NURS6351 Discussion Response #3: Ethical And Legal Parameters For Nurse Educators
Respond to the discussion #3 below using the following approaches:
1. Respond by proposing strategies for minimizing and managing ethical challenges.
2. Ask a probing question, substantiated with additional background information or research.
Discussion #3
As a role model for your learners under our charge, Nurse Educators must be cognizant of the behaviors that they exhibit. We understand that many of the ethical challenges in education are very similar to the challenges that we face in our nurse-patient encounters, so we have a cognitive framework to build from. As with our patients, our relationships with our students must be rooted in mutual respect and open communication in order for meaningful dialogue to progress.
In this vein, consider the nursing student who forgets to give a scheduled mediation on time, gives it late, then charts that it was given on time. This ethical lapse in judgement on the part of the student occurs often and must be dealt with by the nurse educator. Krueger (2014) completed a study of nursing student’s engagement in dishonest practices and reported that more than half of the students reported cheating in the clinical and classroom setting.
The real issue with this unethical behavior and its significance to your role as a nurse educator lies in the understanding that if this behavior is allowed to go unchecked, it can become normalized. Macale et al. (2017), performed a study on academic dishonesty among nursing students and the results show that students get accustomed to taking academically deceitful actions.
As nurses, historically, we have always been responsible and accountable to the patients. At the cornerstones of this framework are the cultural and social mores of honesty and fidelity towards the patient. In order to offer quality care to our patients, trust must first be attained. Johnstone, Rawson, Hutchinson, Redley, (2016) stated that the reinforcement of the moral imperative of trust is paramount to the successful attainment of successful nurse-patient relationship. As nurse educators, we must teach our students to understand, and master the processes that are used to foster trust, and understand the ramifications when this relationship of trust is broken.
To properly address this issue, the nurse educator must confront the offender as soon as possible and instruct them as to the severity of the issue, with its attenuate ethical dilemma of trust. Enhanced training towards the offending student needs to address the moral imperative of cheating and the lack of trust.
As nurse educators, we need to emphasis to our students that trust is nursing core value, and should be fostered. Rutherford (2014) found that Primary trust appears to be extended to the nurse by the patient unless the nurse does something to break or damage this covenant. As one of nursing’s important assets, trust should be valued highly and protected against erosion.
Reference
Johnstone, M., Rawson, H., Hutchinson, A. M., & Redley, B. (2016). Fostering trusting relationships with older immigrants hospitalized for end-of-life care. Nursing Ethics. doi:10.1177/0969733016664978
Krueger, L. (2014). Academic Dishonesty Among Nursing Students. Journal of Nursing Education.doi:10.3928/01484834-20140122-06
Macale, L., Ghezzi, V., Rocco, G., Fida, R., Vellone, E., & Alvaro, R. (2017). Academic dishonesty among Italian nursing students: A longitudinal study. Nurse Education Today, 50, 57-61. doi:10.1016/j.nedt.2016.12.013
Rutherford, M. M. (2014). The Value of Trust to Nursing. Nursing Economics, 32(6), 283-289.
Required Readings
Boykins, A., & Gilmore, M. (2012). Ethical decision making in online graduate nursing education and implications for professional practice. Online Journal of Health Ethics, 8(1), 1–18.
Retrieved from the Walden Library databases.
In this article, the authors examine academic dishonesty in online courses and the potential for unethical behavior in professional practice.
Ganske, K. M. (2010). Moral distress in academia. Online Journal of Issues in Nursing, 15(3), 1.
Retrieved from the Walden Library databases.
Moral distress is a notable issue in clinical practice; in this article, the author examines moral distress in nursing education.
Garity, J. (2009). Fostering nursing students’ use of ethical theory and decision-making models: Teaching strategies. Learning in Health & Social Care, 8(2), 114–122.
Retrieved from the Walden Library databases.
The author analyzes teaching strategies used to promote sound decision making for ethical dilemmas.
Glazatov, T. R. (2012). Inclusiveness in online programs: Disability issues and implications for higher education administrators. Journal of Applied Learning Technology, 2(1), 14–18.
Retrieved from the Walden Library databases.
In this article, the author investigates the design of online programs and the importance of addressing the needs of students with disabilities.
Hart, L., & Morgan, L. (2010). Academic integrity in an online registered nurse to baccalaureate in nursing program. Journal of Continuing Education in Nursing, 41(11), 498–505.
Retrieved from the Walden Library databases.
This article focuses on academic integrity, comparing students’ self-reported behaviors in online environments and traditional classrooms.
Keçeci, A., Bulduk, S., Oruç, D., & Çelik, S. (2011). Academic dishonesty among nursing students: A descriptive study. Nursing Ethics, 18(5), 725–733.
