Students." Asian Bioethics Review 8, no. 2 (2016): 134–42. http://dx.doi.org/10.1353/asb.2016.0008.

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Donnelly, Mary Broderick, Trisha Leann Horsley, William H. Adams, Peggy Gallagher, and C. Dawn Zibricky. "Effect of Simulation on Undergraduate Nursing Students’ Knowledge of Nursing Ethics Principles." Canadian Journal of Nursing Research 49, no. 4 (2017): 153–59. http://dx.doi.org/10.1177/0844562117731975.

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