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Dissertations / Theses on the topic 'Nursing ethics'

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Published: 4 June 2021

Last updated: 29 July 2024

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1

Dunham-Taylor, Janne, Joseph Z. Pinczuk, and Jo-Ann Marrs. "Ethics in Nursing Administration." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/7096.

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Book Summary: Financial Management for Nurse Managers: Merging the Heart with the Dollar, Third Edition is an essential text for nursing students and professionals because it addresses the financial management issues faced by nurse managers. Chief nursing officers and those in nurse administrator roles will also find this text valuable because of the acute focus on the financial impact of administrative and management decisions across hospitals and healthcare organizations.The Third Edition covers a broad range of topics, and demonstrates the interconnectivity between finance and other aspects of health care through evidence in healthcare finance, economics and cost accounting, budgeting, staffing effectiveness, and legal and ethical issues. The text is expertly organized and includes real-world examples to lend context to the reader.Coverage of the value-based reimbursement system is an integral component of the Third Edition. The authors emphasize the concept of giving the patient what is valued and recommend listening to patient needs, collaboration in healthcare decision-making, and shifting the role of the administrator to support care leaders. Additionally, the text has been updated to reflect the impact of the Affordable Care Act.

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2

Dunham-Taylor, Janne, Joseph Z. Pinczuk, Jo-Ann Marrs, and Lois W. Lowry. "Ethics in Nursing Administration." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/7100.

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Book Summary: Completely revised and updated, the Second Edition addresses a myriad of financial concepts ranging from staffing and budgeting to measuring productivity and forecasting costs. Examples and explanations of terminology will help nurse managers successfully correspond with the financial department to implement change without negatively affecting patient care and outcomes.

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3

Raustol, Anne. "Impartiality and partiality in nursing ethics." Thesis, University of Reading, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.542065.

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This thesis is concerned with the role of partiality and impartiality in nursing ethics. Nurses are often faced with the following challenge: should I provide care for the patient who is my patient or should I give preference to someone else in greater need of nursing care? This challenge can be characterised as a conflict between impartial and partialist moral demands on the nurse. The thesis analyses the concepts of impartiality and partiality as found in moral philosophy and then applies these concepts and their implications to the nurse-patient relationship. Some issues of particular interest to the impartiality-partiality issue have been selected to be given close examination in the thesis. These are an analogy between the nurse-patient relationship and friendship, the relation between trust and impartiality, the question about whether moral obligations can arise from physical proximity and immediacy, the relation between professional detachment and impartiality, and partiality and impartiality in care ethics. The thesis argues that the nursing role is an institutional role as well as a professional role and a role involving a close personal cooperation. Some institutional roles require a high level of impartiality, and the nursing role is one such role. Therefore, the nurse ought to show a high level of impartiality as well as being committed to the good of her particular patient. 11

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Haddad, Lisa, and Sharon Bigger. "Radiology Nursing Ethics and Moral Distress." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/8511.

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Ethics in health care is a topic that has been around since ancient times. It was the basis for the Hippocratic Oath. With the development of modern nursing and specialties in nursing, ethics in nursing becomes an important topic for consideration. This article gives an overview of the history of ethics, with particular considerations to nursing ethics. It provides an overview of moral distress within nursing and how ethical decisions affect care. It also provides examples of ethics within radiology nursing.

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5

Disparti, Josephine. "Ethics education in baccalaureate nursing programs: instructional strategies for an ethic of care /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11168122.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1991.
Typescript; issued also on microfilm. Sponsor: Thomas A. Leemon. Dissertation Committee: Mary Mowrey-Raddock. Includes bibliographical references: (leaves 119-141).

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6

Lamb, Ruth M. "Multiple loyalty conflicts in nursing." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/24417.

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The International Council of Nurses [ICN] Code for Nurses clearly states that the registered nurse's first obligation is to the patient (ICN, 1973). But, in the clinical setting, multiple loyalties or obligations to the patient, family, physician, employing agency, professional standards, and personal ethical beliefs may conflict. Given the diversity of obligation in nursing practice and the ever expanding array of life sustaining technologies and techniques, a problem arises for nurses when they attempt to employ clinical guidelines offered by the ICN Code. Therefore, in order to ascertain how nurses uphold patient autonomy when responding to conflicts in the empirical setting and to delineate the patterns of reasoning which contribute to the actual response as well as to the preferred response, a qualitative grounded theory methodology was selected. This exploratory approach provided evidence that when conflict occurs, perceptions of relevancy on both a cognitive and affective level, influence the nurses' response. Often nurses with apparently equal cognitive capabilities on a moral developmental level perceived conflict of loyalty situations in vastly different ways and thereby responded with a range of behavior that went from exemplary care, which supported patient autonomy, to unsafe care, which completely denied patients their autonomy. An inductively derived substantive theory outlines this variance in care. The manner in which patient autonomy is upheld in multiple loyalty conflicts can be expressed on a three dimensional categorical basis with perceptions of imposed, bounded and volitional relevance conjoined with three levels of cognitive moral development, including both descriptive and normative explanations of conflict resolution. Principles and their supporting rules for nursing action derived from each category emphasize the little researched but complex relationship between moral cognitions, perceptions and affective valuing.
Applied Science, Faculty of
Nursing, School of
Graduate

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7

Skinner, Elise. "Ethics of Finitude: Nursing and the Palliative Approach." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37290.

