Ethics Teaching In Nursing


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Exploring multi-aspects of nursing ethics and applying nursing ethics to education, research and clinical practice

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Ethics Teaching In Nursing

  1. 1. By Kris Trairatana Learning and Ethics Teaching in Nursing Programs and Clinical Practice with Technology
  2. 2. The Florence Nightingale Pledge <ul><li>I solemnly pledge myself before God and presence of this assembly; To pass my life in purity and to practice my profession faithfully. </li></ul><ul><li>I will abstain from whatever is deleterious and mischievous and will not take or knowingly administer any harmful drug. </li></ul><ul><li>I will do all in my power to maintain and elevate the standard of my profession and will hold in confidence all personal matters committed to my keeping and family affairs coming to my knowledge in the practice of my calling. </li></ul><ul><li>With loyalty will I endeavor to aid the physician in his work, and devote myself to the welfare of those committed to my care. </li></ul>
  3. 3. Introduction <ul><li>Higher education in nursing field </li></ul><ul><li>is very critical because they are many factors that make RNs stop continuing study further. </li></ul><ul><li>New alternative is there are many schools all over the country offer online class for nursing, BNS, MSN, PhD, and DNP </li></ul><ul><li>Ethics in Nursing is very significant for this field to be concerned. </li></ul>
  4. 4. Background <ul><li>Fundamental concept of caring in nursing education is morality and ethics which directly active teaching on face-to-face classroom setting. </li></ul><ul><li>Classroom setting provide two-way communication both interactively verbal and nonverbal communication. </li></ul><ul><li>After educational technology has been used in nursing, online class is new option for nursing to improve their competency in clinical practice; and ethics becomes a very huge issue. </li></ul>
  5. 5. Vision Statement <ul><li>Promote standard nursing care excellence through a community of lifelong learning </li></ul><ul><li>Provide a supportive environment that fosters the educational and develop needs to students </li></ul><ul><li>Cooperate teaching strategies, promotion of critical thinking skills and use of progressive technology to decision-making and problem-solving to resolutions and dilemmas </li></ul>
  6. 6. Mission Statement <ul><li>Prepare the highest qualified professionals to meet the needs of individuals, families, and communities </li></ul><ul><li>Promote and value: </li></ul><ul><ul><li>Professional development and growth in changing health care environment </li></ul></ul><ul><ul><li>Caring attitude balanced with technical competence </li></ul></ul><ul><ul><li>Respect for the individual </li></ul></ul><ul><ul><li>Excellence in the practice of professional </li></ul></ul><ul><ul><li>Srtength and joy of diversity </li></ul></ul>
  7. 7. Goals <ul><li>Direct </li></ul><ul><ul><li>Encourage professional nursing in practice, morality </li></ul></ul><ul><ul><li>Promote values, beliefs and philosophies </li></ul></ul><ul><li>Indirect </li></ul><ul><ul><li>Support concept of nursing ethics to students to serve patients, other people, and community </li></ul></ul><ul><li>Short-term </li></ul><ul><ul><li>Recognize the ethics and morality to practice </li></ul></ul><ul><ul><li>Amalgamate concept of ethics, philosophy, morality, legislation, values, beliefs, and awareness as a whole </li></ul></ul><ul><li>Long-term </li></ul><ul><ul><li>Encourage RNs back to school to contribute more knowledge in extensive education </li></ul></ul><ul><ul><li>Support and explore the researches in nursing ethics </li></ul></ul><ul><ul><li>Shortage of nursing instructors (backup) </li></ul></ul>
