Ethics in nursing is an important topic related to medical practice. Nurses face complex ethical problems in clinical settings, such as insecure care delivery or direct violation of patients’ dignity and rights (Namadi et al., 2019). Consequently, they require respective education to minimize the probability of such problems’ occurrence. One good strategy to assess the learners’ particular needs is to conduct research with the help of evidence-based practice (EBP). According to Bianchi et al. (2018), EBP provides information associated with the decision-making process in clinical practice, which includes moral and ethical reasoning behind decisions. In this context, Namadi et al. (2019) argue that key elements in addressing ethical considerations are moral reasoning, decision-making confidence, and critical thinking. The audience that can benefit from learning this is nursing students and nurses with insufficient clinical practice.
Given the stress nurses and patients might experience, education in a safe environment tends to be the least risky choice. However, teaching style might significantly affect knowledge retention and the ability to apply learned skills properly. For instance, traditional teaching methods, such as lecturing, do provide an efficient way to share large amounts of information in a short time (Namadi et al., 2019). However, they lack student engagement, which renders them passive and deprives them of the chance to test their analytical abilities, decision-making, and problem-solving (Namadi et al., 2019; Parson et al., 2018). In contrast, new innovative, practice-oriented approaches to curriculum design can significantly improve the situation (Eyikara and Baykara, 2017). Namadi et al. (2019) state that case-based learning (CBL) allows students to apply their background knowledge, facilitating active participation. In CBL, students are presented with a specific scenario simulating the actual clinical experience and are instructed to make a decision. Lack of imminent danger allows for a risk-free thorough investigation before the final decision.
Regarding the priority of learning needs, I believe critical thinking tends to be the most important. As the most generalized out of three learning needs, it does involve ethical considerations, but it always comes in the context of a whole picture. Since patients’ health is the most important concern, ethics should not stand in the way of saving lives. It makes decision-making confidence a number two priority on the list – in many cases, time for making a decision might be strictly limited. Nevertheless, moral reasoning should always run as a background thought process to ensure the best service delivery experience.
References
Bianchi, M., Bagnasco, A., Bressan, V., Barisone, M., Timmins, F., Rossi, S., Pellegrini, R., Aleo, G. & Sasso, L. (2018). A review of the role of nurse leadership in promoting and sustaining evidence‐based practice. Journal of Nursing Management, 26(8), 918-932. Web.
Eyikara, E., & Baykara, Z. G. (2017). The importance of simulation in nursing education. World Journal on Educational Technology: Current Issues, 9(1), 02-07. Web.
Namadi, F., Hemmati-Maslakpak, M., Moradi, Y., & Ghasemzadeh, N. (2019). The effects of nursing ethics education through case-based learning on moral reasoning among nursing students. Nursing and Midwifery Studies, 8(2), 85. Web.
Parson, L., Childs, B., & Elzie, P. (2018). Using competency-based curriculum design to create a health professions education certificate program the meets the needs of students, administrators, faculty, and patients. Health Professions Education, 4(3), 207-217. Web.