Retrieved from the Walden Library databases.
In this report of a study on academic honesty among nursing students in Turkey, the authors examine various factors that contribute to or prevent unethical behavior.
Lyons, M. (2010). Open access is almost here: Navigating through copyright, fair use, and the TEACH Act. Journal of Continuing Education in Nursing, 41(2), 57–66.
Retrieved from the Walden Library databases.
In this article, the author examines open access to information and copyright and other issues that nurse educators need to be aware of and address in their teaching.
Mayers, R., Mawer, W. T., Price, M. E., & Denny, J. M. (2010). Family Education Rights and Privacy Act: Who has an educational need to know? Mustang Journal of Law & Legal Studies, (1), 19–26.
Retrieved from the Walden Library databases.
The Family Education Rights and Privacy Act (FERPA) relates to access to educational records. This article provides a summary and interpretation of the act.
McCabe, D. L. (2009). Academic dishonesty in nursing schools: An empirical investigation. Journal of Nursing Education, 48(11), 614–623.
Retrieved from the Walden Library databases.
The author addresses trends related to ethics and integrity in academic disciplines and examines prevalent issues in nursing schools.
Salminen, L., Metsamaki, R., Numminen, O., & Leino-Kilpi, H. (2013). Nurse educators and professional ethics: Ethical principles and their implementation from nurse educators’ perspectives. Nurse Education Today, 33(2), 133–137.
Retrieved from the Walden Library databases.
In this article, the authors draw from the experiences of nurse educators in Finland to examine awareness and application of ethical principles.
Simmonds, K., Foster, A., & Zurek, M. (2009). From the outside in: A unique model for stimulating curricula reform in nursing education. Journal of Nursing Education, 48(10), 583–587.
Retrieved from the Walden Library databases.
The authors examine how controversial or new ideas can be integrated into curricula.
Simon, J. (2011). Legal issues in serving students with disabilities in postsecondary education. New Directions for Student Services, (134), 95–107.
Retrieved from the Walden Library databases.
This article examines compliance and other issues that affect the meaningful participation of students with disabilities in higher education.
Simones, J., Wilcox, J., Scott, K., Goeden, D., Copley, D., Doetkott, R., & Kippley, M. (2010). Collaborative simulation project to teach scope of practice. Journal of Nursing Education, 49(4), 190–197.
Retrieved from the Walden Library databases.
The simulation project described in this article was designed to facilitate the development of organizational and managerial skills that nurses needs and to raise awareness about scope of practices issues.
Wilkinson, J. (2009). Staff and student perceptions of plagiarism and cheating. International Journal of Teaching and Learning in Higher Education, 20(2), 98–105.
Retrieved from the Walden Library databases.
The author examines academic misconduct among nursing students, and addresses how differing perceptions may lead to mixed messages about this issue.
Halstead, J. A., & Frank, B. (2011). Pathways to a nursing education career: Educating the next generation of nurses. New York, NY: Springer Publishing Company.
· Chapter 6, “Developing Your Identity as a Scholar” (pp. 121–142)
· Chapter 7, “Determining Your Service Commitment” (pp. 143–159)
· Chapter 8, “Planning Your Career Trajectory” (pp. 161–181)
In Chapters 6 and 7, the authors examine two essential focus areas that round out a nurse educator’s teaching responsibilities: scholarship and service. In Chapter 8, they present suggestions for developing professional pathways and documenting accomplishments.
Palmer, P. J. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass.
· Chapter VII, “Divided No More: Teaching from a Heart of Hope” (pp. 169–190)
· Afterword, “The New Professional: Education for Transformation” (pp. 191–214)
In Chapter VII, Palmer addresses the opportunities and challenges of reforming education. In the Afterword, she examines how professionals can be prepared to enact change.
Banfield, V., Fagan, B., & Janes, C. (2012). Charting a new course in knowledge: Creating life-long critical care thinkers. Dynamics, 23(1), 24–28.
Retrieved from the Walden Library databases.
The authors examine the use of team-based learning to promote critical thinking.
Lee, D., Paulus, T., Loboda, I., Phipps, G., Wyatt, T. H., Myers, C. R., & Mixer, S. J. (2010). A faculty development program for nurse educators learning to teach online. Linking Research & Practice to Improve Learning, 54(6), 20–28.
Retrieved from the Walden Library databases.
This article examines a faculty development program designed to prepare nurse educators for online teaching. The authors describe the conceptual frameworks used to guide program development, as well as the use of formative and summative evaluation.
McNeal, G. J. (2012). The nursing faculty shortage. The ABNF Journal, 23(2), 23.
Retrieved from the Walden Library databases.
