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Fostering Nursing Students' Moral Decision-Making Through Use of an Affective Learning Module.

Background: The emphasis on disciplinary and preventive approaches to combating academic misconduct does little to foster student professional identity and core nursing value formation. Problem: There is a need for pedagogy designed to navigate moral decision-making within ambiguous areas of practic...

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Published in:Nurse Educator Vol. 47; no. 4; pp. 236 - 241
Main Authors: Morrill, Deborah, Westrick, Susan J.
Format: tables/charts Journal Article
Published: Lippincott Williams & Wilkins Jul/Aug2022
Online Access:View this record in EBSCOhost
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      dt: Jul/Aug2022
      vid: 47
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      pub: Lippincott Williams & Wilkins
      place: Baltimore, Maryland
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        atl: Fostering Nursing Students' Moral Decision-Making Through Use of an Affective Learning Module.
      aug:
        au:
          Morrill, Deborah
          Westrick, Susan J.
        affil: Assistant Clinical Professor (Dr Morrill), School of Nursing, Quinnipiac University, North Haven, Connecticut
      sug:
        subj:
          Morals
          Decision Making
          Students, Nursing
          Education, Nursing
          Learning Methods
          Professional Misconduct
          Curriculum
          Licensure, Nursing
          Motivation
          Behavioral Objectives
      ab: Background: The emphasis on disciplinary and preventive approaches to combating academic misconduct does little to foster student professional identity and core nursing value formation. Problem: There is a need for pedagogy designed to navigate moral decision-making within ambiguous areas of practice as nursing students integrate personal and professional values while becoming a nurse. Approach: Rest's theory of moral development offers a framework for constructing purposeful affective learning activities that operationalize moral sensitivity, judgment, motivation, and character, whereas Krathwohl's theory provides a means to identify affective learning objectives. Offering prelicensure nursing students an opportunity to discuss, reflect on, and consider actions and consequences associated with academic and practice-based situations forms the basis for this affective learning module that fosters connections between academic and professional behaviors of integrity. Conclusion: Rest's theoretical model provides a viable structured approach to moral development. Curriculum designed to engage moral decision-making offers an innovative approach to cultivating student integrity.
      pubtype: Academic Journal
      doctype:
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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