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Purpose: Within the contemporary socio-political context of palliative care and an aging demography, there is a called-for shift to an upstream provision of palliative care in the form of a palliative approach to care as well as to frame access to palliative care within a health equity perspective. In the literature, there is a paucity of nurses’ experiences in the provision of palliative care within psychiatric settings. Moreover, little is known of the process by which nurses engage in a palliative approach to care for patients experiencing multiple marginalities, including institutionalization, mental health, and advanced age. This research explored how nurses in forensic and geriatric psychiatry engage with aging patients and mortal considerations to discern how ethical dimensions of care, aligned within the palliative approach, are enacted. An ethical lens by which to apprehend dimensions of human finitude, reflective of central elements of the palliative approach and public health palliative care, was proposed to help to delineate a process of recognition through which values can be identified in the care of patients. The purpose of this thesis was to explore the phenomenon by which nurses engaged with mortality as both an antecedent to adopting a palliative approach and as a phenomenon that captures nurses’ continued engagement with patients within this approach. Objectives: There were three objectives to the project: 1) explore nurses’ engagement with mortality within an ethics of finitude; 2) identify enablers and barriers, and related historical and socio-political discourses, to engagement of nurses with their patients within an ethics of finitude, and; 3) articulate and deepen understanding of the palliative approach, including ethical dimensions and considerations. The research was an analytical elaboration of a qualitative study at the University of Ottawa that examined the palliative approach to nursing care in forensic and geriatric psychiatry at a mental health facility in eastern Ontario. Methods: Situated within a constructivist epistemic stance, the analytical framework elaborated for this analysis drew from both interpretive description (ID) and interpretive phenomenological analysis (IPA). Utilizing convenience sampling, eight Registered Nurses (7 women and 1 man) working in forensic or geriatric psychiatry completed interviews. Findings: Engagement of nurses within an ethics of finitude was revealed to surface through a process of recognition (recognition of mortality, recognition of the increased vulnerability of patients, and recognition of a corresponding increased responsibility for vulnerable patients) and through the affirmation of values including human connection, dignity, comfort, family, familiarity, and personhood. Barriers and enablers to this engagement emerged related to the care environment, the psychiatric nurse and patient construction, and factors related to family. The implications of the related discourses in the articulation of the palliative approach emerged in relation to health system considerations and to the language of the palliative approach. Conclusion: The process of recognition explored through the proposed ethical lens and revealed in the findings delineated values that underpin the palliative approach by offering an alternate conceptualization to their identification and enactment. Insights from this project underscore preliminary insights on a process to identify care practices aligned within the palliative approach as well as possibilities for critical questioning related to interconnected axes of an ethics of finitude in both the care of individual patients and in the enactment of health policy.

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Hold, Judith L. "A good death| The experiential ethics of nursing." Thesis, The University of Alabama, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3612092.

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During end-of-life care, nurses face ethical dilemmas on a daily basis with minimal operative scholastic preparation and professional expertise. The diverse source of ethical quandaries includes patient care issues related to legalities, inappropriate medical interventions, social roles, and professional and personal values. Ethical discourse in end-of-life care occurs within institutions where policies, professional relationships, and economic factors constrain ethical reflection. Thus, it is imperative that ethics education take into account the professional and social context of nursing, in addition to traditional teachings focused on many principles and theories, codes of conduct, and legal ramifications. The purpose of this research was to explore how experienced nurses' successfully resolved day-to-day ethical dilemmas during end-of-life care. This study utilized narrative analysis to analyze data generated from one-on-one interviews with six hospice nurses. The semi-structured interviews were conducted in two phases. Using core story creation, several different ethical dilemmas were identified divulging struggles with key stakeholders. Thematic analysis was then used to create three main themes: Ethics within Practice, Ethical Knowledge, and Ethical Solutions discussed within the framework of situational context, deliberations, and ethical actions. The results gained from this research provide information on how to improve nursing ethics education through the use of narratives of experienced nurses. The nurses used in this research told their stories depicting a keen awareness of ethical conflicts situated by contextual factors including social, political, and personal issues. Their deliberations were informed through formal, experiential, and intuitive knowledge creating a sense of phronesis as they negotiated the right course of actions. The nurses solved ethical predicaments by either following rules or choosing acts of resistance. It is my contention that the results of this study will empower practicing nurses and nurse educators to appreciate and incorporate context and different forms of knowledge to inform ethical discourse. We can utilize the experienced nurses' wisdom to improve nursing ethics education which ultimately translates to providing better deaths for patients.

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9

Risner/Garick, Shirley Ann. "Nursing ethics: An historical analysis and conceptualized module for today's practitioner." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185885.

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As the twenty-first century approaches, science and technology in healthcare are making dramatic changes within the healthcare system. These changes are impacting the profession of nursing. Many of the changes included organ-transplants, genetic manipulation, surrogate mothering and other dramatic events that will collide with many of societies concepts of right and wrong. Nursing ethics has been lost in the modern day milieu of science and technology. This dissertation posits a foundation of ethics, axiology and nursing ethics via an historical review of nursing history. Included is a historical review of ethics, axiology and philosophical theories which encompass nursing ethics. This is followed by an analysis of nursing ethics and its historical development through codes of nursing. At the end of the analysis, a conceptualized learning module is presented to allow the nurse to develop an understanding in the area of nursing ethics with an educational foundation for understanding ethics and axiology. The conceptualized module contains theoretical situations which the nurse may encounter followed by an analysis of each situation. Within the context of the analysis, options and choices have been presented to help the nurse make an ethical decision.

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10

Mitchell, Maureen Mary. "Nursing educators' commitment to the profession's values and beliefs as perceived by nursing students : a phenomenological perspective /." Access Digital Full Text version, 1989. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10857588.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1989.
Typescript; issued also on microfilm. Sponsor: Patricia L. Munhall. Dissertation Committee: Victoria J. Marsick. Bibliography: leaves 118-121.

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11

Kelly, Brighid. "Perception of professional ethics among senior baccalaureate nursing students /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487584612166245.

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12

Pang, Mei-che, and 彭美慈. "From virtue to value: nursing ethics in modern China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B29812951.

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13

Armstrong, Alan Eric. "Towards a strong practice-based virtue ethics for nursing." Thesis, University of Newcastle Upon Tyne, 2004. http://hdl.handle.net/10443/1567.

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Illness creates a range of negative emotions in patients including vulnerability, powerlessness and dependence on others for help. The nursing literature is saturated with debate about a 'therapeutic' nurse-patient relationship. However, despite the current agenda regarding patient-centred care, literature concerning the development of good interpersonal responses and the view that a satisfactory nursing ethics should focus on persons and character traits rather than actions, nursing ethics is dominated by the traditional obligation, act-centred theories such as consequentialism and deontology. I critically examine these theories and the role of duty-based notions in both general ethics and nursing practice. Because of well-established flaws, I conclude that obligation-based moral theories are incomplete and inadequate for nursing practice. Instead, the moral virtues and virtue ethics provide a plausible and viable alternative for nursing practice. I develop an account of a virtue-based helping relationship and a virtue-based approach to nursing. The latter is characterized by three features: (1) exercising the moral virtues such as compassion and courage, (2) using judgment and (3) using moral wisdom - moral perception, sensitivity and imagination. Merits and problems of this approach are examined. Following Macintyre, I conceive nursing as a practice; nurses who exercise the virtues and seek the internal goods help to sustain the practice of nursing and thus prevent the marginalization of the virtues. The strong (action-guiding) practice based version of virtue ethics proposed is context-dependent, particularist and relational. Several areas for future philosophical inquiry and empirical nursing research are suggested to develop this account yet further.

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14

Pang, Mei-che. "From virtue to value : nursing ethics in modern China /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21021429.

