Using anonymized reflection to teach ethics: a pilot study

Area of Science:

• Medical Education
• Nursing Ethics
• Healthcare Professional Development

Background:

• Ethical decision-making is crucial for nurses, particularly in end-of-life care.
• Traditional ethics education may not fully equip students for real-world dilemmas.
• Innovative teaching methods are needed to improve ethical reasoning.

Purpose of the Study:

• To evaluate the effectiveness of anonymized reflection as a teaching method for nursing ethics.
• To enhance students' ethical decision-making abilities in the context of caring for dying patients and their families.
• To explore student perceptions and learning outcomes associated with anonymized reflection.

Main Methods:

• Utilized anonymized reflection for teaching ethics in a 'Care of the Dying Patient and Family' module.
• Collected both qualitative and quantitative data from two student cohorts (n=24).
• Employed small-group work and a team approach within the teaching methodology.

Main Results:

• Identified key themes: richness and relevance of scenarios, value of small-group work, and effectiveness of a team approach.
• Students expressed a preference for the anonymized reflection teaching style.
• Findings were corroborated by a follow-up postal questionnaire conducted four months later.

Conclusions:

• Anonymized reflection is an effective pedagogical strategy for teaching nursing ethics.
• This method demonstrably reduces student uncertainty regarding ethical issues in practice.
• The approach fosters enhanced ethical decision-making skills among nursing students.