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41863Nurse educators serve as role models, and their judgments, decisions, and conduct can have a profound impact on their students. It is imperative that nurse educators make sound legal and ethical decisions as they guide students in the development of professional nursing knowledge, skills, and values. With technology advances and greater access to social media, nurse educators are faced with an increasing number of dilemmas in their encounters with students.
This week, you will launch into legal and ethical issues related to student academic and clinical performance, as well as principles, policies, and concepts that guide faculty interactions when dealing with such issues, including:
Due process for academic and disciplinary issues
Student rights, fair treatment, grievances, and the appeal process
Assisting the failing student
Academic dishonesty and incivility
Students with disabilities, impairments, and special needs
Introduction Transcript
This week, you will examine legal and ethical issues in education and
the importance of providing a supportive learning environment by
establishing positive faculty–student relationships that foster personal and
professional goals. The nature of the relationships that faculty develop with
students can have a profound effect on a wide variety of student outcomes.
Nursing faculty is responsible for creating supportive learning environments
for all students, including students with disabilities, impairments, or special
needs. Clear communication of expectations and an open, ongoing
dialogue with students are essential.
As you complete the assigned readings for this week, examine your
beliefs about faculty–student relationships, and think about the effects that
your beliefs and practices may have on the teaching–learning process and
the academic performance of students. What are your beliefs about
interactions with failing students or dealing with issues related to student
misconduct or academic dishonesty? What are your thoughts related to
managing honor code violations or substance abuse problems?
Working with students with disabilities or impairments brings
challenges to the faculty–student relationship. But faculty who are
knowledgeable about legal and ethical issues related to education and
interventions designed to assist students with these special needs will be
better able to deal with these challenges.
Agenda
1. Billings and Halstead: Read chapters 3, 4, and 16
2. Gaberson and Oermann: Read chapters 5 and 6
3. Clinical Teaching Scenario Video
This week, you will examine legal and ethical issues in education and the importance of providing a supportive learning environment by establishing positive faculty–student relationships that foster personal and professional goals. The nature of the relationships that faculty develop with students can have a profound effect on a wide variety of student outcomes. Nursing faculty is responsible for creating supportive learning environments for all students, including students with disabilities, impairments, or special needs. Clear communication of expectations and an open, ongoing dialogue with students are essential.
As you complete the assigned readings for this week, examine your beliefs about faculty–student relationships, and think about the effects that your beliefs and practices may have on the teaching–learning process and the academic performance of students. What are your beliefs about interactions with failing students or dealing with issues related to student misconduct or academic dishonesty? What are your thoughts related to managing honor code violations or substance abuse problems?
Working with students with disabilities or impairments brings challenges to the faculty–student relationship. But faculty who are knowledgeable about legal and ethical issues related to education and interventions designed to assist students with these special needs will be better able to deal with these challenges.
FIRST PAGE WILL HAVE THIS TOPIC AND 1 REFERENCE CITED (WITHIN 3 YEARS PUBLISH)
As you view the Clinical Video Scenario (attached) about clinical teaching and learning, there are a number of things to consider. Students need and want opportunities to learn and participate as part of the healthcare team. If ignored or not included in patient care, they become frustrated and feel cheated by the clinical experience. The nursing faculty should guide the clinical learning process, assist students with administering medications and treatments when needed, and ensure that students are learning. Students view the RN preceptor as the clinical expert and role model, as well as the person nursing students look up to. Identify the problems and challenges presented in the video and discuss how you would respond to and handle the problems and challenges from the:
1) Faculty role
2) RN preceptor role
3) Student role
SECOND PAGE WILL HAVE THIS TOPIC AND 1 REFERENCE CITED (WITHIN 3 YEARS PUBLISH)
As you read this week’s assignments, examine your own beliefs about the student–faculty relationship and discuss the effects that your beliefs and practices may have on the teaching–learning process, the academic performance of your students, and your students’ behavior. What are your beliefs about interactions with students who are failing? How do you (or will you) deal with issues related to student misconduct and academic dishonesty? What are your thoughts related to managing honor code violations and substance abuse problems? How do your responses to these questions correlate with your personal teaching philosophy?
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