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Fowler, Marsha D. "Why the history of nursing ethics matters". Nursing Ethics 24, nr 3 (maj 2017): 292–304. http://dx.doi.org/10.1177/0969733016684581.
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Modern American nursing has an extensive ethical heritage literature that extends from the 1870s to 1965 when the American Nurses Association issued a policy paper that called for moving nursing education out of hospital diploma programs and into colleges and universities. One consequence of this move was the dispersion of nursing libraries and the loss of nursing ethics textbooks, as they were largely not brought over into the college libraries. In addition to approximately 100 nursing ethics textbooks, the nursing ethics heritage literature also includes hundreds of journal articles that are often made less accessible in modern databases that concentrate on the past 20 or 30 years. A second consequence of nursing’s movement into colleges and universities is that ethics was no longer taught by nursing faculty, but becomes separated and placed as a discrete ethics (later bioethics) course in departments of philosophy or theology. These courses were medically identified and rarely incorporated authentic nursing content. This shift in nursing education occurs contemporaneously with the rise of the field of bioethics. Bioethics is rapidly embraced by nursing, and as it develops within nursing, it fails to incorporate the rich ethical heritage, history, and literature of nursing prior to the development of the field of bioethics. This creates a radical disjunction in nursing’s ethics; a failure to more adequately explore the moral identity of nursing; the development of an ethics with a lack of fit with nursing’s ethical history, literature, and theory; a neglect of nursing’s ideal of service; a diminution of the scope and richness of nursing ethics as social ethics; and a loss of nursing ethical heritage of social justice activism and education. We must reclaim nursing’s rich and capacious ethics heritage literature; the history of nursing ethics matters profoundly.
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LEE, Goeun, Sung-Ho PARK, Hyo-Jin LEE, Su-Bin PARK i Sanghee Kim. "An Integrated Literature Review of Nursing Ethics Research for Nursing Students in Korea (2011-2020)". Korean Journal of Medical Ethics 24, nr 1 (marzec 2021): 59–80. http://dx.doi.org/10.35301/ksme.2021.24.1.59.
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This study was conducted to determine the current state, and future directions, of research on nursing ethics for nursing students in Korea. The study analyzed and evaluated original research articles that explore nursing ethics issues for Korean nursing students using the integrative literature review method proposed by Whittermore and Knafl. Five Korean databases were searched with queries that combined the terms ‘nursing’, ‘student’, ‘ethic’, and ‘moral’. From the 246 articles published between 2011 and September 2020, 92 were finally selected based on the inclusion criteria and data evaluation. According to the analysis, descriptive studies(75.0%) were the most common designs of article and ethics awareness(37.9%) was the most common research topics. The most frequent keywords were ‘bioethics’, ‘ethics’, ‘(moral) sensitivity’, ‘(critical) thinking’, ‘(ethical) value’, ‘education’, and ‘professionalism’. Most of the research instruments used had been developed in previous studies(88.2%), and the types of journals in which the research was published included those in interdisciplinary medical fields(47.8%), nursing(27.2%), and ethics(10.9%). The number of articles per year has been increasing, especially in 2015 and 2018, and interest in ethical issues and professional ethics has also increased since 2015. This article argues that in order to improve the quality of nursing ethic sresearch, related research should be carried out using a variety of research designs on a wider range of topics, and further develop the knowledge specific to nursing.
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Fowler, Marsha D. "Heritage ethics". Nursing Ethics 23, nr 1 (23.11.2015): 7–21. http://dx.doi.org/10.1177/0969733015608071.
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The key to understanding the moral identity of modern nursing and the distinctiveness of nursing ethics resides in a deeper examination of the extensive nursing ethics literature and history from the late 1800s to the mid 1960s, that is, prior to the “bioethics revolution”. There is a distinctive nursing ethics, but one that falls outside both biomedical and bioethics and is larger than either. Were, there a greater corpus of research on nursing’s heritage ethics it would decidedly recondition the entire argument about a distinctive nursing ethics. It would also provide a thicker account of nursing ethics than has been afforded thus far. Such research is dependent upon identifying, locating, accessing and, more importantly, sharing these resources. A number of important heritage ethics sources are identified so that researchers might better locate them. In addition, a bibliography of heritage ethics textbooks and a transcript of the earliest known journal article on nursing ethics in the US are provided.
