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Teaching ethics using games.

G B White1, A J Davis

  • 1US Senate Office of Technological Development, Washington.

Journal of Advanced Nursing
|September 1, 1987
PubMed
Summary
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This study shows that the "Rights: Helter Skelter" ethics game helps nursing students better handle uncertainty when analyzing ethical dilemmas. The game improves their confidence in navigating complex ethical situations in nursing.

Area of Science:

  • Nursing Education
  • Bioethics
  • Educational Psychology

Background:

  • Students often struggle with the ambiguity inherent in ethical dilemmas.
  • Educational games are increasingly utilized to enhance learning experiences.
  • Nursing ethics courses present complex challenges for students.

Purpose of the Study:

  • To evaluate the effectiveness of the 'Rights: Helter Skelter' ethics game.
  • To determine if the game improves nursing students' tolerance for uncertainty in ethical analysis.
  • To assess the game's impact on students' ability to analyze ethical dilemmas.

Main Methods:

  • The 'Rights: Helter Skelter' ethics game was implemented with first-year nursing students.
  • Student engagement and learning outcomes related to ethical dilemma analysis were observed.
Keywords:
Bioethics and Professional Ethics

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  • Pre- and post-game assessments may have been used to measure changes in uncertainty tolerance.
  • Main Results:

    • The ethics game demonstrated a positive impact on nursing students' analytical skills.
    • Students reported enhanced ability to tolerate uncertainty when faced with ethical dilemmas.
    • The game provided a practical and engaging platform for learning nursing ethics.

    Conclusions:

    • 'Rights: Helter Skelter' is an effective tool for teaching nursing ethics.
    • The game successfully enhances students' capacity to manage ambiguity in ethical decision-making.
    • Integrating games into nursing education can improve critical thinking and ethical reasoning.