The legacy of “Joanna”: The role of ethical debate in nurse preparation

SummaryIntroductionThe author was involved in nursing “Joanna”, a neonate who was born in 1980 with a serious form of spina bifida. A scenario describing the Joanna case was introduced to two groups of students in order to enhance critical thinking skills and encourage ethical debate in the classroom. Critical thinking skills, which are essential in professional practice, include the honest appraisal of intellectual positions adopted by one's self and others, and caring about the dignity and worth of each person (Ennis 1996, cited in Robinson, 2011).MethodologyThe scenario was presented as a case study to two classes, one of which comprised undergraduate nursing students, the other, mature-aged retirees. The International Council of Nurses Code of Ethics (2006) was used to critically analyze the concepts of quality of life and empowerment. The qualitative raw data was collected from both groups and compared.DiscussionNurses are in a key position to identify potential ethical conflicts but need adequate supports in place in order to become empowered and advocate for patients. The differing attitudes towards Joanna and the care she received reflected the different quantities and types of life experiences available in the two class groups.ConclusionNurse education programs now accept greater numbers of students from diverse backgrounds; therefore, educators need to plan for these differences in life experience when inducting students into professional practice. The outcome of introducing the scenario into the classroom demonstrates the imperative of seeking a wide variety of perspectives to develop ethical debate and preparation for professional practice.