Navigating the Ethical Compass: Philosophical Leadership in Post-Secondary Nursing Technology Adoption

As a graduate student reflecting on the complexities of modern education, this week’s readings have illuminated a critical intersection regarding philosophy guided technology adoption and its profound implications for specialized fields like nursing education. Mark David Webster’s empirical work (2016, 2017) on educational technology leaders reveals philosophical tensions that resonate deeply with the challenges faced by nursing educators and program administrators in post-secondary institutions.

Webster's research identifies that technology leaders often approach their roles with an instrumental view of technology, seeing it as a tool to achieve specific educational ends. This perspective frequently coexists with a technological optimism and the belief that technological change is inevitable. The philosophical tension arises from a core dilemma that while leaders acknowledge that "Educational goals and curriculum should drive technology," a powerful, ideological imperative to "Keep up with technology (or be left behind)" often gains greater weight in practice. This can lead to a "cognitive dissonance," where technology is adopted for its own sake rather than for clear pedagogical alignment.

In post-secondary nursing education, this philosophical tug-of-war is acutely felt. Are nursing programs investing in the latest high-fidelity simulation manikins, virtual reality (VR) clinical environments, or advanced electronic health record (EHR) training platforms purely because they are pedagogically superior tools, meticulously aligned with specific learning outcomes for clinical reasoning and patient safety? Or is there an underlying pressure to 'keep up' with other institutions, driven by a perception that these technological advancements are inevitable in modern healthcare and thus, in nursing education? This can manifest as substantial investments in technology without robust evidence of their instructional impact, potentially leading to under utilized resources and faculty resistance.

 Beyond mere utility, the ethical dimension of technology leadership is paramount in nursing. Webster (2016) highlights that "Technology raises questions of human values". This is profoundly critical in nursing, where every technological decision directly impacts patient safety, privacy, and equitable care. Blaich, Kenny, and Jimenez (2023) underscore the fundamental need for ethical leadership in health sciences, emphasizing that it involves initiative, competence, and courage in ethical reasoning, alongside effective communication and a commitment to safe, person-centered outcomes. Nursing education leaders (e.g., deans, program directors, clinical coordinators) must consciously integrate their ethical leadership philosophy, rooted in patient advocacy and professional accountability, with their philosophy of technology. This involves ensuring that the design of simulated EHRs protects student understanding of patient data privacy, that AI tools integrated into learning environments are ethically sound and bias-free, and that access to expensive high-fidelity simulations is equitable for all students.

Furthermore, Patricia Davies (2010) argues that educational technology leadership is fundamentally about the reorganization of teaching rather than just the process itself. In nursing, this means leaders must rethink how clinical skills and critical thinking are taught using technology (e.g., integrating simulation into a cohesive curriculum, developing virtual labs as complements to traditional clinicals) rather than simply layering new tech onto old methods. Davies also critiques unilateral leadership, advocating for plural voices in technology planning. This translates to nursing leadership embracing collaborative approaches, involving nurse educators, students, and clinical partners in shaping technology strategy to ensure it meets diverse needs and aligns with the complex realities of healthcare practice.

In conclusion, the philosophical insights from Webster, Blaich et al., and Davies assert that effective technology leadership in post-secondary nursing education demands a deliberate, ethically grounded approach. It requires nursing leaders to consciously interrogate their assumptions about technology, resisting the "Keep up" imperative in favour of decisions that are transparently aligned with pedagogical goals, ethical principles, and the ultimate aim of preparing competent, compassionate, and responsible nursing professionals.

References

Blaich, C., Kenny, B., & Jimenez, Y. (2023). Leadership in Ethical Practice: Students Learning Outcomes. Journal of Academic Ethics, 21(4), 719-741.

Davies, P. M. (2010). On school educational technology leadership. Management in Education, 24(2), 55-61.

Webster, M. D. (2016). Examining philosophy of technology using grounded theory methods. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 17(2), Art. 5.