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15

Beaugard, Carol R. "How hospital nurses reason about ethical dilemmas of practice /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10937985.

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16

Godfrey, Nelda Schwinke. "Character and ethical behavior of nurses." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullci?p9962525.

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17

Oh, Kirsten S. "The new ethics and its implications for the character and role of nursing." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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18

Zeccolo, Peggy L. "The nature, origin, and validity of ethics for nursing administrators." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-08062007-094417/.

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19

Khan, Farida Himat. "Students perceptions regarding the third year nursing ethics module at Shifa College of Nursing, Islamabad, Pakistan." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85906.

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Thesis (MPhil)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: Aim: This study aimed to explore the perceptions of third year nursing students regarding the ethics module at Shifa College of Nursing, Islamabad, Pakistan. Methods: Third year nursing students (n=26) completed a retrospective pre/post survey rating their knowledge before and after the ethics module. Focus group discussions (FGDs) addressed the importance of ethics teaching in nursing, the content, teaching and learning strategies of the module as well as whether the application of the concepts learned in the classroom were practiced in the clinical setting. Results: Participants rated their knowledge higher in the post-test (4.00) than the pretest questionnaire (2.26) (p=0.003). The main themes identified during the focus group discussions were: understanding their responsibilities towards the patient; an appreciation of the patient as a human being; applicability of the module to the clinical setting; the role of student nurses in ethical decision making in the clinical setting; and the teaching and learning strategies. The context of the nurse’s practice was also identified as being important. Conclusion: The participants valued the ethics module and its applicability to the clinical setting, but changes in the content of the module and the teaching and learning strategies were suggested.

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20

Rodney, Patricia Anne. "Towards connectedness and trust : nurses' enactment of their moral agency within an organizational context." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/27732.

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This study describes nurses' ethical perspectives on nursing dying patients in a critical care setting, as well as nurses' responses to their perspectives. The design involved a phenomenological approach, with unstructured interviews with eight critical care nurses used to generate data. The results indicated that nurses' ethical perspectives centered around a theme of senselessness; a senseless decision-making process, the experiences of patients and family members as senseless, and nurses' activities as senseless. Senselessness illustrated the multiple ethical dilemmas inherent in nurses' experiences. Nurses' ethical perspectives also involved their attempts to cope with senselessness by finding new meanings through shifting focus to patient comfort, support of the family, and to nurses' personal philosophies. The situational context of nurses' perspectives was explored in terms of influences on their perspectives. This study supports other recent nursing research identifying prolongation of the process of dying as a significant ethical problem engendering moral distress.
Applied Science, Faculty of
Nursing, School of
Graduate

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21

Cook, Peter. "Investigation into value difference within the professional culture of nursing /." Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09EDM/09edmc771.pdf.

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22

Dams, Zoe Ann. "The relationship between level of nursing education and intellectual and ethical development." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29705.

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Pursuit of university education for nurses has been a controversial and poorly understood ideal. It has been difficult to clearly demonstrate and articulate the benefits of higher education for nurses and nursing. In this research the mission of undergraduate education in general, and the Canadian Nurses Association position paper on baccalaureate education served as the basis of inquiry into aspects of university education for nurses and nursing. From these sources and review of the literature it was ascertained that a primary value of education is seen as helping individuals develop intellectual and ethical maturity which allows them to make judgments and commitments in a relativistic world. This theorectical orientation was operationalized through Perry's theory of intellectual and ethical development (1970). The Measure of Epistemological Reflection (MER), a tool based on this theory, was developed to measure a person's level of intellectual and ethical maturity. In this study the MER was administered to diploma and baccalaureate nursing graduates to determine if this construct could be used to differentiate the effects of the two levels of education. The findings indicated that there was no difference between diploma and baccalaureate groups of nurses on their scores on the MER. There was no correlation between scores on the MER and age or experience. There was, however, a significant difference between a group of nurses who participated in university education in addition to their basic nursing program, and a group who had no other university credit outside of their basic nursing program. These findings, and their implications for nursing practice, education, and research are discussed.
Applied Science, Faculty of
Nursing, School of
Graduate

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23

Dahlstrom, Glenda. "Privacy and confidentiality of patient health information." MU has:, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052167.

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24

Dunham-Taylor, Janne, Joseph Z. Pinczuk, and Jo-Ann Marrs. "Ethics in Nursing Administration in Health Care Financial Management for Nurse Managers." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/7105.

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25

Öresland, Stina. "Nurses go visiting : ethics and gender in home-based nursing care." Doctoral thesis, Umeå universitet, Institutionen för omvårdnad, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-43796.