This article addresses how poor compensation, an aging faculty workforce, faculty workload, lack of diversity, and inadequate preparation contribute to a shortage of nursing educators.
Russell, B. C. (2010). Stress in senior faculty careers. New Directions for Higher Education, 151.
Retrieved from the Walden Library databases.
The author examines career satisfaction among senior faculty members. As you read this article, consider how and why this information is applicable to novice nurse educators.
Thoun, D. (2009). Toward an appreciation of nursing scholarship: Recognizing our traditions, contributions, and presence. Journal of Nursing Education, 48(10), 552–55
Retrieved from the Walden Library databases.
The author examines scholarship in nursing educators’ work.
This resource provides foundational information for developing your résumé.
Required Media
Laureate Education (Producer). (2013a). Achieving professional growth [Video file]. Retrieved from MyMedia Player. (NURS 6351)
Note: The approximate length of this media piece is 17 minutes.
In this media presentation, Dr. Dorothy Powell and Beth Phillips reflect on their journeys as nurse educators. They share strategies for advancing in the nursing profession as well as lessons learned and advice for future nursing leaders.
Palmer, P. J. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass.
- Chapter VI, “Learning in Community: The Conversation of Colleagues” (pp. 145–167)
In this chapter, Palmer explores the value of learning with and from others, by watching others teach and by talking with one another about teaching.
Faiman, B. (2011). Overview and experience of a nursing e-mentorship program. Clinical Journal of Oncology Nursing, 15(4), 418–423.
Retrieved from the Walden Library databases.
The author examines the use of technology for nursing mentorship, and concludes that attention to learning styles and levels of education should be given in such programs.
Foley, V. C., Myrick, F., & Yonge, O. (2012). A phenomenological perspective on preceptorship in the intergenerational context. International Journal of Nursing Education Scholarship, 9(1), 1–23.
Retrieved from the Walden Library databases.
This article presents a study of how generational differences can lead to diverging expectations and affect student-preceptor interactions.
Girot, E., & Rickaby, C. (2009). Evaluating the role of mentor for advanced practitioners: An example from community matrons in England. Learning in Health & Social Care, 8(1), 1–12.
Retrieved from the Walden Library databases.
In this article, the authors examine a study conducted on a mentorship program. They address how differing expectations and types of support influenced outcomes.
Happell, B. (2009). A model of preceptorship in nursing: Reflecting the complex functions of the role. Nursing Education Perspectives, 30(6), 372–376.
Retrieved from the Walden Library databases.
In this article, the author proposes a model of preceptorship to maximize learning and satisfaction.
Luhanga, F. L., Billay, D., Grundy, Q., Myrick, F., & Yonge, O. (2010). The one-to-one relationship: Is it really key to an effective preceptorship experience? A review of the literature. International Journal of Nursing Education Scholarship, 7(1), 1–15.
Retrieved from the Walden Library databases.
The authors review the literature related to preceptorship in nursing. They note that with the current workforce shortage, it may be difficult to create one-to-one relationships; therefore, these types of relationships must be thoughtfully configured to facilitate learning.
Royds, K. (2010). Using reflective practice to learn from good and bad experiences. Learning Disability Practice, 13(5), 20–23.
Retrieved from the Walden Library databases.
The author engages in reflection to examine her interactions with mentors in practice settings and assess the professional redirection and growth that resulted from her experiences.
Schaubhut, R., & Gentry, J. (2010). Nursing preceptor workshops: Partnership and collaboration between academia and practice. Journal of Continuing Education in Nursing, 41(4), 155–162.
Retrieved from the Walden Library databases.
This article integrates adult learning theory and Benner’s novice-to-expert model with a study of preceptorship.
Willemsen-McBride, T. (2010). Preceptorship planning is essential to perioperative nursing retention: Matching teaching and learning styles.Canadian Operating Room Nursing Journal, 28(1), 8–8, 10–11, 16.
Retrieved from the Walden Library databases.
This article emphasizes the value of matching teaching and learning styles in preceptor relationships to promote job satisfaction.
Wilson, A. H., Sanner, S., & McAllister, L. E. (2010). An evaluation study of a mentoring program to increase the diversity of the nursing workforce.Journal of Cultural Diversity, 17(4), 144–150.
Retrieved from the Walden Library databases.
The authors examine the experiences of faculty and students in a formal mentorship program.
Required Media
Laureate Education (Producer). (2013g). The mentoring relationship [Video file]. Retrieved from MyMedia Player. (NURS 6351)
Note: The approximate length of this media piece is 15 minutes.
In this media presentation, Dr. Terry Valiga and Beth Phillips discuss the roles of mentors and mentees. They also share reflections on their own mentor/mentee relationship.
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