Introduction
Nursing ethics and professionalism are essential components of nursing practice that ensure the delivery of high-quality, patient-centred care. As such, nursing students must possess the knowledge, skills, and attitudes necessary to navigate the ethical and professional challenges they will encounter in their practice. In this paper, we will explore the importance of nursing ethics and professionalism and their role in promoting patient safety and well-being.
The proposed course aims to equip undergraduate nursing students with the knowledge and skills necessary to become ethical and professional practitioners. The course’s primary objective is to provide nursing students with a comprehensive understanding of the theoretical framework of nursing ethics, ethical decision-making models, and professional standards and codes of conduct for nursing practice. The course will also explore various ethical issues in nursing, including informed consent, confidentiality, end-of-life care, and resource allocation. It will enable students to develop critical thinking and problem-solving skills through case studies and ethical dilemmas. These skills ensure nursing students can navigate complex ethical and professional situations and make informed decisions prioritizing patient care.
The course delivery will occur in a blended learning environment with face-to-face and online components. The face-to-face sessions will involve interactive lectures, group discussions, case studies, and role-playing activities. These activities will allow students to explore ethical and professional issues in nursing in a collaborative and supportive learning environment. The online component will include reading assignments, multimedia presentations, and online discussions. The learning management system will deliver course materials, assignments, and assessments. The intended audience for this course is undergraduate nursing students in their second or third year of study. The course will be required for all nursing students as part of their professional development. They are expected to have a basic understanding of nursing concepts and clinical skills and some exposure to ethical issues in healthcare. A nursing instructor with expertise in nursing ethics and professionalism will teach the course.
Nursing ethics and professionalism are fundamental concepts that shape the practice of nursing. Ethics refers to a set of moral principles and values that guide human behaviour. At the same time, professionalism encompasses the knowledge, skills, and attitudes necessary to practice a profession competently and ethically. Ethics and professionalism are crucial in ensuring that nurses provide safe, effective, and compassionate care that respects patients’ rights and dignity. Nursing students must be equipped with the knowledge and skills necessary to navigate the ethical and professional challenges they will encounter in their practice. They must understand the theoretical framework of nursing ethics, ethical decision-making models, and the professional standards and codes of conduct for nursing practice. Additionally, they must be able to apply this knowledge to various ethical issues in nursing, including informed consent, confidentiality, end-of-life care, and resource allocation. Developing critical thinking and problem-solving skills through case studies and ethical dilemmas will enable nursing students to make informed decisions prioritizing patient care.
Learning theory and evidence-based teaching strategies
The development of nursing ethics and professionalism is suitably guided by social constructivism. According to the theory, knowledge is constructed through social interactions and is influenced by cultural, historical, and social contexts. Learners actively construct knowledge by interacting with their environment, collaborating with others, and reflecting on their experiences.
The theory is appropriate because it emphasizes the importance of interactive and collaborative learning. Nursing students will be able to engage with their peers and instructors in face-to-face discussions and online forums to exchange their ideas and experiences regarding ethical and professional issues in nursing. They will also participate in case studies and role-playing activities that simulate real-life ethical dilemmas and allow them to practice critical thinking and problem-solving skills. The theory is also consistent with the context of the course, as it recognizes that knowledge is not acquired solely from textbooks but through interactions and experiences. The nursing profession requires constant adaptation and learning, and this theory recognizes the importance of active participation and engagement in the learning process. Furthermore, nursing students can relate their experiences and interactions to the broader context of nursing ethics and professionalism.
Social constructivism also aligns with the audience of the course. Undergraduate nursing students are in the process of constructing their knowledge and developing their professional identity. They need to be able to engage with their peers and instructors to explore ethical and professional issues in nursing and develop their critical thinking and problem-solving skills. This theory recognizes that learning is a social process involving collaboration and communication, essential components of nursing practice. A study by Burucu & Arslan (2021) found that using case-based learning in nursing education improved students’ critical thinking and problem-solving skills. Another study by Poorchangizi et al. (2019) explores the perspective of nursing students on the importance of professional values in their education and future practice, highlighting the need for a strong emphasis on these values in nursing education. These studies support social constructivism in nursing education, providing evidence for its effectiveness in improving students’ understanding and application of ethical and professional principles in practice.
While there may be alternate theories regarding the most effective approach to nursing education, it is essential to consider their limitations compared to the theory presented here. For instance, a traditional lecture-based approach may fail to provide opportunities for interactive and collaborative learning essential to the nursing profession. Such an approach may not allow nursing students to engage in critical thinking and problem-solving skills crucial to ethical and professional issues in nursing. Additionally, a textbook-based approach may not provide adequate preparation for the constantly evolving nature of the nursing profession, which requires practical experience and active engagement in the learning process. Therefore, the theory emphasizing interactive and collaborative learning is most applicable to nursing education as it recognizes the importance of experiential and collaborative learning in developing ethical and professional competencies for nursing practice.