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The overall aim of this thesis is to explore how nursing is constructed in home-based nursing care from the viewpoint of patients and nurses who are receiving or giving care. Since nursing both constructs and is in turn constructed by the context in which it serves, language plays a central part in those constructions and in this thesis. The thesis has been guided by social constructionism, meaning that the positions the patients and the nurses inhabits have been considered as social phenomenon constructed in discursive processes. There are two ideas that guided this thesis. One idea was that home-based nursing care promotes the association of caring abilities in relation to nursing, women and the private sphere. Another idea was that the place where the care was carried out has ethical implications. Data was collected from interviews with 10 home-based nurses (study I) working in community in the western part of Sweden and 10 patients cared for in their home by these nurses (study II). Nurses and patients were interviewed about their experiences of giving respectively receiving home-based nursing care. The interviews were transcribed verbatim and analyzed with a discourse analytic method in study I and II. The findings in study I show that the nurses described their subject positions as "guests" and "professionals" and that they have to make a choice between these positions, as it is impossible to perform both positions at the same time. Dependent on the situation, both an ethics of care and an ethics of justice were applied by the nurses, that is, to perform according to the subject positions of "guest" or "professional." In study II, the patients describe their own subject position as "safeguard" and the nurses‟ positions as "substitutes". These subject positions provided the opportunities, and the obstacles, for the patients‟ possibilities to receive care in their home which included which kind of strategies, habits and activities the patients described and what tasks and how they considered or expected the nurses to perform. These findings are discussed within a theoretical framework, i.e. a gendered dichotomy of the private spheres versus the public spheres. Inherent in this framework is a discussion of the findings related to the habits that are essential in the nurses‟ and the patients‟ constructions of subject positions. In study III, metaphors used by home-based nurses‟ were explored as a means to discover values and norms held by nurses working in home-based nursing care. Ten interviews with nurses working in home-based nursing care (the same interviews as in study I) were analyzed and interpreted with a metaphor analytic method. In the analysis metaphoric linguistic expressions (MLE) were explored and patterns of MLEs formed two entailments. After exploring MLEs and entailments on an explicit surface level the analysis went to a broader underlying dimension of conceptual metaphors identifying the overall metaphor: "Home-based nursing care is an endless journey". The metaphor "Home-based nursing care is an endless journey" exposed home-based nursing care in constant motion, thereby requiring nurses to adjust to circumstances. This adjustment required ethical maturity based on experience, knowledge, and creativity. The study III focuses on the importance of further developing reflections over experiences related to everyday ethical issues. In study IV, the findings from study I were the starting point for a philosophical exploration of the concept "guest" and its relation to other adjacent concepts such as hosts and hospitality. The question to be answered was as follows: In what ways can home-based nurses‟ description of being "guests" in patients‟ home be understood? The exploration was based on Derrida‟s philosophy of unconditional and conditional hospitality, Levinas‟ philosophy of "face" and "the Other" and Arendt‟s philosophy of "go visiting". The findings indicated that the concept "guest" was not appropriate for the nurses to use when describing their position in home-based nursing care, since the concept was problematic for the content and the complexity of home-based nursing care. The findings also showed that exposing concepts as binaries is fruitful since they show relationship between concepts. Just illuminating the concept "guest" did not reveal the power relationship between the "guest" and the "host" and their relationship to hospitality. The distinction between diverse ethical perspectives could be seen as problematic or as an opportunity. According to this study, the nurses used a plurality of different ethical ideas, such as an ethics of care, an ethics of justice, an ethics of virtue and an "everyday ethics." A possible interpretation could be that this was a sign of a difficulty to maintain distinction between ethical theories in clinical practice. Ethical issues in the private sphere are less commonly explored compared to ethical issues in the public sphere, for example in hospital care. As showed in this thesis, the distinction between the private and the public spheres was problematic. It does not describe two spatially separate spheres, but rather it describes functionally dependent activities, interests and relations, such as diverse areas of ethical ideas and "feminine" and "masculine" positions. Home-based nursing care is a complex area and discourse analysis of the relation between home-based nursing care, subject positions, ethics and gender is more or less lacking. Exploring home-based nursing care outgoing from discourse analytic perspectives and methods is rewarding for nurses‟ practice, education and research as it opens up new perspectives of home-based nursing care.

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Sanchez-Sweatman, Louise R. "The development of nursing cases for ethics research, a methodologic enquiry." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0005/MQ46125.pdf.

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27

Rodmell, Fern Elizabeth. "Ethics in nursing : the development of an educational model for practice." Thesis, University of Surrey, 1988. http://epubs.surrey.ac.uk/848403/.

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This thesis presents an ethical model to guide the nurse in the application of moral standards or principles in the clinical and community setting. The study is concerned with looking at ethics primarily in terms of patients'/events' rights, not ethics in general. The contribution of contemporary nurse theorists and philosophers in the international arena are considered to see how their contributions relate to the present and future developments and trends in the field of nursing, and how they may be translated into action in the daily care of patients/clients in the clinical and community setting. The research methods include an historical review of local, national and international nurse educational, philosophical and ethical literature. The central theme investigates the caring roles of nurses and the commitment to patient/client care which are the basis of the ethical perspective of nursing. The ethical principles inherent in the nursing discipline, such as patients'/clients' rights and autonomy are examined, to see how these principles may be applied at the bedside and in the community. Validation criteria are adapted and this validation tool, together with the ethical constructs/components, are used as a framework to ensure that an ethical perspective is included and utilised in all nursing models. As ethics is concerned with human conduct and relationships, the author concludes that an ethical model is vital and may be used with all models which guide nursing practice currently in use and in future developments. An Ethical Analysis Framework and Model has been developed by the author, to serve as a tool for the inclusion of ethical constructs/components in models which guide the practice of nursing in the clinical and community setting. It also aids in the application of ethical principles. The Ethical Analysis Model will hopefully contribute to the theoretical framework of curriculum development as curriculum is concerned with shaping attitudes towards knowledge and creating a forum for discussion and criticism. Ethical knowledge is part of that subject matter. Through deliberation and judgement the definition and solution of curriculum and ethical problems may be effected as curriculum development, like ethics, is concerned with what is, and what might be. An example is presented of how the Framework and Model can be used, and is strongly recommended for use with any model which guides the practice of nursing. The findings, their limitations and the relevant discussions and recommendations are highlighted, and areas for further research are identified.

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28

Bell, Sue Ellen. "Ethical issues for nurses in performance of utilization review /." Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 1998. http://www.lib.umn.edu/articles/proquest.phtml.

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29

Johns, Susan. "Being constrained and enabled a study of pre-registration nursing students ethical practice : a thesis presented in partial fulfillment of the requirements for the degree of Master in Health Science, Auckland University of Technology, 2004." Full thesis. Abstract, 2004.

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30

Dunn, Nancy K. "The relationship among the types, frequency and resolution of moral conflicts perceived by nurses in West Virginia and their educational preparation, educational needs and selected demographics." Huntington, WV : [Marshall University Libraries], 2004. http://www.marshall.edu/etd/descript.asp?ref=498.

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31

Butler, Mary, and n/a. "Care ethics and brain injury." University of Otago. Department of Philosophy, 2008. http://adt.otago.ac.nz./public/adt-NZDU20080214.134301.

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It is generally supposed that a supportive family can have an influence on outcomes for an adult with severe brain injury, but there is very little known about what effective families actually do. In this research the families of five such individuals were involved in an ethnographic project that lasted for one year. The literature review brought together insights from brain injury, care ethics, disability studies and anthropology. These insights were combined with a process of reflective equilibrium that was applied to the ethnographic material in order to determine the ethics of the carers. Ethics of care in this setting was conceived of as a positive practice ethic, rather than as a series of negative conundrums posed by the brain injury. The practice ethic shared by carers meant that they all conceived of the need created by brain injury in humanistic terms, rather than in terms of pathology. Carers demonstrated virtues appropriate to their practice as they helped the adult with brain injury to connect with aspects of ordinary life. The best outcomes for the adult with brain injury included being able to engage in productive activity and to make a place in the world. These outcomes could only be achieved with due regard for their safety and subsistence. The practice ethic of carers was demonstrated in the skills and concern that ensured a satisfactory outcome for the adult with brain injury. This research is a departure from recent research about families affected by brain injury, which has focused on the burden involved in care. An examination of what carers achieve suggests that burden may be associated with the development of caring practice. The transformative capacity of care, for both the carer and the adult with brain injury, is emphasized. However contextual factors, such as adequate compensation, are connected to the capacity of the carer to engage in good practice and these are explored also in this thesis. In particular, relevant aspects of the relationship between families and the Accident Compensation Corporation are explored.

