Publication: Discovering mental models and frames in learning of nursing ethics through simulations
Authors
Díaz Agea, José Luis ; Martín Robles, María R. ; Jiménez Rodríguez, Diana ; Morales Moreno, Isabel ; Viedma Viedma, Inmaculada ; Leal Costa, César
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Publisher
Elsevier
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DOI
https://doi.org/10.1016/j.nepr.2018.05.001
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Description
©2018. This document is the Published, version of a Published Work that appeared in final form in Nurse Education in Practice. To access the final edited and published work see https://doi.org/10.1016/j.nepr.2018.05.001
Abstract
La adquisición de competencias éticas es necesaria en enfermería. Los objetivos del estudio fueron analizar las percepciones de los alumnos en el proceso de aprendizaje de la ética a través de simulaciones y describir los marcos mentales subyacentes que determinan el proceso de toma de decisiones de los estudiantes de enfermería. Se realizó un estudio cualitativo basado en el análisis de seis escenarios simulados con contenido ético en tres grupos diferentes de cuarto de grado en
enfermería (n = 30). Las situaciones simuladas fueron diseñadas para contener dilemas éticos y obtener.
La perspectiva de los estudiantes sobre su aprendizaje y adquisición de competencias éticas a través de simulaciones fue positiva. Se identificaron un total de 15 modelos mentales que subyacen a la toma de decisiones éticas de los estudiantes. Las opiniones de los estudiantes refuerzan el uso de las simulaciones como una herramienta para el aprendizaje de la ética.
The acquisition of ethical competence is necessary in nursing. The aims of the study were to analyse students' perceptions of the process of learning ethics through simulations and to describe the underlying frames that inform the decision making process of nursing students. A qualitative study based on the analysis of simulated experiences and debriefings of six simulated scenarios with ethical content in three different groups of fourthyear nursing students (n=30), was performed. The simulated situations were designed to contain ethical dilemmas. The students' perspective regarding their learning and acquisition of ethical competence through simulations was positive. A total of 15 mental models were identified that underlie the ethical decision making of the students. The student's opinions reinforce the use of simulations as a tool for learning ethics. Thus, the putting into practice the knowledge regarding the frames that guide ethical actions is a suitable pedagogical strategy.
The acquisition of ethical competence is necessary in nursing. The aims of the study were to analyse students' perceptions of the process of learning ethics through simulations and to describe the underlying frames that inform the decision making process of nursing students. A qualitative study based on the analysis of simulated experiences and debriefings of six simulated scenarios with ethical content in three different groups of fourthyear nursing students (n=30), was performed. The simulated situations were designed to contain ethical dilemmas. The students' perspective regarding their learning and acquisition of ethical competence through simulations was positive. A total of 15 mental models were identified that underlie the ethical decision making of the students. The student's opinions reinforce the use of simulations as a tool for learning ethics. Thus, the putting into practice the knowledge regarding the frames that guide ethical actions is a suitable pedagogical strategy.
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Citation
Nurse Education in Practice, Volumen 32, 2018, P. 108-114
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