Fostering Nursing Students' Moral Decision-Making Through Use of an Affective Learning Module.

Background: The emphasis on disciplinary and preventive approaches to combating academic misconduct does little to foster student professional identity and core nursing value formation.

Problem: There is a need for pedagogy designed to navigate moral decision-making within ambiguous areas of practice as nursing students integrate personal and professional values while becoming a nurse.

Approach: Rest's theory of moral development offers a framework for constructing purposeful affective learning activities that operationalize moral sensitivity, judgment, motivation, and character, whereas Krathwohl's theory provides a means to identify affective learning objectives.

Technology Use and Technological Self-Efficacy Among Undergraduate Nursing Faculty.

Aim: This study explored faculty responses to a survey about using technology to teach undergraduate nursing students.

Background: Little is known regarding faculty confidence, technology use, or supports for integrating technology into nursing education.

Method: A descriptive correlational design was utilized to explore the relationship between technology use and technological self-efficacy in faculty (N = 272) who teach at Commission on Collegiate Nursing Education-accredited nursing programs.

Nursing Students' Use of Electronic and Social Media: Law, Ethics, and E-Professionalism.

Aim: This article discusses the promotion of professionalism in nursing students with regard to the use of electronic and social media.

Background: Misuse of social media can lead to disciplinary actions and program dismissal for students and to legal actions and lawsuits for nursing programs. Programs are concemed about breaches of patient confidentiality and release of private or inappropriate information that jeopardizes clinical placements and relationships.