Using Simulation in Nursing PhD Education: Facilitating Application of Responsible Conduct of Research Principles

Teaching Research Ethics to Pharmacists: The Practice of Participatory Learning

The research history of community pharmacists in Japan is short, and ethical responses may not be mature. Therefore, the Japan Pharmaceutical Association and universities are working on research ethics education to help pharmacists make appropriate ethical responses. In this study, we evaluated whether an educational program using participatory learning was effective in research ethics education for pharmacists. Regarding the educational effects of our workshop, the score for motivation to learn about research ethics was high, and that for judgment and applied skills related to research ethics was low. Overall, participants’ assessment of the program contents was extremely favorable, indicating their satisfaction. Participatory learning was widely accepted and suggested to be effective in improving learning motivation. Additionally, to be able to apply the knowledge of research ethics to own research, it was considered necessary to continue learning through participatory learning. This will help pharmacists gain judgment and applied skills related to research ethics.

Using emotion recognition to assess simulation-based learning

Simulation-based assessment relies on instruments that measure knowledge acquisition, satisfaction, confidence, and the motivation of students. However, the emotional aspects of assessment have not yet been fully explored in the literature. This dimension can provide a deeper understanding of the experience of learning in clinical simulations. In this study, a computer (software) model was employed to identify and classify emotions with the aim of assessing them, while creating a simulation scenario. A group of (twenty-four) students took part in a simulated nursing care scenario that included a patient suffering from ascites and respiratory distress syndrome followed by vomiting. The patient's facial expressions were recorded and then individually analyzed on the basis of six critical factors that were determined by the researchers in the simulation scenario: 1) student-patient communication, 2) dealing with the patient's complaint, 3) making a clinical assessment of the patient, 4) the vomiting episode, 5) nursing interventions, and 6) making a reassessment of the patient. The results showed that emotion recognition can be assessed by means of both dimensional (continuous models) and cognitive (discrete or categorical models) theories of emotion. With the aid of emotion recognition and classification through facial expressions, the researchers succeeded in analyzing the emotions of students during a simulated clinical learning activity. In the study, the participants mainly displayed a restricted affect during the simulation scenario, which involved negative feelings such as anger, fear, tension, and impatience, resulting from the difficulty of creating the scenario. This can help determine which areas the students were able to master and which caused them greater difficulty. The model employed for the recognition and analysis of facial expressions in this study is very comprehensive and paves the way for further use and a more detailed interpretation of its components.

Experiences, behaviors, and perceptions of registered nurses regarding research ethics and misconduct

BACKGROUND

Nurses engaging in research are held to research ethics standards.

RESEARCH AIM

Examine experiences, behaviors, and perceptions of nurses in Israel regarding research ethics and explore possible related factors.

RESEARCH DESIGN

An original investigator-designed self-administered questionnaire measured five variables: (a) ethics in research, (b) encountered research misconduct during the course of one's studies, (c) the inclination to fabricate data, (d) the inclination to select or omit data, and (e) knowledge of research misconduct in the workplace. Additionally, demographic data were collected.

PARTICIPANTS AND RESEARCH CONTEXT

The questionnaire was completed by 151 Israeli registered nurses. 10.2% hold a PhD, 34 % hold an MA, 42.2% hold a BA, and 13.6% with no academic degree.

ETHICAL CONSIDERATIONS

The study was approved by the University's ethics committee; anonymity and consent of the respondents were respected.

FINDINGS

Registered nurses' level of studies achieved was significantly associated with a lower inclination to fabricate data, with one exception-PhD nurses were more inclined to fabricate data than nurses with a Master's degree. A trend was found in which a higher level of studies is associated with higher knowledge of research misconduct in the workplace.

DISCUSSION

Results indicate that nurses' perceptions of research ethics change throughout their academic studies, indicating a positive influence of level of studies, research experience, and work experience on ethics perceptions. Nevertheless, PhD nurses showed a greater inclination to actually select, omit, or even fabricate data than MA nurses. This may be related to pressure to publish.

CONCLUSION

PhD nursing programs should include ethics training. Academic faculty members should serve as role models regarding research integrity. Research ethics deserves further emphasis on all levels of nurse education in Israel, as well as in the nurses' code of ethics and related documents. This may positively impact ethical research practices.