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Wright, David, i Susan Brajtman. "Relational and embodied knowing: Nursing ethics within the interprofessional team". Nursing Ethics 18, nr 1 (styczeń 2011): 20–30. http://dx.doi.org/10.1177/0969733010386165.
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In this article we attempt to situate nursing within the interprofessional care team with respect to processes of ethical practice and ethical decision making. After briefly reviewing the concept of interprofessionalism, the idea of a nursing ethic as ‘unique’ within the context of an interprofessional team will be explored. We suggest that nursing’s distinct perspective on the moral matters of health care stem not from any privileged vantage point but rather from knowledge developed through the daily activities of nursing practice. Because of their position vis-à-vis patients and families in everyday clinical care, nurses cultivate ethical knowledge of at least two forms: (1) relational knowledge; and (2) embodied knowledge. Through the integration of these forms of knowledge, nurses develop a unique moral perspective and can make a meaningful contribution to the realm of ethics in interprofessional care.
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Lee, Won, Sungkyoung Choi, Sujeong Kim i Ari Min. "A Case-Centered Approach to Nursing Ethics Education: A Qualitative Study". International Journal of Environmental Research and Public Health 17, nr 21 (23.10.2020): 7748. http://dx.doi.org/10.3390/ijerph17217748.
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Nurses deal with ethical decisions as they protect patients’ rights, but a consensus on effective approaches to nursing ethics education is lacking. The “four topics” method can facilitate decision-making when nurses experience ethical dilemmas in practice. This study aimed to describe nursing students’ perspectives on and experiences of a case-centered approach to nursing ethics education using the four topics method. This qualitative study consisted of two phases. First, we delivered case-centered nursing ethics education sessions to nursing students using the four topics method. Then, we conducted two focus group discussions that explored students’ perspectives on and experiences of nursing ethics education. Data were analyzed using conventional content analysis. Four themes were identified: the importance of ethics education as perceived by nursing students, problems in current nursing ethics education, the experience of case-centered nursing ethics education using the four topics approach, and suggestions for improving nursing ethics education. The case-centered approach using the four topics method is effective in enhancing nursing students’ nursing ethics ability. It is crucial to understand that nursing students would like to set up their own ethical standards and philosophy. Continuous efforts to encourage students’ participation and to provide ethical reflection opportunities during clinical practice are needed to better connect theory with clinical practice.
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Morley, Georgina, Ellen M. Robinson i Lucia D. Wocial. "Operationalizing the role of the nurse ethicist: More than a job". Nursing Ethics 30, nr 5 (sierpień 2023): 688–700. http://dx.doi.org/10.1177/09697330221147898.
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The idea of a role in nursing that includes expertise in ethics has been around for more than 30 years. Whether or not one subscribes to the idea that nursing ethics is separate and distinct from bioethics, nursing practice has much to contribute to the ethical practice of healthcare, and with the strong grounding in ethics and aspiration for social justice considerations in nursing, there is no wonder that the specific role of the nurse ethicist has emerged. Nurse ethicists, expert in nursing practice and the application of ethical theories and concepts, are well positioned to guide nurses through complex ethical challenges. However, there is limited discussion within the field regarding the specific job responsibilities that the nurse ethicist ought to have. The recent appearance of job postings with the title “nurse ethicist” suggest that some healthcare institutions have identified the value of a nurse in the practice of ethics and are actively recruiting. Discomfort about the possibility of others defining the role of the nurse ethicist inspired this paper (and special issue). If the nurse ethicist is to be seen as an integral part of addressing ethical dilemmas and ethical conflicts that arise in healthcare, then nurse ethicists ought to be at the forefront of defining this role. In this paper, we draw upon our own experiences as nurse ethicists in large academic healthcare systems to describe the essential elements that ought to be addressed in a job description for a nurse ethicist practicing in a clinical setting linked to academic programs. Drawing upon our experience and the literature, we describe how we perceive the nurse ethicist adds value to healthcare organizations and teams of professional ethicists.
