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Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

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Promoting Nursing Students' Ethical Development in the Clinical Setting.

Linda Koharchik¹, Eric Vogelstein, Mark Crider

¹Linda Koharchik is a clinical assistant professor and director of adjunct faculty and clinical affairs at Duquesne University School of Nursing, Pittsburgh, PA, where Jessica Devido and Manjulata Evatt are assistant professors. Eric Vogelstein is an assistant professor in both Duquesne University's School of Nursing and Department of Philosophy. At the time of this writing, Mark Crider was the assistant dean for administration and special reports at Duquesne University; he is now executive director and professor of nursing at Harrisburg University of Science and Technology, Harrisburg, PA, and president of the Pennsylvania State Nurses Association. Contact author: Linda Koharchik, koharchikl@duq.edu. The authors have disclosed no potential conflicts of interest, financial or otherwise.

The American Journal of Nursing

|October 28, 2017

Summary

Adjunct clinical faculty and preceptors are crucial for nursing students

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Area of Science:

Nursing Education
Clinical Pedagogy
Healthcare Ethics

Background:

Adjunct clinical faculty and preceptors play a vital role in nursing education.
These educators guide nursing students and new graduates in applying theoretical knowledge within practical clinical environments.
The influence of these educators extends beyond technical skills to encompass ethical development.

Purpose of the Study:

To explore the multifaceted roles of adjunct clinical faculty and preceptors in nursing education.
To specifically examine how nursing instructors impact the ethical development of students during clinical training.
To highlight the significance of clinical faculty in shaping future nursing professionals' ethical reasoning and practice.

Main Methods:

This article is part of a series focusing on the responsibilities of adjunct clinical faculty and preceptors.
The author synthesizes existing knowledge and discusses observational insights regarding clinical teaching.
The focus is on the qualitative influence of instructors on student ethical growth.

Main Results:

Nursing instructors significantly influence the ethical development of students in clinical settings.
The clinical environment is a key arena where ethical principles are learned and internalized.
Effective mentorship by faculty fosters a strong ethical foundation in nursing trainees.

Conclusions:

Adjunct clinical faculty and preceptors are instrumental in cultivating ethical awareness and behavior in nursing students.
Their guidance is essential for developing nurses who are not only clinically competent but also ethically sound.
Further research into effective strategies for ethical mentorship in clinical nursing education is warranted.