  8. 8. Nursing Ethics (Tschudin, 1992) <ul><li>Ethics between nurses and patients </li></ul><ul><ul><li>Confidentiality </li></ul></ul><ul><ul><li>Advocacy </li></ul></ul><ul><li>Ethics between nurses and doctors </li></ul><ul><ul><li>Nursing autonomy </li></ul></ul><ul><ul><li>Making independent decisions </li></ul></ul><ul><ul><li>Challenging medical opinion or treatments </li></ul></ul><ul><li>Ethics between nurses and nurses </li></ul><ul><li>Ethics between nurses and their employers </li></ul><ul><ul><li>Standards of care </li></ul></ul><ul><ul><li>Accountability </li></ul></ul><ul><ul><li>Conflict with managers </li></ul></ul><ul><ul><li>Objection to treatments and policies </li></ul></ul><ul><li>Ethics between nurses and the profession </li></ul><ul><ul><li>Political action </li></ul></ul><ul><ul><li>Strikes </li></ul></ul><ul><ul><li>professionalism </li></ul></ul>
  9. 9. Ethical Framework <ul><li>Definition of ethics is concerned with </li></ul><ul><li>doing good and avoiding harm </li></ul><ul><li>Nursing decisions affect people (patients) </li></ul><ul><li>Nurses thereby have the power to do good or harm to their patients. Possibilities of good or harm depend partly on factual knowledge and partly on values. </li></ul><ul><li>Nursing features includes education, research, and practice </li></ul><ul><li>Applying ethics to clinical practice </li></ul><ul><li>Ethical direction-personal control rather than organizational control </li></ul>
  10. 10. Ethical Framework Factual Knowledge Definition of Ethics Values Good Bad Patients And Community Practice Research Education Personal
  11. 11. Code of Ethics for Teaching <ul><li>Provide a benchmark for interpreting the public interest as it deals with conflict and guide the academic enterprise in values-based decision-making </li></ul><ul><li>Values conflict exits in health care situations, as well as in teaching and learning continuum </li></ul><ul><li>Be reactive or disciplinary, or proactive, serving as a guide for our actions and decisions </li></ul>
  12. 12. Education for Internet Learning <ul><li>Structural guidelines for curriculum and course content have been firmly established by schools. </li></ul><ul><li>Web-learning provides a direct transposition of traditional policy have served. </li></ul><ul><li>School policy defines environment in which decisions are made and extension of reach of standard policy. </li></ul><ul><li>Arrange of services for quality online learning that includes orientation, access to the library, technical support, and activities that promote a </li></ul><ul><li>sense of community. </li></ul>
  13. 13. Ethics-Based Internet for Nursing Education <ul><li>Nurturing positive ethical behavior for web-based learning for nurses is clearly a timely action: </li></ul><ul><ul><li>First -Internet Code of Ethics to guide attitudes and actions </li></ul></ul><ul><ul><li>Second -essential ingredient is advocacy with commitment from the nursing leadership </li></ul></ul><ul><ul><li>Third -contribution is publicity about the code and its role in guiding Internet learning and consultation </li></ul></ul><ul><li>All steps need charismatic leadership from nurse teachers. </li></ul>
  14. 14. Developing Components of Ethical Framework <ul><li>Quality of content on the Internet </li></ul><ul><ul><li>Faulty have to document sources </li></ul></ul><ul><ul><li>Internet is not confidential </li></ul></ul><ul><ul><li>Schools have to develop methods of outcome assessment, differ from traditional classroom setting </li></ul></ul><ul><li>Policy on student data </li></ul><ul><ul><li>Faculty need to identify what types of student information are needed and for what purpose </li></ul></ul><ul><ul><li>Purpose of Internet-learning is to draw together students from diverse geographic regions. </li></ul></ul><ul><ul><li>Schools have to control purposes for which student-based Internet information is used. </li></ul></ul>
