The role of technology in simulation-based learning to facilitate ethical competence

Background: Ethical competence is an essential prerequisite in nursing practice and needs to be integrated in the nursing curriculum. Ethical competence enables student nurses to become professionals who can find the best possible solutions in clinical practice when ethical dilemma arises. However, it remains unclear which education strategy could be used to integrate clinical skills with ethical competence. Objective: The objective of this paper is to present ways in which technology could be used to facilitate student nurses’ ethical competence through simulation-based learning. Setting: The study was conducted in the Faculty of Health Sciences at a higher education institution in Johannesburg. Methods: A qualitative, exploratory, descriptive, and contextual research design was used. Purposive sampling was used to select nurse educators teaching ethics and clinical nursing preceptors who are using a simulation-based learning approach at a selected higher education institution. In-depth, online, individual interviews were used to collect data. Data was analysed using Giorgi's thematic analysis method. Findings: Although there are some shortcomings in the use of technology in a simulation-based learning to facilitate ethical competence, there are various technological equipment and applications that are currently used to facilitate ethical competence. Such technology and applications include low to high-fidelity simulation manikins and audio-visual recordings. Conclusion: Using technology in simulation-based learning can enhance logical and critical thinking and stimulate constructive debates among student nurses for ethical competency. Contribution: The findings of the study provide evidence that the use of technology could be an effective tool for facilitating ethical competence among student nurses.