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.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.	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.description.peer-review	Yes	en_US
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, 30(5-6), 605-614. https://doi.org/10.1111/jocn.15552	en_US
dc.identifier.uri	https://hdl.handle.net/10133/5809
dc.language.iso	en_US	en_US
dc.publisher	Wiley	en_US
dc.publisher.department	Library	en_US
dc.publisher.faculty	Health Sciences	en_US
dc.publisher.faculty	Arts and Science	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
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

A scoping review of the integration of ethics education in undergraduate nursing high-fidelity human simulation-based learning

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