Violence, Technology, and Nursing Education: A Bioethical and Contextual Approach

Abstract

Introduction. Violence in its various forms and rapid technological advances have affected the quality of the training process. Assessing these factors from a bioethical perspective adapted to the environment was a fundamental element in promoting an education that would train nursing professionals with ethical commitment and critical thinking, capable of responding in a relevant and committed manner to social demands and the complexities of the healthcare system.

Objective: to reflect on the importance of evaluating and interrelating forms of violence, technological challenges, and nursing education from a bioethical and contextual perspective.

Methods: theoretical methods were used: documentary analysis, systematization, and historical logic, which facilitated the verification and validation of theoretical and conceptual approaches to the object of study.

Development: The authors believe that higher education institutions have a responsibility for the training of nursing professionals, and that it was necessary to assess the different forms of violence and technological challenges present during their undergraduate studies that influenced their academic and emotional practice.

Conclusion. Examining the various difficulties that nursing students encountered in their training from a bioethical and contextual point of view made it possible to transform and create a more critical and transformative preparation by identifying the various forms of violence and technological advances as challenges in order to promote an education system that trains professionals committed to health without the privileges that still persist even in society itself.