Group Diversity
The diversity of the second and third-year nursing students includes multiculturalism, age, gender, ethnicity, socioeconomic status, and Limited English Proficiency (LEP). Multiculturalism and ethnicity are essential factors in nursing education, and according to research, a diverse student body promotes cultural competence, which is crucial in providing culturally sensitive and effective care. Gender and age can also impact the learning environment, affecting students’ learning styles and preferences. Socioeconomic status and LEP can impact students’ access to resources and learning opportunities. The course’s blended learning approach provides students different learning styles and opportunities to engage with the course materials and participate in interactive and collaborative learning activities. Research by Sáiz-Manzanares et al. (2020) supports blended learning in nursing education, as it enhances students’ engagement and learning outcomes. Embracing diversity and promoting cultural competence will equip nursing students with the knowledge, skills, and attitudes necessary to become ethical and professional practitioners who can provide safe, effective, and compassionate care to patients from diverse backgrounds.
Managing the classroom
In this case, one strategy for managing conflicts is to promote cultural competence among students. Cultural competence refers to understanding and appreciating the differences and similarities among individuals from different cultures and backgrounds. According to Nair & Adetayo (2019), cultural competence can be promoted through exposure to diverse cultures, languages, and experiences. In a nursing education setting, cultural competence can be promoted through cultural immersion experiences, language classes, and cultural competency workshops.
Another strategy is to encourage active listening and effective communication among students. Active listening involves paying attention to what others say, understanding their perspectives, and responding appropriately. Effective communication involves using clear and concise language, avoiding assumptions, and respecting others’ opinions and beliefs. According to Tennant et al. (2023), effective communication and active listening can prevent misunderstandings and promote mutual understanding among students from diverse backgrounds.
Providing opportunities for collaborative learning and group work is also a practical approach. Collaborative learning involves working in groups to achieve a common goal, such as completing a project or solving a problem. According to Le et al. (2018), collaborative learning promotes social interaction, increases motivation, and improves learning outcomes. In a diverse classroom, group work can promote cultural exchange, mutual respect, and understanding among students from different backgrounds. Another strategic way is to promote self-reflection and awareness among students. Self-reflection involves examining one’s beliefs, biases, and assumptions and being open to feedback and constructive criticism. According to Pangh et al. (2018), self-reflection can promote personal growth, increase empathy, and improve communication skills. In a diverse classroom, self-reflection can help students recognize their biases and prejudices and promote a more inclusive and respectful learning environment.
Providing access to resources and support services for students who may face barriers to learning. Socioeconomic status and limited English proficiency can impact students’ access to resources and learning opportunities. Access to resources such as tutoring, language classes, and financial assistance can help students overcome these barriers and succeed in their studies. According to Winton et al. (2019), providing support services for students from diverse backgrounds can promote academic success and retention.
Conclusion
Nursing ethics and professionalism are crucial concepts in nursing practice that ensure the delivery of high-quality, patient-centred care. The proposed course will equip nursing students with the knowledge and skills necessary to become ethical and professional practitioners. Nursing students must understand the theoretical framework of nursing ethics, ethical decision-making models, and professional standards and codes of conduct for nursing practice. The social constructivism theory is suitable for developing nursing ethics and professionalism as it emphasizes the importance of interactive and collaborative learning. Nursing students will be able to engage with their peers and instructors, participate in case studies and role-playing activities, and practice critical thinking and problem-solving skills. Such an approach is necessary to develop ethical and professional competencies for nursing practice, making the social constructivism theory most applicable to nursing education.
References
Burucu, R., & Arslan, S. (2021). Nursing students’ views and suggestions about case-based learning integrated into the nursing process: A qualitative study. Florence Nightingale Journal of Nursing, 29(3), 371–378. https://doi.org/10.5152/FNJN.2021.20180
Le, H., Janssen, J., & Wubbels, T. (2018). Collaborative learning practices: Teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education, 48(1), 103–122. https://doi.org/10.1080/0305764X.2016.1259389
Nair, L., & Adetayo, O. A. (2019). Cultural competence and ethnic diversity in healthcare. Plastic and Reconstructive Surgery Global Open, 7(5), e2219. https://doi.org/10.1097/GOX.0000000000002219
Pangh, B., Jouybari, L., Vakili, M. A., Sanagoo, A., & Torik, A. (2019). The effect of reflection on nurse-patient communication skills in emergency medical centres. Journal of Caring Sciences, 8(2), 75–81. https://doi.org/10.15171/jcs.2019.011
Poorchangizi, B., Borhani, F., Abbaszadeh, A., Mirzaee, M., & Farokhzadian, J. (2019). The importance of professional values from nursing students’ perspective. BMC Nursing, 18(1), 26. https://doi.org/10.1186/s12912-019-0351-1
Sáiz-Manzanares, M. C., Escolar-Llamazares, M.-C., & Arnaiz González, Á. (2020). Effectiveness of blended learning in nursing education. International Journal of Environmental Research and Public Health, 17(5), 1589. https://doi.org/10.3390/ijerph17051589
Tennant, K., Long, A., & Toney-Butler, T. J. (2023). Active listening. In StatPearls. StatPearls Publishing. http://www.ncbi.nlm.nih.gov/books/NBK442015/
Wilton, M., Gonzalez-Niño, E., McPartlan, P., Turner, Z., Christoffersen, R. E., & Rothman, J. H. (2019). Improving academic performance, belonging, and retention through increasing the structure of an introductory biology course. CBE Life Sciences Education, 18(4), ar53. https://doi.org/10.1187/cbe.18-08-0155
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