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Discovering mental models and frames in learning of nursing ethics through simulations

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dc.contributor.authorDíaz Agea, José Luis
dc.contributor.authorMartín Robles, María R.
dc.contributor.authorJiménez Rodríguez, Diana
dc.contributor.authorMorales Moreno, Isabel
dc.contributor.authorViedma Viedma, Inmaculada
dc.contributor.authorLeal Costa, César
dc.contributor.departmentEnfermería
dc.coverage.spatialMurciaes
dc.coverage.temporal2017es
dc.date.accessioned2024-02-06T11:53:18Z
dc.date.available2024-02-06T11:53:18Z
dc.date.created2017
dc.date.issued2018-05-07
dc.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
dc.description.abstractLa 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.es
dc.description.abstractThe 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.es
dc.formatapplication/pdfes
dc.format.extent7es
dc.identifier.citationNurse Education in Practice, Volumen 32, 2018, P. 108-114
dc.identifier.doihttps://doi.org/10.1016/j.nepr.2018.05.001
dc.identifier.issnPrint: 1471-5953
dc.identifier.urihttp://hdl.handle.net/10201/138740
dc.languageenges
dc.publisherElsevieres
dc.relationSin financiación externa a la Universidades
dc.rightsinfo:eu-repo/semantics/embargoedAccesses
dc.subjectSimulación clínicaes
dc.subjectÉticaes
dc.subjectEstudiantes de enfermeríaes
dc.subjectDebriefinges
dc.subject.otherCDU::6 - Ciencias aplicadas::61 - Medicinaes
dc.titleDiscovering mental models and frames in learning of nursing ethics through simulationses
dc.typeinfo:eu-repo/semantics/articlees
dspace.entity.typePublicationes
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