A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
Ethical Coffee Room: An international collaboration in learning ethics digitally
Tekijät: Manninen K, Björling G, Kuznecova J, Lakanmaa RL
Kustantaja: SAGE PUBLICATIONS LTD
Julkaisuvuosi: 2020
Lehti: Nursing Ethics
Tietokannassa oleva lehden nimi: NURSING ETHICS
Lehden akronyymi: NURS ETHICS
Artikkelin numero: ARTN 0969733020934145
Vuosikerta: 27
Numero: 8
Aloitussivu: 1655
Lopetussivu: 1668
Sivujen määrä: 14
ISSN: 0969-7330
eISSN: 1477-0989
DOI: https://doi.org/10.1177/0969733020934145
Tiivistelmä
Background: Ethics is a fundamental part of health care professionals' competence and one of the major quality factors in good nursing care. Research shows challenges in learning and applying ethics. Ethical Coffee Room is an electronic platform, where the students, nurses and teachers discuss anonymously ethical issues during students' clinical practice. ECR offers 1 credit (27 working hours) for the students. This work included reading theoretical material, contributions for discussion of ethical dilemmas and reflection of one's own learning. Every user - student, nurse supervisor or teacher - could choose her or his own pseudonym.
Aim: The aim of this study was to describe how nursing students experience learning ethics with digital learning activity during clinical practice, how usable the Ethical Coffee Room platform is and how this learning activity should be developed further.
Research design, participants and context: The study employed a qualitative descriptive design and was an EU project between Finland, Sweden and Latvia. In total, 34 second-year nursing students participated in the study. The data collection methods were semi-structured interviews and written comments in the discussion forum Ethical Coffee Room. The data were analysed using content analysis.
Ethical considerations: Ethical approval and research permission were obtained from each partner organization, according to their national standards.
Findings: The results are presented under three themes: positive learning experiences of Ethical Coffee Room, challenges in learning during Ethical Coffee Room and practical suggestions for future development of Ethical Coffee Room. The results showed that the Ethical Coffee Room was experienced as a novel type of learning activity and an interesting way to learn ethics.
Discussion and conclusion: Ethical Coffee Room seems to be a promising learning activity enhancing students' ethical competence in clinical practice. However, active participation of the mentor nurses and teachers is essential. Therefore, mentor nurses and teachers need in-depth knowledge of ethical theories and concepts and how to apply them in clinical context.
Background: Ethics is a fundamental part of health care professionals' competence and one of the major quality factors in good nursing care. Research shows challenges in learning and applying ethics. Ethical Coffee Room is an electronic platform, where the students, nurses and teachers discuss anonymously ethical issues during students' clinical practice. ECR offers 1 credit (27 working hours) for the students. This work included reading theoretical material, contributions for discussion of ethical dilemmas and reflection of one's own learning. Every user - student, nurse supervisor or teacher - could choose her or his own pseudonym.
Aim: The aim of this study was to describe how nursing students experience learning ethics with digital learning activity during clinical practice, how usable the Ethical Coffee Room platform is and how this learning activity should be developed further.
Research design, participants and context: The study employed a qualitative descriptive design and was an EU project between Finland, Sweden and Latvia. In total, 34 second-year nursing students participated in the study. The data collection methods were semi-structured interviews and written comments in the discussion forum Ethical Coffee Room. The data were analysed using content analysis.
Ethical considerations: Ethical approval and research permission were obtained from each partner organization, according to their national standards.
Findings: The results are presented under three themes: positive learning experiences of Ethical Coffee Room, challenges in learning during Ethical Coffee Room and practical suggestions for future development of Ethical Coffee Room. The results showed that the Ethical Coffee Room was experienced as a novel type of learning activity and an interesting way to learn ethics.
Discussion and conclusion: Ethical Coffee Room seems to be a promising learning activity enhancing students' ethical competence in clinical practice. However, active participation of the mentor nurses and teachers is essential. Therefore, mentor nurses and teachers need in-depth knowledge of ethical theories and concepts and how to apply them in clinical context.
Turun yliopiston Tutkimustietojärjestelmän portaali