Exploring Learning & Teaching Ethics in the Nursing Curriculum

Janet Holt

School of Healthcare

University of Leeds

Introduction

Developed from ESIG discussions about identifying and disseminating good practice.

What is good practice in teaching ethics? How is ethics taught to nurses? Ethical dilemmas are universal in healthcare Identified by NMC in competencies to be achieved for

entry to the register

Aim of the projectTo identify core ethics content, learning and teaching

methods and process of facilitation in the UK nursing curriculum

Objectives

To review methods of learning and teaching of ethics in the nursing curriculum to identify aspects of good practice

To initiate discussion and interaction between teachers of ethics to nurses so as to collectively agree and specify current best practice and in particular those activities that address the wider concepts of healthcare ethics & law

By use of effective dissemination strategies to raise awareness of this subject throughout the nursing ethics community and so to engage the community in a process of reflection and change

Sample

68 institutions offering pre-registration nursing programmes identified from NMAS & UCAS

Purposive sampling technique identifying key contact in each institution.

61 contacts identified 47 responses (75% response rate)

Data Collection

Descriptive postal survey Questionnaire Themes:

No of students Learning & teaching methods When ethics is taught Shared learning Assessment Lecturers and qualifications Subjects taught

Programmes

Programmes Degree

42 institutions (89%) Diploma/Advanced

Diploma 41 (87%)

Postgraduate certificate 11 (23%)

Student numbersMin

MaxDegree 10 500Dip/Ad Dip 15

900PGCert 10 80

Findings

Full report available from:

http://www.health.heacademy.ac.uk/sig/ethics/

Three interesting findings: Traditional approaches to learning and

teaching are favoured Traditional modes of assessment Infrequent use of shared learning

Modules

0

5

10

15

20

25

30

Degree Dip PG Dip

Specific

Integrated

Spec & int

Learning & teaching strategies

0

10

20

30

40

Degree Dip PG Dip

Lect

St sem

Ll sem

Cases

Debate

Dist learn

Role play

Learning & teaching strategies

Other strategies identified: Problem based learning Work Based learning Group discussion Enquiry based learning Use of videos, slides, film and art

Shared learning

Deg Dip PG Midwifery programmes 8 20% 8 21% 2 20% Other PAM programmes 6 15% 3 8% 2 22% Medical Students 6 15% 2 5% 2 22%

Assessment

0

2

4

6

8

10

12

Degree Dip PG Dip

Sp ess

Sp exam

Int ess

Int exam

None

Discussion of findings

Discussion on the following: The prevalence of traditional

approaches to learning and teaching are favoured

Why traditional modes of assessment are used

Infrequent use of shared learning