  15. 15. Developing Components of Ethical Framework (Cont.) <ul><li>Informed consent and confidentiality </li></ul><ul><ul><li>Ethical principle of respect patient’s confidentiality </li></ul></ul><ul><ul><li>Update and confirmation of consent </li></ul></ul><ul><li>Conflict of interest </li></ul><ul><ul><li>Quality and cost in managed care settings </li></ul></ul><ul><ul><li>Quality and speed (time of peer review) </li></ul></ul>
  16. 16. Implementation <ul><li>The basic assumption is to enhance practice of professional nursing care: </li></ul><ul><li>Significance of change is quality of nursing knowledge and skill practice, professionalism, nursing ethics, and humanistic concern </li></ul><ul><li>CBAM supports professional development and explains the process of change theory, method and process of transition, receivers (students), and feedback (assignments, comments, and survey) </li></ul>
  17. 17. Evaluation <ul><li>CIPP : outcomes of plan, back to the course objective, educational method, learning activities, analysis of information </li></ul><ul><ul><li>Context : large picture of program </li></ul></ul><ul><ul><li>Input : human, material resources </li></ul></ul><ul><ul><li>Process : materials, teaching-learning method, educational technology (feedback, comment, and survey) </li></ul></ul><ul><ul><li>Product : outcomes from receivers </li></ul></ul>
  18. 18. Recommendation <ul><li>Academic Component </li></ul><ul><ul><li>Human resource </li></ul></ul><ul><ul><li>Material resource </li></ul></ul><ul><ul><li>Experience resource: teaching strategy and technology </li></ul></ul><ul><li>Individuals </li></ul><ul><li>Community </li></ul>
  19. 19. Conclusion Nursing Program Traditional Setting Online Setting Online and Ethical Teaching in Nursing Program Personal Values Learners Educational Technology
  20. 20. References <ul><li>Applegate, Minerva L. & Entrekin, Nina M. (1984). Teaching ethics in nursing: A handbook for use of the case-study approach. New York, NY: National League for Nursing. </li></ul><ul><li>Bandman, Elsie L. & Bandman, Bertram. (1995). Nursing ethics through the life span (3rd ed.). East Norwalk, CT: Appleton & Lange. </li></ul><ul><li>Burkemper, Jill E., Dubois, James M., Lavin, Mary A., Meyer, Garalyn A., & McSweeney, Maryellen. (2007). Ethics education in MSN programs: A study of national trends. Nursing Education Perspectives. 28, 10-17. </li></ul><ul><li>Cravener, Patricia A. & Michael, William B. (1998). Students Use of Adjunctive CMC. The Annual Distance Education Conference 5th. ED418684, 1-10. </li></ul><ul><li>DeBourgh, Gregory A. (1999). Technology is the tool, teaching is the task: Student satisfaction in distance learning. Society for Information Technology & Teacher Education International Conference, 10th. ED432226, 1-7. </li></ul><ul><li>Fulton, Jane & Kellinger, Kathleen. (2004). An ethics framework for nursing education on the Internet. Nursing Education Perspectives. 25, 62-66. </li></ul><ul><li>Krawczyk, R. M. (1997). Teaching ethics: Effect on moral development. Nursing Ethics, 4, 56-65. </li></ul><ul><li>Leners, Debra W. & Sitzman, Kathleen. (2006). Graduate student perception: Feeling the passion of caring online. Nursing Education Perspectives, 27, 318-319. </li></ul><ul><li>Moore, P. & Hart, L. (2004). Strategies for teaching nursing research online. International Nursing Review, 51, 123-128. </li></ul><ul><li>Nettleton, M. Bridget. (2003). Distance learning can help ease California’s “Code Bule” nursing shortage. Orange Country Business Journal. 26, 39-39. </li></ul><ul><li>Richardson, John T.E., Morgan, Alistair, & Woodley. (1999). Approaches to studying in distance education. Higher Education. 37, 23-55. </li></ul><ul><li>Sitzman, Kathleen & Lenders, Debra W. (2006). Student perception of caring online baccalaureate education. Nursing Education Perspectives. 27, 254-259. </li></ul><ul><li>Tschudin, Verena. (1992). Ethics in Nursing: The caring relationship (2nd ed.). Jordan Hill, Oxford, England: Butterworth_Heinemann Ltd. </li></ul>