Show simple item record

dc.contributor.author Sedgwick, Monique G.
dc.contributor.author Yanicki, Sharon M.
dc.contributor.author Harder, Nicole
dc.contributor.author Scott, David R.
dc.date.accessioned 2020-12-01T00:27:31Z
dc.date.available 2020-12-01T00:27:31Z
dc.date.issued 2020
dc.identifier.citation Sedgwick, M., Yanicki, S., Harder, N., & Scott, D. (2020). A scoping review of the integration of ethics education in undergraduate nursing high-fidelity human simulation-based learning. Journal of Clinical Nursing, 00, 1-10. https://doi.org/10.1111/jocn.15552 en_US
dc.identifier.uri https://hdl.handle.net/10133/5809
dc.description This is the peer-reviewed version of this article. It may be used for non-commercial purposed in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. Embargo in effect until Nov. 3, 2021. en_US
dc.description.abstract Aims and objectives: To systematically assemble, examine and map the extant literature pertaining to the integration of ethics education in high-fidelity simulation-based learning experiences in nursing undergraduate programs. Background: The value of ethics education for undergraduate nursing students is well established in the literature. Whether high-fidelity human simulation (HFHS) supports the development of ethical reasoning, or positively impacts the acquisition of ethical knowledge and reasoning skills in undergraduate nursing students is inconsistently addressed. Design: A scoping review was conducted using the Arksey and O’Malley framework. Method: CINAHL, ProQuest Nursing & Allied Health Source, ProQuest Dissertations & Theses A&I, MEDLINE, Web of Science, ERIC, Scopus, PsycINFO, and the Joanna Briggs Institute EBP databases were searched for English language manuscripts published between 2012-2020. The PRISMA-ScR was used. Results: Eight papers that met the inclusion criteria were extracted for this review. Three broad categories were identified: the ‘what’ in ethics education, the ‘how’ of ethics education and, the ‘when’ of ethics education in high-fidelity human simulation. Conclusion: The integration of ethics education into simulation-based learning has the potential to positively promote nursing students’ ability to develop knowledge of and skills in ethical practice. However, the inclusion of ethics education scenarios in HFHS is a relative new teaching innovation in undergraduate nursing education. As such, there continues to be no consensus on the ‘what’, ‘how’ or ‘when’ of ethics education for best practice in ethics education for undergraduate nursing programs. Relevance to Clinical Practice: Quality improvement processes and research studies are needed to determine: the types of ethical dilemmas and debriefing sessions and optimal timing of HFHS ethics simulation in undergraduate nursing education, student support needed for running HFHS, and the learning needs of nurse educators seeking to incorporate ethics within HFHS. en_US
dc.language.iso en_US en_US
dc.publisher Wiley en_US
dc.subject Education en_US
dc.subject Scoping review en_US
dc.subject Ethics education
dc.subject Undergraduate nursing students
dc.subject High-fidelity human simulation
dc.subject Simulation-based learning
dc.subject.lcsh Nursing--Study and teaching--Simulation methods
dc.subject.lcsh Nursing ethics--Study and teaching
dc.title A scoping review of the integration of ethics education in undergraduate nursing high-fidelity human simulation-based learning en_US
dc.type Article en_US
dc.publisher.faculty Health Sciences en_US
dc.publisher.faculty Arts and Science en_US
dc.publisher.department Library en_US
dc.description.peer-review Yes en_US
dc.publisher.institution University of Lethbridge en_US
dc.publisher.institution University of Manitoba en_US
dc.publisher.url https://doi.org/10.1111/jocn.15552 en_US


Files in this item

This item appears in the following Collection(s)

Show simple item record