Nurses develop competence through skills and knowledge that educators impart them. They learn theoretically and through practical experience in real-life settings (Ironside, McNelis, & Ebright, 2014). Although theoretical nurse learning takes a significant part of knowledge and skills development, practical training is critical; hence, student nurses’ participation in the floor movement activity is an essential learning experience.
The nurse educator should accept the manager’s request to assist with the movement of patients from Floor 6 to Floor 4. Students are scheduled during the time the management has planned the move, which means that the educator can take advantage of the learning opportunity. They will learn about the safe movement of patients from one floor to another, an activity they might be expected to undertake during their career. The activity would achieve the objective of training students to ensure patient safety during a change initiative.
Some pros and cons are evident in supporting the movement. Firstly, students will have the opportunity to learn about the safe movement of patients. Secondly, the educator will ensure that the activity is part of the course outcome, such as teaching how to ensure patient safety in change initiatives. The faculty can avoid a simulation by allowing students to take part in the actual situation in a real-life setting (Ironside, McNelis, & Ebright, 2014). However, the participation of students raises some ethical questions, such as engaging students to avoid paying overtime. Using students to avoid cost implications is unethical, especially when the change initiative is under the hospital’s responsibility.
Although students’ participation in the change process might have some ethical implications, it will positively impact their course outcome. Hence, their participation will be part of the learning process, and the staff will be receptive and supportive of the current and future students.
Ironside, P. M., McNelis, A. M., & Ebright, P. (2014). Clinical education in nursing: Rethinking learning in practice settings. Nursing Outlook, 62(3), 185-191.