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McCance, Tanya Violet. "An exploration of the experience of caring in nursing : a hermeneutic approach." Thesis, University of Ulster, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310111.

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Wainwright, P. J. "The practice of nursing : an investigation of professional nursing from the perspective of the virtue ethics of Alastair MacIntyre." Thesis, Swansea University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.639322.

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This thesis investigates professional nursing as a practice. Starting from a recognition that nurses have for some time been under pressure to explain their contribution to health care and how it may be differentiated from other health care occupations, it takes as its initial premise the belief that nursing is more than just the skilled performance of a range of tasks. From a consideration of general, colloquial use it would seem that 'to nurse' is to support, protect, preserve and nurture it, and this requires a commitment on the part of the one nursing, an investment of self for the well-being of the object of nursing. A review of the nursing literature suggests that such an understanding is not to be found in the literature of theories and models of nursing, and that much of that literature fails to give a coherent account of nursing. A theme in much of the nursing literature is the importance of the concepts of care and caring, although accounts of the relationship between nursing and caring are problematic. The thesis shows that, while most uses of the concept of care are morally neutral, to refer to someone as a caring person is to ascribe a moral virtue, and this leads to a more detailed consideration of virtue ethics as a perspective from which to understand nursing. In particular the work of MacIntyre is considered, and it is shown that professional nursing can be understood as a practice, in the particular sense that MacIntyre uses that term. However an examination of what is required in a society for a practice to flourish suggests that many features of the organisation and management of health care in recent years have made it increasingly difficult for professional nursing, understood as a practice, to survive.

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De, Villiers Josephine Elizabeth. "The theory and practice of undergraduate nursing ethics education programs in South Africa and Namibia : a critical appraisal." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96810.

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Thesis (PhD)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: The history and evolution of nursing ethics situate caring as a central value of nursing. Since ancient times, codes of conduct, developed by societies, have protected the vulnerable. The value system of nursing in South Africa and Namibia is derived from Christian missionaries who hailed from England and Europe. Florence Nightingale is recognised as the founder of modern nursing and established a firm ethical foundation for nursing. Nursing ethics education has various aims, i.e. promotion of ethical insight of nurses and protection of patients. Ethics education is confronted daily with many challenges with continuous efforts to address these challenges through innovations. Throughout its history, the nursing profession has responded to moral challenges by developing ethical codes with guiding principles for nursing practice. An ethic of care gained ground as an important approach in nursing practice. The values and obligations proclaimed in the codes of ethics of some countries and the International Council of Nurses reveal shared values and beliefs in nursing. These codes of ethics describe the obligation of nurses towards patients, the nursing profession, society, co-workers and themselves as individual nurses. Nurses ought to develop certain required character traits. Aristotle’s ideas on intellectual virtues and practical wisdom specifically may provide nursing ethics educators with a viable approach in the teaching-learning of nursing ethics. The status of nursing ethics education in South Africa and Namibia revealed variability in most aspects of undergraduate nursing ethics education in institutions of higher education. This lack of standardisation complicates assessment of the quality of nursing ethics education. Nursing ethics educators in South Africa and Namibia identified challenges regarding the teaching-learning environment, practising nurses, students and educators as well as challenges related to the regulatory authorities and political and legislative framework. Suggestions to address these challenges were also offered by the nursing ethics educators. The effective internalisation of nursing values requires the efforts of nursing educators, students, practising nurses as well as stakeholders beyond institutions of higher learning. A critical assessment of nursing ethics education in South Africa and Namibia highlighted certain deficiencies in relation to regulatory and managerial aspects in nursing education and various issues related to nursing education generally and nursing ethics education specifically. Improving nursing ethics education needs nursing ethics educator specialisation, standardisation of ethics education and innovative teaching-learning strategies, including the inculcation of practical wisdom in nursing students. Health care facilities need upgrading, and practising nurses and educators must support nursing students effectively. Managerial and regulatory aspects need improvement. The challenges identified in this study can be resolved by improved collaboration amongst institutions of higher learning, nursing councils and service providers. Nursing ethics educators remain hopeful that nursing ethics education has the potential to be significantly improved both in South Africa and Namibia.
AFRIKAANSE OPSOMMING: Die geskiedenis en ontwikkeling van verpleegetiek dui op versorging as die kernwaarde van verpleegkunde. Sedert die vroegste tye sien die gedragskodes wat deur samelewings ontwikkel word, na kwesbare lede van die gemeenskap om. Die waardestelsel van verpleegkunde in Suid-Afrika en Namibië kan teruggevoer word tot die Christen-sendelinge wat uit Engeland en Europa gekom het. Florence Nightingale word as die stigter van moderne verpleegkunde beskou en het ’n stewige etiese grondslag vir verpleegkunde gelê. Verpleegetiek onderrig het verskeie doelwitte, waaronder bevordering van die etiese insigte van verpleegkundigies en beskerming van pasiënte. Etiek onderrrig word daagliks gekonfronteer deur menige uitdagings met volgehoue pogings om hierdie uitdagings deur innovering aan te spreek. Oor die geskiedenis heen het die verpleegberoep op morele uitdagings gereageer deur etiekkodes met rigsnoere vir die verpleegpraktyk op te stel. Mettertyd het die etiek van versorging veld gewen as ’n belangrike benadering tot verpleegpraktyk. Die waardes en verpligtinge wat in die etiekkodes van sommige lande sowel as dié van die Internasionale Raad vir Verpleegkundiges vervat is, toon bepaalde gemeenskaplike beginsels en oortuigings. Hierdie etiekkodes beskryf verpleegkundiges se plig jeens pasiënte, die verpleegberoep, die samelewing, hul medewerkers én hulself as individuele verpleërs. Verpleegkundiges behoort sekere vereiste karaktereienskappe te ontwikkel. Veral Aristoteles se gedagtes oor intellektuele deugde en praktiese insig kan verpleegetiekopvoeders van ’n lewensvatbare benadering tot onderrig en leer op hul vakgebied voorsien. Tog bied hoëronderwysinstellings in Suid-Afrika en Namibië oënskynlik wisselende mates van voorgraadse verpleegetiekonderrig. Hierdie gebrek aan standaardisering maak dit moeilik om die werklike gehalte van verpleegetiekonderrig te bepaal. Die verpleegetiekopvoeders in Suid- Afrika en Namibië wat vir hierdie studie geraadpleeg is, maak melding van uitdagings met betrekking tot die onderrig- en leeromgewing, verpleegpraktisyns, studente en opvoeders, die reguleringsowerhede sowel as politieke en regskwessies. Die opvoeders het ook voorstelle gemaak oor hoe hierdie uitdagings hanteer kan word. Die doeltreffende internalisering van verpleegwaardes vereis toewyding van verpleegopvoeders, -studente en -praktisyns sowel as belanghebbendes buite hoëronderwysinstellings. ’n Kritiese beoordeling van verpleegetiekonderrig in Suid-Afrika en Namibië dui op bepaalde tekorte wat regulerings- en bestuursaspekte van verpleegonderrig betref, en ook verskeie uitdagings met betrekking tot verpleegonderrig oor die algemeen en verpleegetiekonderrig in die besonder. Die verbetering van verpleegetiekonderrig vereis spesialisering deur verpleegetiekopvoeders, die standaardisering van etiekonderrig, en innoverende onderrig- en leerstrategieë, onder meer die inskerping van praktiese insig by verpleegstudente. Gesondheidsorgfasiliteite moet opgeknap word en verpleegpraktisyns en -opvoeders moet verpleegstudente doeltreffend ondersteun. Ook bestuurs- en reguleringsaspekte moet verbeter word. Die uitdagings wat in hierdie studie na vore kom, kan die hoof gebied word deur beter samewerking tussen hoëronderwysinstellings, verpleegrade en diensverskaffers. Intussen bly verpleegetiekopvoeders vol hoop dat verpleegetiekonderrig in Suid-Afrika en Namibië verbeter kan word.

