Ethics is a topic that is important to revisit at each level of a nurse’s education. The role of ethics in nursing must be understood to completely understand the role of nursing in research. To frame the role of ethics in nursing research, it is important to discuss examples of ethics in nursing and how the current experiences apply to ethics in the context of nursing research. This chapter covers an overview of ethics in nursing, and discusses the role of ethics in nursing research. The terms that one needs to know as the basic backbones of ethics are beneficence, justice, respect for persons, and nonmaleficence. These are the terms one learned in Ethics, but when related to the professional role of the master’s-prepared nurse, they become real-world tools used to make decisions. These terms are defined and discussed in the context of their presence in nursing research ethics.
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This chapter helps us to learn to use habits of the heart and mind to create a culture of restorative justice for students, faculty, and staff. In the chapter authors consider possibilities for creating a culture of restorative justice by empowering students, faculty, and staff not only for conflict resolution, but for living the principles and practices of restorative justice throughout all aspects of their lives. The authors observe how health care workers can strive to make their work meaningful through values and relationships, and that healing can be accomplished by creating interactions that foster compassion, interconnection, and collective decision making. They examine the five main guiding principles of restorative justice–humanizing values, strengthening relationships, sharing responsibility, addressing harm, and strengthening community–and how putting these principles into action through dialogue, inclusion, and understanding can make a difference in the lives of the people we serve.
The idea of student education being enriched by developing and executing service-centered activities has become popular in variety of health professions programs. Service learning is a curricular strategy that combines community service with academic objectives. The key to success of any well-designed service learning program is having and maintaining solid relationships within the community. Developing meaningful activities is mandatory for service learning. Site selection for these activities is most important to provide experiences that allow students to meet course objectives. Involving students in social justice advocacy was a major net effect goal of service learning promoters. Thorough preparation for service learning projects and consistent faculty development before, during, and after a project are key elements of successful service learning programs. Finally, the funding needs for service learning projects vary greatly. Grant funding may partially or fully offset costs; and creative collaborations with community agencies can often provide the necessary resources.