An ethical analysis of student-faculty interactions

Area of Science:

• Nursing Education
• Bioethics
• Qualitative Research

Background:

• Faculty-student relationships are crucial in nursing education.
• Understanding student perceptions of these interactions is vital for ethical pedagogy.
• Ethical frameworks can illuminate nuances in educational relationships.

Purpose of the Study:

• To explore senior nursing students' perceptions of faculty interactions.
• To categorize these interactions using established ethical perspectives.
• To analyze ethical dimensions within faculty-student relationships in nursing.

Main Methods:

• Qualitative analysis of journal entries from senior nursing students.
• Categorization of described interactions based on ethical principles: justice, autonomy, beneficence, and caring.
• Thematic analysis to identify patterns in student experiences.

Main Results:

• Student interactions with faculty were diverse and encompassed multiple ethical dimensions.
• Justice, autonomy, beneficence, and caring were all represented in student narratives.
• Differing perceptions between students and faculty regarding interactional dynamics were evident.

Conclusions:

• Ethical analysis provides a valuable lens for understanding faculty-student dynamics in nursing.
• Recognizing diverse ethical perspectives can improve communication and relationships.
• This approach can enhance the educational experience for both nursing students and faculty.