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Teaching nursing ethics by cases: a personal perspective.

S Holland1

  • 1Philosophy Department, York University, UK.

Nursing Ethics
|March 4, 2000
PubMed
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Nursing ethics education relies heavily on case studies, despite criticisms. This reflection focuses on improving the methodology of teaching ethics through cases, rather than questioning its use.

Area of Science:

  • Nursing Education
  • Bioethics
  • Moral Philosophy

Background:

  • Case study material is a primary teaching tool in nursing ethics courses.
  • Formal moral theory has limited effectiveness in this context.
  • The use of case studies in nursing ethics education faces recent criticism.

Purpose of the Study:

  • To reflect on the pedagogical use of case studies in nursing ethics.
  • To address criticisms regarding case-based ethics teaching.
  • To shift the focus from *whether* to use cases, to *how* to use them effectively.

Main Methods:

  • Reflective analysis of current practices in nursing ethics education.
  • Discussion of criticisms leveled against the case study method.
  • Exploration of alternative or improved approaches to case-based teaching.
Keywords:
Bioethics and Professional Ethics

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Main Results:

  • The continued necessity of case study material in nursing ethics curricula is acknowledged.
  • Criticisms of the case study method highlight areas for pedagogical improvement.
  • The debate should center on refining the 'how' of case study implementation.

Conclusions:

  • The effective integration of case studies remains crucial for nursing ethics education.
  • Pedagogical strategies for teaching ethics via cases require critical examination and enhancement.
  • Future efforts should concentrate on optimizing the methodology of case-based ethics instruction.