Academic journal article Nursing Education Perspectives

Naming and Taming Our Ethical Dilemmas

Academic journal article Nursing Education Perspectives

Naming and Taming Our Ethical Dilemmas

Article excerpt

IN THE PAST FIVE YEARS, the Internet has dramatically changed the way we do business in nursing education. A myriad of resources art available to the Internet-savvy student and instructor, changing how we teach and how we learn. In this issue of Nursing Education Perspectives, Jane Fulton and Kathleen Kellinger present an ethics framework to guide us in deliberations about how we teach. Further, they propose the need for a code ofethics to guide in the structure, process, and outcomes of our Internet-based educational pursuits.

We all know of charges of plagiarism among our faculty colleagues. Although we tend to avoid speaking publicly about accusations and circumstances that precipitate a sudden change in position, we are all aware of certain high profile cases, including the institutional affiliations of the individuals involved. Less common in our profession is the charge of scientific misconduct. However, within the closely knit scientific community of nursing research, it is likely that most researchers can find examples to cite.

As faculty, we are aware of charges of misconduct among our students, including the serious charges of plagiarism and cheating. Students fail classes and are withdrawn from professional nursing studies on the basis of such misconduct. Often the penalties for students are worse than those for faculty, who frequently have the option to move on to other positions.

With Internet-based education, the range of ethical challenges increases. It is much more difficult to track the sources of information that students gather for their papers and reports. Further, privacy issues abound. …

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