1. Exploring Learning & Teaching Ethics in the Nursing Curriculum Janet Holt School of Healthcare University of Leeds

2. Introduction Developed from ESIG discussions about identifying and disseminating good practice. What is good practice in teaching ethics? How is ethics taught to nurses? Ethical dilemmas are universal in healthcare Identified by NMC in competencies to be achieved for entry to the register Aim of the project To identify core ethics content, learning and teaching methods and process of facilitation in the UK nursing curriculum

3. Objectives To review methods of learning and teaching of ethics in the nursing curriculum to identify aspects of good practice To initiate discussion and interaction between teachers of ethics to nurses so as to collectively agree and specify current best practice and in particular those activities that address the wider concepts of healthcare ethics & law By use of effective dissemination strategies to raise awareness of this subject throughout the nursing ethics community and so to engage the community in a process of reflection and change

4. Sample 68 institutions offering pre-registration nursing programmes identified from NMAS & UCAS Purposive sampling technique identifying key contact in each institution. 61 contacts identified 47 responses (75% response rate)

5. Data Collection Descriptive postal survey Questionnaire Themes: No of students Learning & teaching methods When ethics is taught Shared learning Assessment Lecturers and qualifications Subjects taught

6. Programmes Degree 42 institutions (89%) Diploma/Advanced Diploma 41 (87%) Postgraduate certificate 11 (23%) Student numbers Min Max Degree10500 Dip/Ad Dip 15900 PGCert1080

7. Findings Full report available from: http://www.health.heacademy.ac.uk/sig/ethics/ Three interesting findings: Traditional approaches to learning and teaching are favoured Traditional modes of assessment Infrequent use of shared learning

8. Modules

9. Learning & teaching strategies

10. Other strategies identified: Problem based learning Work Based learning Group discussion Enquiry based learning Use of videos, slides, film and art

11. Shared learning

12. Assessment

13. Discussion of findings Discussion on the following: The prevalence of traditional approaches to learning and teaching are favoured Why traditional modes of assessment are used Infrequent use of shared learning