Discovering mental models and frames in learning of nursing ethics through simulations

Area of Science:

• Nursing Education
• Medical Ethics
• Qualitative Research

Background:

• Ethical competence is crucial for nursing practice.
• Traditional methods may not fully prepare students for complex ethical dilemmas.
• Simulation-based learning offers a practical approach to ethical training.

Purpose of the Study:

• To analyze nursing students' perceptions of learning ethics via simulations.
• To describe the mental models guiding nursing students' ethical decision-making.

Main Methods:

• Qualitative study involving 30 fourth-year nursing students.
• Analysis of simulated ethical dilemmas and debriefing sessions.
• Exploration of six simulated scenarios designed to present ethical challenges.

Main Results:

• Students reported positive experiences with simulations for acquiring ethical competence.
• Fifteen distinct mental models underlying students' ethical decision-making were identified.
• Simulation-based learning was viewed as a valuable tool for ethical training.

Conclusions:

• Simulations are an effective pedagogical strategy for nursing ethics education.
• Applying knowledge of decision-making frames in practice enhances ethical actions.
• Further integration of simulation is recommended for developing ethical competence in nursing students.