Ethics e:learning education in long-term care: A SWOT analysis

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University of New Brunswick


Ten ethics e:learning modules were designed, after results from a pre-intervention and literature review revealed long-term care staff members lack systematic approaches to ethical decision-making. Long-term care staff members and students from a provincial healthcare program completed the modules during a three-month period. Following this, qualitative data were generated using focus groups and interviews to examine the research question, “What conclusions can be drawn from implementing an ethics e:learning education intervention in long-term care facilities using a strengths, weaknesses, opportunities, and threats analysis?” My findings indicate that the a) strengths were participants’ abilities to control the learning environment; b) weaknesses concerned technical difficulties and the participants’ concentrating on sensational ethics; c) opportunities included the need for education and ability to integrate the modules into current infrastructures; and d) threats related to the culture of care that guides practice.