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Cronqvist, Agneta. "The moral enterprise in intensive care nursing." Doctoral thesis, Stockholm, 2004. http://diss.kib.ki.se/2004/91-7349-942-0/.

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Mbangula, T. M. "The experiences of professional nurses with ethical dilemmas in nursing practice at Witbank Hospital, Nkangala District Mpumalanga Province." Thesis, University of Limpopo, 2015. http://hdl.handle.net/10386/1230.

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Thesis (M.Sc. (Curations)) --University of Limpopo, 2015
The purpose of the study was to determine the experiences of professional nurses with ethical dilemmas at the Witbank hospital Nkangala district Mpumalanga province. The objectives of the study were to describe the experiences of professional nurses with ethical dilemmas in nursing practice and to determine supportive measures to help professional nurses to deal with ethical dilemmas encountered in nursing practice. The research question was: what are the ethical dilemmas that professional nurses experience in nursing practice? Kohlberg theory of moral development was used as a theoretical framework. A qualitative exploratory, descriptive and contextual research design was used to describe the experiences of professional nurses with ethical dilemmas in nursing practice. Purposive sampling was used to sample fourteen (14) professional nurses. Data was collected using semi-structured interviews. Open-coding method of data analysis was used and four themes and sub-themes emerged. The study found that professional nurses experience ethical dilemmas related to death and dying, distribution of both human and material resources, respect of patients’ autonomy and the nurses’ rights. The study recommends continuous ethics education and the inclusion of ethics in nursing curricula, creation of a supportive working environment, knowledge and understanding of the pledge of service, Inter- disciplinary teams to discuss ethical issues, availability of ethics experts and ethics mentors in the wards.

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Alba, Barbara. "An Investigation of Intuition, Years of Worked Nursing Experience, and Emergency Nurses' Perceived Ethical Decision Making." Thesis, Adelphi University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10669616.

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The purpose of this study was to explore the relationship between nurses' use of intuition, years of worked nursing experience, and nurses' perceived ethical decision making ability. Additionally, recognizing the relationship between the intuitive/experiential and the analytic/rational systems, this research extended beyond the intuitive/experiential system capturing analytic/rational thought. A sample of 182 nurses from the Emergency Nurses Association (ENA) was recruited for this investigation. A nonexperimental, correlational research design was used to examine the relationship between the variables. Intuition was measured using the Experiential scale of the Rational-Experiential Inventory (REI) and analytic/rational was measured using Rationality scale of the REI. Perceived ethical decision making ability was measured with the Clinical Decision Making in Nursing Scale (CDMNS) applied to an ethical dilemma within the participants own practice. Cognitive-Experiential Self-Theory (CEST) provided the theoretical framework for this study. According to CEST, information is processed by two independent, interactive conceptual systems; a preconscious intuitive/experiential system and a conscious analytic/rational system. These are thought to function parallel from yet interactively with each other. One-way ANOVAs, independent sample t-tests, Pearson's r correlation, and multiple regressions analysis provided the statistical methods used to answer nine research questions. A significant relationship was found between intuition and perceived ethical decision making (r = .252, p = .001). This contributes to a broader understanding of the different thought processes used by emergency nurses to make ethical decisions.

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Green, Linda. "Patient Satisfaction Outcomes and RN Scores on the JAND." Thesis, University of Louisiana at Lafayette, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3712363.

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The quality of health care in the United States is often measured by the patient’s satisfaction. The Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) was developed by the Center for Medicare and Medicaid Services (CMMS) along with the Agency for Healthcare Research and Quality (AHRQ) in 2002 to standardize the assessments and measures of patient satisfaction (Koch, 2014). Healthcare organizations are mandated to report their HCAHPS results to CMMS and AHRQ. Because of the significant role nurses take in the care and overall experience of hospitalized patients, this project explored RN scores on the Judgments About Nursing Decisions (JAND) instrument by Dr. Shake’ Ketefian (1984) and patient satisfaction data. The findings from the project suggest that RNs who are functioning in the post-conventional area of Kohlberg's Moral Development Theory as measured by the JAND may have an influencing effect on patient satisfaction outcomes as measured by the HCAHPS.

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Biehler, Barbara Ann Rhodes Dent. "Using instructional design to resolve a problem in teaching ethics to baccalaureate nursing students." Normal, Ill. Illinois State University, 1986. http://wwwlib.umi.com/cr/ilstu/fullcit?p8705737.

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Thesis (Ed. D.)--Illinois State University, 1986.
Title from title page screen, viewed July 20, 2005. Dissertation Committee: Dent Rhodes (chair), Rodney Riegle, Julie Gowen, Normand Madore. Includes bibliographical references (leaves 209-217) and abstract. Also available in print.

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Moffatt-Roney, Donna 1947. "A study of moral thinking of students in a CEGEP nursing program /." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66267.

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41

O'Sullivan, Patricia A. "Decision making and ethics : a case study of student nurses." Thesis, University of Huddersfield, 2002. http://eprints.hud.ac.uk/id/eprint/4671/.

