NURS6351 Discussion Response #1: Ethical and Legal Parameters for Nurse Educators

 

Respond to the discussion #1 below using the following approaches:

1.    Respond by proposing strategies for minimizing and managing legal challenges.

2.    Ask a probing question, substantiated with additional background information or research.

 

Discussion #1

 

Ethical Challenge: Providing education to a student who the instructor does not feel is choosing the correct career pathway

The role of the nurse educator is one that should be taken seriously and with high regard. As a nursing educator you are to empower your students to be the best medical practitioner possible. What happens however when you have a student whom you feel has chosen the wrong career path? I can’t say that a person’s single opinion should not make a definitive weigh in on a person’s true potential; but often a skilled educator can identify those who will thrive in the profession and those who will have a more difficult transition. Salminen et.al. (2013) discuss the educator’s professional role and how ethical principles and knowledge impact their ability to teach.  What was confirmed from that study is that the more knowledgeable the educator the better impact they have with students regarding conflict as discussed and struggles revolving around the student interaction.

Ethically, it is not recommended that we use our feelings to determine a student’s potential; but rather utilize the clear black and white objectives that define successful completion of any clinical/nursing rotation.

Questions that would come as a result of this situation would be:

1.   How do I challenge my student to put forth their best effort when I feel a certain way about a student?

2.   How do I provide education to a student who I feel doesn’t appear to thrive in nursing without bias?

3.   How can I encourage a student to continue on in a program when I do not think this career path is a good fit for them?

4.   Is it my place to recommend a different career pathway if their test grades are excellent but their personality at the bedside and their ability to provide passionate care is weak?

Follow up to learn more or who I would solicit help from if I encountered this issue:

If I encountered this issue in my practicum setting I think I would be struggling with the dilemma. From a professional perspective, everyone is entitled to receive an education if they meet the criterion of the program. However, what happens when a student may thrive with their test taking but their compassion and bedside approach along with critically thinking is severely compromised or weak? Ganske (2010) makes mention of moral distress in academia and how guilt is sometimes the outcome of enforcing rules or rectifying behaviors.  I know that people are in school to build upon, improve and refine their skills but it can be a difficult challenge when the instructor feels passionate about those who enter the profession of nursing. 

I ultimately got into the nursing profession to care for patients who needed my help.  My goal was to provide unbiased care and increase their overall wellness and outcomes in the community.  Never intending to cross into the educational platform, I have learned this area to be strength of mine and a true passion.  Similar to my intention with patient care, my drive to provide students with an educational experience that is fresh, intriguing, beneficial, and impacts them in a way that empowers their behaviors and beliefs in nursing is my ultimate goal.  Asking myself these questions however has sparked some concern within myself because I never want to place negative judgment on someone who could very well be the best asset to the nursing profession; similarly I do not want to be that instructor that ‘pushes’ through a student who could have negative impact.

Ganske, K. M. (2010). Moral distress in academia. Online Journal of Issues in Nursing, 15(3), 1.

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.

 

 

Reminders:

1.    1 page only

1.    Put APA format citations

2.    At least 3 references (APA format)… Articles must be 2011 to 2016.

 

 

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.

 

Cash, P. A., Doyle, R. M., von Tettenborn, L., Daines, D., & Faria, V. (2011). Working with nurse educators’ collective wisdom: Implications for recruitment and retention. Nursing Economics, 29(5), 257–264. Retrieved from http://nursing.uw.edu/sites/default/files/files/U3-Article-Working_with_Nurse_Educators_Collective_Wisdom-Implications_for_Recruitment_and_Retention.pdf

 

The authors examine experiences in and characteristics of work environments that contribute to nurse educator recruitment and retention.

 

 

Monster. (2013). Sample résumés for nurses. Retrieved from http://career-advice.monster.com/resumes-cover-letters/resume-samples/nurse-sample-resumes/article.aspx

 

Monster.com provides information related to the job search process. You may wish to view the résumé samples as you develop your résumé.

 

 

Anthony, J. (2013). 10 tips for writing a professional résumé. Retrieved from http://www.haceonline.org/resources/10-tips-writing-professional-résumé

 

Building an effective résumé is key to securing a desired position. This article presents tips for résumé writing.

 

 

Rockport Institute. (2012). How to write a masterpiece of a résumé—Part 1. Retrieved from http://www.rockportinstitute.com/resumes

 

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..

Read the following case study and submit a 2 page essay in response to the questions:

 

Judie has been the nurse manager of her unit for the past ten years and is highly regarded by the hospital’s administration. For the past several months, however, she has been feeling more frustrated and less satisfied with her work because of staffing cuts and other institutional decisions related to managed care. Attending to patient needs has always been the most rewarding part of her job. However, recently she feels that she has been forced to overlook these needs and attend more to the needs of the organization. She considers leaving, but she has seniority, good benefits, and two children to support. She is also aware that her distress at work is affecting her family, because she carries a lot of the frustration home with her.

1.Summarize the case in an introduction 

2.Identify values evident in this situation. Which of these reflect your personal values?

3.What conflicts might arise from these values? 

4.Evaluate what the individual in the case should do

5.Explain if you were in the individual’s position, what beliefs, or goals would guide you in making the decision to stay or leave? Identify potential consequences of each choice.

6.Provide a possible conclusion.