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Gastmans, Chris. "A Fundamental Ethical Approach to Nursing: some proposals for ethics education". Nursing Ethics 9, nr 5 (wrzesień 2002): 494–507. http://dx.doi.org/10.1191/0969733002ne539oa.
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The purpose of this article is to explore a fundamental ethical approach to nursing and to suggest some proposals, based on this approach, for nursing ethics education. The major point is that the kind of nursing ethics education that is given reflects the theory that is held of nursing. Three components of a fundamental ethical view on nursing are analysed more deeply: (1) nursing considered as moral practice; (2) the intersubjective character of nursing; and (3) moral perception. It is argued that the fundamental ethical view on nursing goes together with a virtue ethics approach. Suggestions are made for the ethics education of nurses. In particular, three implications are considered: (1) an attitude versus action-orientated ethics education; (2) an integral versus rationalistic ethics education; and (3) a contextual model of ethics education. It will also be shown that the European philosophical background offers some original ideas for this endeavour.
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Abou Aldan, Damjan. "Nursing and Ethics". Croatian nursing journal 5, nr 2 (24.01.2022): 157–64. http://dx.doi.org/10.24141/2/5/2/5.
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Introduction. Emmanuel Levinas' ethics had an impact on Jean Watson's 1979 Theory of Human caring. Watson suggests that nursing ethics may be closest to the ethics of care as determined by Levinas. Aim. To establish arguments for and against abovementioned thinking. Methods. After an initial comparison of the statements made by Watson and the statements made by Levinas, a review of scientific articles was made to establish the link between nursing ethics and the ethics of Levinas. Results. About 20 articles and books were analyzed. A dozen references have been singled out to establish a link in argumentation, one paper presented a partial critique, while one suggested that nursing ethics should be based on some other ethical theory. Conclusion. Watson suggested that nursing ethics could be based on the ethics of Levinas. Since the 1990s some authors have made affirmative claims to this proposal, while others question the real possibility of its application in practice. Most authors agree that nursing ethics should not be based on the virtues of Christian charity, nor on deontological foundations or bioethical principlism. No other theory invokes that level of responsibility to another human being as Levinas does. Critics say his ethics are extremely abstract and as such are difficult to apply in a practical discipline such as nursing.
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Haegert, Sandy. "An African Ethic for Nursing?" Nursing Ethics 7, nr 6 (listopad 2000): 492–502. http://dx.doi.org/10.1177/096973300000700605.
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This article derives from a doctoral thesis in which a particular discourse was used as a ‘paradigm case’. From this discourse an ethic set within a South African culture arose. Using many cultural ‘voices’ to aid the understanding of this narrative, the ethic shows that one can build on both a ‘justice’ and a ‘care’ ethic. With further development based on African culture one can take the ethic of care deeper and reveal ‘layers of understanding’. Care, together with compassion, forms the foundation of morality. Nursing ethics has followed particular western moral philosophers. Often nursing ethics has been taught along the lines of Kohlberg’s theory of morality, with its emphasis on rules, rights, duties and general obligations. These principles were universalistic, masculine and noncontextual. However, there is a new ethical movement among Thomist philosophers along the lines to be expounded in this article. Nurses such as Benner, Bevis, Dunlop, Fry and Gadow - to name but a few - have welcomed the concept of an ‘ethic of care’. Gilligan’s work gave a feminist view and situated ethics in the everyday aspects of responsiveness, responsibility, context and concern. Shutte’s search for a ‘philosophy for Africa’ has resulted in finding similarities in Setiloane and in Senghor with those of Thomist philosophers. Using this African philosophy and a research participant’s narrative, an African ethic evolves out of the African proverb: ‘A person is a person through other persons’, or its alternative rendering: ‘I am because we are: we are because I am.’ This hermeneutic narrative reveals ‘the way affect imbues activity with ethical meaning’ within the context of a black nursing sister in a rural South African hospital. It expands upon the above proverb and incorporates the South African constitutional idea of ‘Ubuntu’ (compassion and justice or humanness).
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Barnum, Brenda. "E-walks bring ethics to the bedside: A nurse ethicist’s reflections". Nursing Ethics 30, nr 5 (sierpień 2023): 720–29. http://dx.doi.org/10.1177/09697330231160002.
