Åbo Akademi University.
Nord University.
Nurs Ethics. 2024 Aug;31(5):907-918. doi: 10.1177/09697330231215957. Epub 2023 Nov 24.
Previous studies have shown that the rapid transition to emergency remote teaching due to the COVID-19 pandemic was challenging for healthcare teachers in many ways. This sudden change made them face ethical dilemmas that challenged their values and ethical competence.
This study aimed to explore and gain a deeper understanding of the ethical dilemmas healthcare teachers faced during the COVID-19 pandemic.
This was an inductive qualitative study using a hermeneutic approach. Semi-structured interviews were conducted and analysed thematically.
Healthcare teachers ( = 20) from eight universities and universities of applied sciences in the Nordic and Baltic countries participated.
This study was based on the research ethics of the Norwegian National Research Ethics Committee for Medicine and Health Sciences and approved by the Norwegian Agency for Shared Services in Education and Research.
Healthcare teachers faced several ethical dilemmas due to restrictions during the COVID-19 pandemic. The analysis revealed three main themes: How should I deal with students' ill-being, and what can I as a teacher do?; What can I demand from myself and my students, what is good teaching?; How do I manage the heavy workload and everyone's needs, and who gets my time?
This study highlights the importance of healthcare teachers' continuous need for pedagogic and didactic education, especially considering new technology and ethical issues. During the pandemic, the ethical consequences of remote teaching became evident. Ethical values and ethical dilemmas should be addressed in healthcare education programmes at different levels, especially in teacher education programmes. In the coming years, remote teaching will grow. Therefore, we need more research on this issue from an ethical perspective on its possible consequences for students and healthcare teachers.
先前的研究表明，由于 COVID-19 大流行，医疗保健教师迅速过渡到紧急远程教学在许多方面都具有挑战性。这种突然的变化使他们面临道德困境，挑战他们的价值观和道德能力。
本研究旨在探讨和深入了解医疗保健教师在 COVID-19 大流行期间所面临的道德困境。
这是一项使用解释学方法的归纳定性研究。进行了半结构化访谈，并进行了主题分析。
来自北欧和波罗的海国家的八所大学和应用科学大学的医疗保健教师（=20）参与了此项研究。
本研究基于挪威国家医学和健康科学研究伦理委员会的研究伦理，并获得了挪威教育和研究共享服务机构的批准。
由于 COVID-19 大流行期间的限制，医疗保健教师面临着几个道德困境。分析揭示了三个主要主题：我应该如何处理学生的不适，作为一名教师我能做些什么？；我可以对自己和学生提出什么要求，什么是好的教学？；我如何管理繁重的工作量和每个人的需求，以及谁能得到我的时间？
本研究强调了医疗保健教师持续需要教育学和教学法教育的重要性，尤其是考虑到新技术和道德问题。在大流行期间，远程教学的伦理后果变得明显。在不同层次的医疗保健教育计划中，特别是在教师教育计划中，应解决伦理价值观和道德困境。在未来几年，远程教学将增长。因此，我们需要从道德角度对这个问题进行更多的研究，了解其对学生和医疗保健教师可能产生的影响。