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Previous studies have shown that student nurses find the analysis of ethical dilemmas difficult (McAlpine 1996). This may well be due to the nature of such situations, which are frequently complex and prone to ambiguity. This leads to uncertainties as to which course of action is the correct one for those involved. The purpose of this study was firstly to explore the perceptions of a group of student nurses in relation to ethical dilemmas, which arose in practice both before and after exposure to the clinical environment, and secondly to evaluate the usefulness of modules dedicated to ethics, which the students undertook as part of the Project 2000 curriculum. The focus of the evaluative process was the development ot moral responsibility and ethical decision - making skills. 210 students representing two consecutive cohorts on the Project 2000 pathway took part in the study. An evaluative case study design was used to examine the responses of students using two instruments, a questionnaire and an in-depth interview. The results from the questionnaire data indicated that student views had altered significantly after exposure to practice and theoretical input regarding the decisions taken in response to the ethical scenarios presented. Statistical analysis was conducted involving the variables student response and age, and student response and gender, but the results were not statistically significant. Data generated from the interviews were divided into four major themes. The complexity of ethical issues for the health care team; the consequences ethical decision-making could have for society; the development of students' confidence when faced with ethical dilemmas, and finally how their theoretical input had prepared them for their forthcoming role as qualified nurses. The results from the interview data suggest that nurses realised the importance of the decisions that are taken in practice and how these will influence the direction of health care in the future. The results also demonstrated the importance nurses placed on a theoretical basis in ethical decision-making as this provided a framework that could be used throughout a nurse's career allowing him or her to enhance their professional status. The study results indicate that if nurses are to fulfil their role as professionals then the acknowledgement of moral responsibility and development of ethical decision-making skills are essential. In today's health service nurses will be involved with the moral decisions taken by colleagues, patients and their relatives. It is important that nurses cannot only respond to the moral aspects of individual patient situations but also have an in-depth understanding of the ethical frameworks which direct decision -making.

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Harnest, Pat W. (Pat Williams). "The Perceptions of Student Academic Honesty by Faculty and Students in a School of Nursing." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330795/.

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The purpose of this study was four-fold: the identification of behaviors perceived as academically honest by faculty and six levels of nursing students, to determine differences between faculty and students, to determine differences between graduate and undergraduate students, and to determine differences in consequences proposed by faculty and students.

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Swanson, Jacqueline V. (Jacqueline Viola). "Ethical Reasoning Among Baccalaureate Female Nursing Students." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332287/.

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The focus for this study was ethical reasoning among baccalaureate female nursing students. This descriptive and correlational study examined the ethical reasoning of freshmen and senior students at a large southwestern university for women. The research instrument used was the Defining Issues Test developed by Rest. The senior nursing students differed significantly (p < ,05) from the freshmen nursing students in ethical reasoning. However, nursing majors did not differ significantly from the non-nursing majors. A multiple regression analysis was performed that identified two factors associated with ethical reasoning (viz., age and GPA), The correlation coefficients were r= .377 for age and P_ score and r= .315 for GPA and P score. Older students were found to be significantly more advanced in ethical reasoning than were younger students. Students with higher GPAs used principled reasoning significantly more often than did students with lower GPAs. Of interest are the findings related to demographic characteristics, ethnicity, and religious preference. The sample was predominantly white, but a significant difference in use of principled reasoning between whites and non-whites was found. In the sample, whites used ethical reasoning more often than did non-whites. The students in the sample who labeled themselves as Baptists were significantly different from Traditional Christians (Methodists, Episcopalians, Presbyterians, Lutherans, and members of the Church of Christ) and Other Christians (all others, excluding Baptists, Catholics, and the Traditional Christians). The Baptist group used principled reasoning less often than did the other two groups of Christians. The Catholics were not significantly different from the Baptist, Traditional Christian, or Other Christian groups. The results are ambiguous and may reflect only a conservative philosophy or a conservative theological ideology rather than cognitive processing.

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Zolkefli, Yusrita. "Bruneian nurses' perceptions of ethical dimensions in nursing practice." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/25816.

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Background: There has been wide interest shown in the manner in which ethical dimensions in nursing practice are approached and addressed. As a result a number of ethical decision making models have been developed to tackle these problems. However, in this thesis it has been argued that the ethical dimensions of nursing practice are still not clearly understood and responded in Brunei. Design and method: This thesis describes a qualitative analysis into the Bruneian nurses’ perceptions of ethical dimensions in nursing practice. Drawing on constructivist grounded theory as a method of inquiry, twenty eight practicing and administrative nurses were individually interviewed. The nurses described how ethical dimensions were perceived in their practice, by means of the difficulties they are facing in the real world of nursing practice; how they have responded to these difficulties, and why they make such responses. Findings: The nurses described three ethical dimensions in their practice, namely ‘nurse at work’ which illustrates the ethical dimensions within the work environment; ‘nurse and doctor’ that elucidates the ethical dimensions in the nurse and doctor relationship and ‘nurse and patient’ which further examines ethical aspects in patient care. ‘Taking responsibility’ and ‘shifting responsibility to others’ were identified as approaches that the nurses took in responding to the ethical dimensions with the aim of avoiding the conflict and maintaining ward harmony. These responses provide new insights into how nurses’ response to ethical dimension in the ward settings where it puts strong emphasis on the nurses’ understanding of responsibility placed upon them as a professional nurse. ‘Negotiating ethical responsibility’ emerged as a core category within the data which illustrate that nurses’ responses to the ethical dimensions form a continuous process, involving constant consideration of the two types of responses. The core category described that ethical dimensions in the nurses’ practice were contextualised in the ‘ethical responsibility’ that is placed upon them within the nursing organisation. This thesis has expanded the current theoretical knowledge of ethical dimensions by elaborating on the concerns experienced in nursing practice and the responses individual nurses utilise to negotiate and discharge their ethical responsibilities at work. The study has also extended emphasis to the reasoning and responses that nurses are engaged in, whilst at the same time, negotiating ethical responsibility regarding the context in which they are placed during their working hours. This core category provides a number of possible implications for future research, nursing practice, education and policy, which would facilitate the exploration of ethical understanding for nurses in Brunei, and enable the provision of an ethical environment, so making ethical dimensions more transparent.

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McDonald, Sally. "Reporting misconduct : A descriptive study of whistleblowing in nursing." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1210.