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The unique role of the nurse ethicist in the clinical setting is one meant to enhance the ethical capacity of nurses, and front-line healthcare providers. As a nurse ethicist, it is also my goal to enhance the ethical climate of each individual work area, patient care unit, and the broader institution by encouraging ethical conversations, navigating ethical dilemmas, and seeking creative solutions to minimize moral distress and burnout. To provide preventive ethics support and education, I began regularly visiting patient care areas for ethics rounds, which I affectionately named “E-walks” (for Ethics Walks). I will discuss and reflect upon the lessons that have emerged as three key components of “E-Walks”: Recognition, Solidarity and Dialogue. These themes will speak to the unique presence and availability of a nurse ethicist as a valuable resource to front-line healthcare providers who face ethical dilemmas and morally concerning cases. I will go on to argue and demonstrate that my role as the nurse ethicist lies at the intersection of bioethics and the theoretical framework of the “ethic of care,” which is focused on building, creating, and sustaining caring interprofessional relationships through the work of ethics, nursing, and education.
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Yıldız, Erman. "Ethics in nursing: A systematic review of the framework of evidence perspective". Nursing Ethics 26, nr 4 (22.11.2017): 1128–48. http://dx.doi.org/10.1177/0969733017734412.
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Aim: To determine the current state of knowledge on nursing and ethics and to assess the knowledge and experience based on the evidence in this regard. Background: Although ethics is at the center of the nursing profession and the ethical issues affecting nurses are given much importance, few studies have focused on professional ethics in nursing. In this respect, ethics has become a concept that contains controversial and ambiguous situations. Design: The Preferred Reporting Items for Systematic Reviews and Meta-analyses guide, a basic search algorithm, was taken. Data sources: Cochrane, PubMed, CINAHL Complete, PsycINFO, and ULAKBIM from 2012 to 2016. Review methods: Following a systematic search strategy, all papers were assessed in relation to inclusion criteria and type of study. When sufficient information was not available in the title and summary of the works, the necessary data were evaluated in full texts. Results: This review was completed with 27 articles meeting the research criteria. The evaluation identified six themes: (1) ethics and nursing, (2) ethical difficulties/ethical dilemmas and nursing, (3) ethical competence and nursing, (4) professional ethics and nursing, (5) ethics, education, and nursing, and (6) ethics in health research. Conclusion: As a result of the review, a synthesis of high evidence-level research relating to nursing ethics was obtained. The emphasis was on the importance of further research and education so that the ethical aspects of nursing can be better understood throughout the studies. Nursing researchers’ level of evidence on ethics and their orientation to high research design will shed light on uncertain and controversial aspects of the subject. Ethical consideration: Since this was a systematic review, no ethical approval was required. There is no conflict of interest in this literature review.
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Dinç, Leyla, i Refia Selma Görgülü. "Teaching Ethics in Nursing". Nursing Ethics 9, nr 3 (maj 2002): 259–68. http://dx.doi.org/10.1177/096973300200900305.
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Being a professional nurse requires ethical decision making and this in turn necessitates an effective learning process. The active participation of students in the teaching of ethics will contribute to this process. This study was conducted at Hacettepe University School of Nursing, Ankara, Turkey, to determine the views of students about the nursing ethics content in the curriculum, the examination system, and some educational characteristics of the teachers responsible for the course. The sample comprised 113 students who participated voluntarily. In general, the students expressed a positive view relating to the course content and the teachers. The majority stated that the discussions on case study analysis by using ethical principles, rights, legal aspects and the use of the International Council of Nurses Code of Ethics were very useful in developing ethical decision-making skills. We believe that the results of this study will enhance our efforts in amending this course and improving the ethical decision-making skills of our students.
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Salladay, Susan A. "Nursing Ethics". Journal of Christian Nursing 14, nr 2 (grudzień 1997): 20–23. http://dx.doi.org/10.1097/00005217-199714020-00007.
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PINCH, WINIFRED J. "Nursing Ethics". Nursing Management (Springhouse) 21, nr 9 (wrzesień 1990): 60???63. http://dx.doi.org/10.1097/00006247-199009000-00024.
