Nursing Ethics ‘Playing Cards’

The rapidly evolving healthcare environment stresses the necessity for robust ethical education in nursing to ensure that healthcare professionals deliver contemporary care with respect, compassion, and integrity to safeguard patient rights and foster trust. Inspired by a similar educational initiative in military medical ethics (Miron & Bricknell, 2021), we propose the development of nursing ethics ‘playing cards’ with an accompanying d(igital)-learning suite, which includes a smartphone application and a website. This innovative educational tool aims to address the gap in accessible and engaging resources for nursing ethics. By utilising principles of interactive scenario-based learning and gamification pedagogy, it will provide a dynamic and responsive environment for effective ethical education (Ford et al., 2024; Izadi et al., 2020; Nemoto et al., 2024; Solum et al., 2016; Song, 2018). Each deck will consist of fifty-two cards, depicting a different ethical scenario that nursing students and registered nurses may encounter in their practice. These scenarios will be designed to foster critical thinking and discussion among the targeted population, enhancing their ability to navigate complex ethical dilemmas in real-world settings. While the physical cards aim to provide a tangible and interactive method of learning, the smartphone application and website will not only mirror the content, offering the same scenarios in a digital format, but also provide additional complementary information with adapted accessibility features.

The aim of this project is to develop a sustainable educational resource by combining physical and digital learning tools in the form of ethical playing cards. This resource will provide a flexible, adaptable, and accessible approach for nursing ethics education, suitable for diverse learning environments, whether in classroom-based settings or remote learning, and can be used in both synchronous and asynchronous formats. Grounded in comprehensive research, this tool will be designed to enhance not only knowledge and skills in nursing ethics but also to foster a culture of ethical awareness and informed decision-making among both current and future nursing professionals. Through this innovative integration, the project seeks to support long-term, impactful learning in nursing ethics education.

The research assistant intern for this project will be responsible for a variety of tasks across different phases. During Phase 3 of the project (April – June 2025), they will play a key role in recruitment (students, clinical teachers and service users), transcribing focus group discussions and interviews verbatim, ensuring accurate documentation, and contributing to data collection and analysis, performing basic coding for qualitative data and conducting statistical analysis for quantitative data. The intern will support content development and analysis by collating and organising research findings, creating summaries, charts, and graphs to aid in interpreting the results and supporting the research team’s conclusions.

The intern will benefit from hands-on research experience, gaining practical skills in setting up and conducting focus groups, data collection, transcription, and both qualitative and quantitative data analysis. They will also develop key transferable skills in project management, content development, and collaboration, working alongside a multidisciplinary team of students, clinical staff, and service users.

The role offers valuable networking opportunities, allowing the intern to build professional relationships within both the research and healthcare sectors. Additionally, the intern will contribute to a project with meaningful impact, knowing their work supports improvements in ethics healthcare education and practice. With mentorship and guidance from experienced researchers, the intern will enhance their professional development, strengthen their CV, and be better prepared for future career opportunities in research, healthcare, or education.

The internship offers a strong opportunity to contribute to a research paper, building on a successful innovation previously developed for military medicine. One of the collaborators on the Nursing Ethics Playing Cards is the original creator of the Military Ethics Playing Cards, reinforcing the project’s academic credibility. The intern will engage in rigorous data collection and analysis, generating original findings intended for dissemination through academic publications. With guidance from experienced researchers and academics, they will gain insight into structuring research for publication, including literature review, methodology design, data interpretation, and manuscript preparation. There is also potential for submission to peer-reviewed journals or conference presentations, providing co-authorship opportunities.

Beyond research contributions, the internship offers extensive professional development. The intern will gain hands-on experience in facilitating focus groups, data collection, transcription, and qualitative and quantitative analysis—skills highly relevant across healthcare, social sciences, and policy research. Additionally, they will develop key transferable skills in project management, content development, and interdisciplinary collaboration. Working alongside a multidisciplinary team of students, clinical staff, and service users will provide exposure to diverse perspectives and methodologies, strengthening adaptability and teamwork. The role also presents excellent networking opportunities across KCL faculties and clinical healthcare practice, potentially leading to future collaborations, recommendations, or career prospects in academia, healthcare, or related fields.

With mentorship from experienced researchers and academics, the intern will receive guidance on career development, CV enhancement, and research best practices, positioning them strongly for future roles in academia, healthcare, or policymaking.

The ideal candidate for this role should possess an understanding in research methodologies, including experience with both qualitative and quantitative data collection and analysis. Familiarity with transcription and coding of data is essential, as is the ability to work with various data analysis tools and software.

Strong organisational and communication skills are essential for coordinating logistics, recruiting participants, and interacting with a multidisciplinary team. Attention to detail, the ability to work independently, and a proactive attitude are also important, as the role requires the intern to manage multiple tasks and contribute effectively to various phases of the project. A background in healthcare, social sciences, or a related field would be beneficial but not essential, along with an understanding of ethical considerations in research.

The student intern will share their contributions, including data analysis and insights, through presentations and reports to the research team. They will prepare a reflection report summarising their internship experience, key learnings, challenges faced, and how they contributed to the project’s objectives. Support will be provided to write this up for publication.
Depending on the outcome of the project, the student intern may have the opportunity to contribute to academic papers, conference presentations, or workshops, showcasing their involvement in the research. They will engage in informal discussions or write-ups for academic peers, sharing lessons learned, the skills developed, and the impact of their internship on their professional growth.

1. Please send your CV and a brief cover letter outlining your interest and suitability to the project supervisor(s). Please contact the project supervisor(s) in advance of submitting the application with any questions.

2. If selected by the project supervisor

• LISS DTP students must then complete the LISS DTP Placement /Internship Application form. This ensures that there is approval of PhD supervisor, and the necessary information is obtained to extend funding (for DTP1 students) or confirm placement requirement fulfilled (for DTP2 students), and to fulfil ESRC reporting obligations. LISS DTP approval must be given before the RA internship can commence.
• Other ESRC-funded DTP students should follow the internship application processes from their home DTP.

Please note for LISS DTP students:

• Research Assistant Internships must not be undertaken with the student’s current supervisor and/or home department.
• DTP1 students (those whose funding commenced before Oct24): a maximum of 4 Research Assistant internships will be funded. These will be filled on a first-come, first-served basis. Once the 4 DTP1 places are filled, we will inform PIs that only DTP2 students are eligible for the Research Assistant internships. PLEASE NOTE THAT ALL DTP1 PLACES HAVE NOW BEEN FILLED.
• DTP2 students (those whose funding commenced from Oct24): are required to complete a 3-month placement, which is funded through their studentship. No limits to number that can be funded.
• Reports: at the conclusion of the internship, the student will be required to complete an internship report, which will include a question for the internship host to feedback on the internship.

Contact liss-dtp@kcl.ac.uk with any questions.