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This research examined the effects of whistleblowing and non-whistleblowing on nurses in Western Australia. A descriptive survey design was used to explore the physical, emotional and professional effects experienced by nurses who blew the whistle and nurses who did not blow the whistle on misconduct. This study also examined the effective and ineffective coping behaviours reported by participants. A questionnaire was developed based on Lazarus and Folkman's Stress/Coping model and mailed to 500 nurses in Western Australia. Of these, 100 returned the completed questionnaire, indicating a response rate of 20%. Ninety-five respondents wereincluded in the study; 70 were self-identified as whistle blowers and 25 were self-identified as non-whistle blowers. Results indicated that nurses experienced stress induced physical and emotional problems from being involved in a whistleblowing situation. Data also suggested that severe professional reprisals occurred if the nurse reported misconduct, but there were few professional consequences if the nurse remained silent. A majority of whistleblowers tried problem-focused coping behaviours and reported four of them to be effective. A majority of non-whistleblowers tried emotion-focused coping behaviours and reported all of them to be ineffective. The conclusions reached from this research are: (I) Whistleblowing situations are stressful and may cause physical and emotional problems whether one blows the whistle or not. (2) Blowing the whistle on misconduct can be professionally damaging, whereas remaining silent will probably not affect one's career. (3) Blowing the whistle on misconduct will probably not change, or stop, the misconduct. (4) Remaining silent may result in more feelings of unworthiness and guilt than speaking up. (5) Problem-focused behaviours are the most effective coping behaviours in whistleblowing situations.

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Shannon, Sarah Elizabeth. "Caring for the critically-ill patient receiving life-sustaining therapy : combining descriptive and normative research in ethics /." Thesis, Connect to this title online; UW restricted, 1992. http://hdl.handle.net/1773/7329.

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47

Tuckett, Anthony. "The phenomenon of lying in nursing practice : a case study." Thesis, Queensland University of Technology, 1996.

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Registered Nurses are frequently confronted with clinical situations demanding a decision to respond either by lying or telling the truth. Nurses are not unique in this regard. However, nurses are expected to act within an ethos of care cognisant of duty, the right and the good. This study applies an ethical analysis to the responses of a group of Registered Nurses who were interviewed about the phenomenon of lying in nursing practice. Concepts of virtue theory, utilitarianism and deontology were used to develop an ethical decision making model. This 'Moebius Model' aims to locate the virtues in a symbiotic relationship with the principles of utilitarianism and deontology. Under this model ethical responses that are fitting are sought. Within an ethic of the fitting, rules and principles do not guarantee the most ethically justifiable outcomes. Within the 'Moebius' approach the nurse ought to respond with a sense of compassion that befits the moment rather than adhere to a rule at all costs. A phenomenological study based on symbolic interactionism and aimed at identifying nurses' responses to the question of truth-telling, was employed in two parts. A pilot study using unstructured interviews was followed by the main study using semi-structured interviews which explored lying (and other deception) in the clinical context from the Registered Nurse's perspective. Research findings indicate that the Registered Nurses interviewed (a) make a clear distinction between lying and deception, (b) will choose to lie/deceive for the client's benefit and dependent upon the situation, and ( c) place an emphasis on relationships with another when choosing to lie/deceive. Furthermore, they acknowledge that their role and the institutional culture of their workplaces influence decisions about lying/ deception. The application of the study' s normative framework to these findings suggests the following: (a) the need for guidance on truth-telling within a professional ethic, (b) clarification of the nurse's role and virtues attendant on it, (c) examination of information management as it pertains to the law, (d) recommendations concerning the hierarchical nature of the hospital organisation, and (e) a clearer definition of what lying is.

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Dungca, Consuelo Urtula. "The relationship between perceived middle manager leadership behavior style and first line manager job satisfaction /." Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10810316.

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49

Morrison, Kristine, and res cand@acu edu au. "Virtuous Nursing: More caring than science and more scientific than care." Australian Catholic University. School of Arts, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp69.25092005.

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Western nursing has been deeply influenced by Christianity and more latterly by the Nightingale ideal of the good nurse. Both views have, as their foundation, the belief that there is an objectively knowable good way to live. This belief presents problems to the modern nurse and has, in large part, been rejected. However, the rejection of this objective moral foundation for nursing has resulted in a crisis of confidence about the best way to articulate what it is to be a good nurse. Two new ways have emerged in recent times. A scientific approach to nursing has elevated the work of nursing to increasingly complex levels and resulted in significantly improved health outcomes for patients. This scientific approach to nursing has manifested itself in two ways. It has resulted in the development of theories of nursing based on psychological concepts. Parallel to this approach has been the tendency for nursing itself to become increasingly scientific and nurses in turn to be technologists. It was thought that nursing that was increasingly shaped in scientific terms would achieve professional status because it presented a scientifically verifiable knowledge base. At the same time, however, it has resulted in an understanding of what counts as being a good nurse being reduced to the nurse’s ability to perform tasks to a high level of clinical precision. Alternatively, nursing as a care-based activity has made a caring attitude the moral centre point of nursing. On this view objective standards of practice are regarded as secondary to the emotional care that the nurse brings to the patient. This belief arose in part because notions of the objectivity of science were challenged as ideological rather than the dispassionate form of knowledge that scientists claimed. It was fostered by the emergence and dominance of phenomenology and the influence of the feminist care ethic. There was also some anxiety about what had been lost in nursing by the embrace of science. In addition, the care ethic seemed to promise the possibility of defining nursing in its own terms in order to make nursing a distinct professional body. However, the demands of an ethic of care have proven elusive and, in the minds of some, unattainable. Given these criticisms of both these ways of thinking about nursing it is proposed that nursing think of itself as a virtues-based activity. Virtues theory incorporates within it the strengths of the two formerly mentioned ways of describing nursing without being subject to the limitations of each. Virtues such as love friendliness, compassion , courage and conscientiousness and the intellectual virtue of prudence or practical wisdom enable nurses to realise that goal in their practice. In this thesis virtue theory will be analysed and applied to nursing in the following way. Some Aristotelian concepts will be identified and their application t professional ethics by contemporary virtue theorists will be discussed. This involves and explication of some virtues that enhance shared conceptions of the practice of nursing. The significance of the good nurse in the shaping of good nursing practice will be considered alongside a reflection on the place of moral luck in nursing practice. It is argued that when nurses think of themselves as participating in a tradition of health care they find meaning in their work, Finally an understanding of nursing as a virtue-based activity clarifies good practice in such a way that nurses are able to elicit from it the qualities needed for its good practice.

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Dorse, Aletta Jacomina. "Legal and ethical aspects of nursing practice in selected private hospitals in the Western Cape Metropolitan Area." Thesis, Link to the online version, 2008. http://hdl.handle.net/10019/937.

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