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Reagan, Delores. "Nursing Ethics". AJN, American Journal of Nursing 109, nr 11 (listopad 2009): 15. http://dx.doi.org/10.1097/01.naj.0000363333.75861.73.
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&NA;. "Nursing Ethics". Journal of Infusion Nursing 38, nr 3 (2015): 173–74. http://dx.doi.org/10.1097/nan.0000000000000107.
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Ryland, Richard K. "Nursing Ethics". Journal of Advanced Nursing 21, nr 6 (czerwiec 1995): 1213. http://dx.doi.org/10.1046/j.1365-2648.1995.21061211-5.x.
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Casey, Deborah C. "Nursing ethics". Accident and Emergency Nursing 3, nr 2 (kwiecień 1995): 109. http://dx.doi.org/10.1016/0965-2302(95)90101-9.
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Edwards, Steve. "Nursing ethics". Nurse Education Today 14, nr 2 (kwiecień 1994): 136–39. http://dx.doi.org/10.1016/0260-6917(94)90116-3.
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Dewi, Ni Made Ratih Comala, I. Gusti Ngurah Aryana, I. Kadek Miki Indra Bela, Ni Kadek Nefi Widiastuti, I. Kadek Andika Dwi Putra i Ni luh Adi Satriani. "Nursing Ethics as a Foundation in Nursing Practice: A Literature Review". Babali Nursing Research 5, nr 2 (30.04.2024): 410–22. http://dx.doi.org/10.37363/bnr.2024.52373.
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Introduction: Complexity in the healthcare environment causes problems in nursing practice. The nursing code of ethics has been designed as an appropriate guideline for behavior and helps decision-making. Nursing ethics requires nurses to comply with ethical principles to produce quality nursing care. Therefore, this study aims to illustrate the importance of nursing ethics as a foundation for nursing practice.Methods: In the case of the current research, the articles were selected according to PRISMA guidelines. A literature review used three journal databases: ScienceDirect, PubMed, and Google Scholar. The keywords in this literature review are adjusted to the Medical Subject Heading (MeSH), which consists of "nursing ethics," "code of ethics," AND "professional nurse." Several inclusion criteria were set to obtain eligible articles published between 2014 and 2023 and written in English and Bahasa. Fifteen eligible articles were finally included in the analysis.Results: These findings highlight the critical role of understanding ethics, integrity, and moral responsibility and the importance of nursing codes of ethics in implementing nursing practice to improve the quality of nursing care and improve the quality of care Conclusion: Nursing ethics is ethos. Integrity and moral responsibility are at the heart of ethics. Nurses must have an understanding of ethics for self-development and nursing services. As a relevant source, the code of ethics refers to the system of rules. Applying the code of ethics in nursing practice improves the quality of nursing care and service to guarantee patient safety.
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Tisdale, Dawn, i Paisly Michele Symenuk. "Human rights and nursing codes of ethics in Canada 1953–2017". Nursing Ethics 27, nr 4 (24.03.2020): 1077–88. http://dx.doi.org/10.1177/0969733020906606.
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Human rights are foundational to the health and well-being of all individuals and have remained a central tenet of nursing’s ethical framework throughout history. The purpose of this study is to explore continuity and changes to human rights in nursing codes of ethics in the Canadian context. This study examines nursing codes of ethics between the years 1953 and 2017, which spans the very first code in Canada to the most recently adopted. The historical method is used to compare and contrast human rights language, positioning and descriptions between different code editions. The findings suggest there has been very little change in how human rights have been included within the Canadian nursing codes of ethics. Furthermore, we consider how changes within the nursing profession have influenced the authority of codes of ethics and their ability to support nurses in carrying out ethical obligations specific to human rights. Finally, the impacts and implications of these changes are discussed concerning the protection of human rights in today’s healthcare landscape in Canada.
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Gu, Can, Man Ye, Xiaomin Wang, Min Yang, Honghong Wang i Kaveh Khoshnood. "Nurse researchers’ perspectives on research ethics in China". Nursing Ethics 26, nr 3 (16.08.2017): 798–808. http://dx.doi.org/10.1177/0969733017720848.
