Finding strategies to engage students in the application of nursing ethics is challenging. To provide a safe venue for students to wrestle with ethically wrought patient scenarios, faculty created vignettes based on personal clinical experiences (see Supplemental Digital Content Table, available at: http://links.lww.com/NE/B149). Each vignette portrays an ethical situation. For example: During your second medical/surgical rotation, you are assigned a patient who just had an emergency appendectomy. He is a prisoner who is shackled to the bed, with an armed guard at the bedside. He is demanding of your time. In a small group setting, faculty guided the conversation about each vignette with scripted discussion prompts such as "Discuss your fears and concerns," "Discuss your prejudices," "What might the patient's viewpoint or concerns be," "What ethical issues are you struggling with," and "Discuss your duty." Students were encouraged to freely share their thoughts and feelings as they developed an awareness of their own biases and emotions that surfaced in response to the cases. They reported feelings of indignation, sadness, fear, and anger as they contemplated how they would respond as the nurse in the case. The prompts directed students to consider how the principles of beneficence, nonmaleficence, veracity, advocacy, and autonomy applied to each case. Finally, faculty instructed students to consider their professional responsibility to the patient. Ultimately, students concluded that their duty to every patient is to provide unbiased, quality, and safe nursing care. These vignettes and prompts effectively engaged students in ethical reasoning as a precursor to their clinical rotations.