Ethical and Legal Parameters for Nurse Educators

NURS6351 Discussion Response #1: Ethical and Legal Parameters for Nurse Educators
Respond to the discussion #1 below using the following approaches:
1.    Respond by proposing strategies for minimizing and managing legal challenges.
2.    Ask a probing question, substantiated with additional background information or research.
Discussion #1
Ethical Challenge: Providing education to a student who the instructor does not feel is choosing the correct career pathway
The role of the nurse educator is one that should be taken seriously and with high regard. As a nursing educator you are to empower your students to be the best medical practitioner possible. What happens however when you have a student whom you feel has chosen the wrong career path? I can’t say that a person’s single opinion should not make a definitive weigh in on a person’s true potential; but often a skilled educator can identify those who will thrive in the profession and those who will have a more difficult transition. Salminen (2013) discuss the educator’s professional role and how ethical principles and knowledge impact their ability to teach.  What was confirmed from that study is that the more knowledgeable the educator the better impact they have with students regarding conflict as discussed and struggles revolving around the student interaction.
Ethically, it is not recommended that we use our feelings to determine a student’s potential; but rather utilize the clear black and white objectives that define successful completion of any clinical/nursing rotation.
Questions that would come as a result of this situation would be:
1.   How do I challenge my student to put forth their best effort when I feel a certain way about a student?
2.   How do I provide education to a student who I feel doesn’t appear to thrive in nursing without bias?
3.   How can I encourage a student to continue on in a program when I do not think this career path is a good fit for them?
4.   Is it my place to recommend a different career pathway if their test grades are excellent but their personality at the bedside and their ability to provide passionate care is weak?
Follow up to learn more or who I would solicit help from if I encountered this issue:
If I encountered this issue in my practicum setting I think I would be struggling with the dilemma. From a professional perspective, everyone is entitled to receive an education if they meet the criterion of the program. However, what happens when a student may thrive with their test taking but their compassion and bedside approach along with critically thinking is severely compromised or weak? Ganske (2010) makes mention of moral distress in academia and how guilt is sometimes the outcome of enforcing rules or rectifying behaviors.  I know that people are in school to build upon, improve and refine their skills but it can be a difficult challenge when the instructor feels passionate about those who enter the profession of nursing.
I ultimately got into the nursing profession to care for patients who needed my help.  My goal was to provide unbiased care and increase their overall wellness and outcomes in the community.  Never intending to cross into the educational platform, I have learned this area to be strength of mine and a true passion.  Similar to my intention with patient care, my drive to provide students with an educational experience that is fresh, intriguing, beneficial, and impacts them in a way that empowers their behaviors and beliefs in nursing is my ultimate goal.  Asking myself these questions however has sparked some concern within myself because I never want to place negative judgment on someone who could very well be the best asset to the nursing profession; similarly I do not want to be that instructor that ‘pushes’ through a student who could have negative impact.
Ganske, K. M. (2010). Moral distress in academia. Online Journal of Issues in Nursing, 15(3), 1.
Salminen, L., Metsamaki, R., Numminen, O., & Leino-Kilpi, H. (2013). Nurse educators and professional ethics: Ethical principles and their implementation from nurse educators’ perspectives. Nurse Education Today, 33(2), 133–137.
1.    1 page only
1.    Put APA format citations
2.    At least 3 references (APA format)… Articles must be 2011 to 2016.

Required Readings

Boykins, A., & Gilmore, M. (2012). Ethical decision making in online graduate nursing education and implications for professional practice. Online Journal of Health Ethics, 8(1), 1–18.
Retrieved from the Walden Library databases.
In this article, the authors examine academic dishonesty in online courses and the potential for unethical behavior in professional practice.
Ganske, K. M. (2010). Moral distress in academia. Online Journal of Issues in Nursing, 15(3), 1.
Retrieved from the Walden Library databases.