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Background: In China, research ethics is a subject of increasingly formal regulation. However, little is known about how nursing researchers understand the concept of research ethics and the ways in which they can maintain ethical standards in their work. Aim: The aim of this study is to examine nursing researchers’ perspectives on research ethics in China. Research design: We conducted a descriptive qualitative study. Qualitative research methods enabled us to gain an in-depth understanding of nursing researchers’ views on research ethics. Participants and research context: We carefully selected and extensively interviewed 28 nursing researchers, nursing faculty, and clinical nurses who had been involved in research or who may undertake research in the future. We collected data between October 2014 and March 2015. Ethical considerations: This study was approved by the institutional review boards of Yale University and Central South University. Findings: We grouped the data into five categories based on the interviewees’ responses: (1) perceptions of ethics, bioethics, and research ethics; (2) perception of the ethics review process; (3) perception of the function of institutional review boards; (4) the need for comprehensive ethical guidelines for future studies; and (5) ethical challenges faced by the interviewees. Discussion and conclusion: This study contributes new insights into nursing researchers’ views on research ethics in China and finds considerable shortcomings in researchers’ understanding and implementation of ethical principles. Intensive educational efforts are needed to provide nursing researchers, institutional review board members, and even study subjects with accurate and up-to-date information and guidance on research ethics. In addition, while Western research ethics theoretically have guided Chinese clinical research for several years, the ways in which nursing researchers have implemented these ethical standards highlight the differences between the Eastern and Western ethical paradigms. This finding suggests the need for ethical standards that are more tailored to the Chinese context.
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Doe, Mi Jin. "Nursing Ethics Embedded in Nursing Theoretical Frameworks". Nursing Science Quarterly 35, nr 2 (kwiecień 2022): 270–72. http://dx.doi.org/10.1177/08943184211070579.
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This author reviews and provides an introduction to Glasgow et al.’s Legal and Ethical Issues in Nursing Education: An Essential Guide. Moreover, the author shares further insight about nursing ethics embedded in nursing theoretical frameworks.
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&NA;. "Medical Ethics and Nursing Ethics". Gastroenterology Nursing 29, nr 2 (marzec 2006): 182–83. http://dx.doi.org/10.1097/00001610-200603000-00099.
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Gillon, R. "Nursing ethics and medical ethics." Journal of Medical Ethics 12, nr 3 (1.09.1986): 115–22. http://dx.doi.org/10.1136/jme.12.3.115.
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Monteiro, Maria Adelane Alves, Régia Christina Moura Barbosa, Maria Graziela Teixeira Barroso, Neiva Francenely Cunha Vieira i Ana Karina Bezerra Pinheiro. "Ethical dilemmas experienced by nurses presented in nursing publications". Revista Latino-Americana de Enfermagem 16, nr 6 (grudzień 2008): 1054–59. http://dx.doi.org/10.1590/s0104-11692008000600019.
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This systematic literature review used nursing studies about "ethics" published in the SCIELO database. The objective was to identify the ethical dilemmas of nursing, based on a literature review of nursing publications between 2002 and 2006. Forty publications were found, of which seventeen were selected. The analysis of the articles permitted the organization of the following categories: ethics, the health system and nursing practice; ethics and nursing teaching-learning; ethics and nursing care. We noticed that the authors attributed a multidimensional approach to ethical issues. However, we considered it necessary to pay closer attention to the ethical aspects involved in nursing practice. There is a clear need for further studies, showing new ethical dilemmas experienced by nurses, so that they can contribute to a change in attitude, with outcomes for professional practice.
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Tsuruwaka, Mari. "Educational challenges in teaching nursing ethics: Perspectives of educators in Japan". Journal of Nursing Education and Practice 8, nr 10 (7.06.2018): 152. http://dx.doi.org/10.5430/jnep.v8n10p152.
