title: Embedding Microethical Dilemmas in High-Fidelity Simulation Scenarios: Preparing Nursing Students for Ethical Practice.
abstract: BACKGROUND
  Despite the inclusion of ethics education in the formal curriculum, students felt ill-prepared to manage ethical issues and protect patients' health and well-being. Nursing students reported knowing what should be done to promote optimal patient care; however, they also reported an inability to act on their convictions due to fear of reprisal, powerlessness, and low confidence.
  
  
  METHODS
  Bloom's Taxonomy guided the development and implementation of experiential-applied ethics education via microethical dilemmas embedded in existing high-fidelity simulation (HFS) scenarios. Students were unaware that ethical dilemmas would be presented, replicating complex and spontaneous practice environments.
  
  
  RESULTS
  Students reported that the educational strategy was powerful, increasing ethical decision-making confidence, empowering effective advocacy, and building courage to overcome fears and defend ethical practice.
  
  
  CONCLUSIONS
  Simulation extends ethics education beyond the cognitive domain, ensuring the purposeful integration of affective and psychomotor learning, which promotes congruence between knowing what to do and acting on one's convictions. [J Nurs Educ. 2017;56(1):55-58.].
authors.forename: Lorretta C
authors.initials: LC
authors.lastname: Krautscheid
mesh_terms: D002983:Clinical Competence; D054521:Cultural Competency / Q000193:education; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D004993:Ethics, Nursing / Q000193:education*; D006801:Humans; D009014:Morals; D013338:Students, Nursing / Q000523:psychology*