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Background: While nursing ethics is becoming accepted as an independent subject in Japanese universities, there are many issues concerning the education. The purpose of this study was to anew investigate nursing ethics programs in university, to reveal the difficulties that nursing ethics educators in Japanese nursing bachelor’s degree programs faced and educational challenges, and to examine the best form of nursing ethics education.Methods: A self-administered questionnaire survey to nursing ethics educators in 235 nursing bachelor’s degree programs in Japan was conducted. The questionnaire mainly asked about an overview of nursing ethics programs, the difficulties educators experienced and educational challenges, and the association of ethics education with nursing practice.Results: The return rate of the questionnaire was 29.7%. Methods of group discussion based on case studies were common, and patients’ rights and analytical approaches to ethical issues were common topics. Many of the subjects faced difficulties in nursing ethics education: curriculum, students’ circumstances, students’ readiness and abilities, the characteristics of ethical problems, and educators’ abilities. The educators suggested that students should continue to learn nursing ethics over a few school years according to a curriculum built in a step-by-step, systematic manner.Conclusions: This survey indicated that discussions regarding what educational goals in what school year should be offered to students were needed at each university. Cooperation between educators and practical training instructors on the contents of education, and a clear definition of expertise necessary for teaching nursing ethics were challenges to be accomplished as well.
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KONG, Byung-Hye. "Nursing Ethics during COVID-19 Pandemic: Focusing on the Ethics of Care". Korean Journal of Medical Ethics 24, nr 3 (wrzesień 2021): 303–15. http://dx.doi.org/10.35301/ksme.2021.24.3.303.
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The ethic of care in nursing presupposes a narrative understanding of patients in vulnerable situations. This ethic has both has both reciprocal and protective ethical dimensions. The ethics of reciprocity guides the relationship between nurses and patients such that each influences the other toward a good life and thereby helps to create an ethical narrative. A protective ethic calls for protecting the patient’s identity and responding to predicaments in which the dignity of the person is threatened. In particular, nurses are sometimes asked to provide existential advocacy for their patients. Moreover, in the context of the COVID-19 pandemic, where patient safety is a top priority, nurses must understand the existential threats facing patients and provide holistic care as existential advocates for patients and their families. However, it may be too much to require constant dedication and sacrifice from nurses. This article argues that it is important to establish an institutional support system for staffing, professional education, and self-care so that nurses can practice holistic care as professionals, rather than as “angels” or “heroes”. The ethics of care can contribute to self-growth and professional development toward a good life for both patients and nurses.
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Reed, Pamela G. "Normative Ethical Theorizing". Nursing Science Quarterly 36, nr 3 (13.06.2023): 246–49. http://dx.doi.org/10.1177/08943184231169749.
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Ethical issues are ubiquitous in nursing, yet there is a dearth of scholarship in normative ethics and ethical inquiry in nursing. In a concern to motivate interest in normative ethics and inquiry to build ethical knowledge, this article highlights some of the conceptual resources of normative ethics after describing the different types of ethics, including normative ethics. These conceptual resources of normative ethics include moral theories and the method of wide reflective equilibrium.
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McFubara, PhD, Kalada Godson, i Augustina Chikaodili Isabu, PhD. "Nursing Ethics Education and Practice in the Niger Delta Region of Nigeria". Research in Health Science 4, nr 4 (29.10.2019): p294. http://dx.doi.org/10.22158/rhs.v4n4p294.
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Whereas nursing profession helps the well and the sick regain independence as rapidly as possible, nursing ethics education provides the basis for effective professional practice.Objectives: This study sought to identify factors affecting nursing ethics education and to describe impact of nursing ethics education on nursing practice. Method: A descriptive cross sectional study was conducted, and two sets of questionnaires were developed and administered, one to 80 final year nursing students, the other to 60 nursing teachers in four universities. The questionnaires had 18 and 21 question items respectively covering demography of the respondents, knowledge from ethics education, factors affecting ethics education and impact of ethics education on nursing practice. Nominal scale data were collected and analyzed on a Microsoft Excel spread sheet. Frequencies and percentages of responses were calculated and tabulated under question categories.Results: Response rate was 86.3% for students and 51.7% for teachers. Although nursing ethics education is provided as a whole semester course, 51% of students and 80% of the teachers erroneously understand ethics as adherence to professional code of conduct. Even so 70% of both respondent groups were prepared to practice effective nursing. Meanwhile 82% of the students and 53% of teachers were of the view that professional negligence is a major ethical issue in practice. Conclusion: The nursing profession is committed to providing ethical practice, but the practitioners and their trainees lack the correct knowledge of what ethics really means. Due to this incorrect knowledge undue attention is being given to professional negligence. It is a challenge and may be giving rise to a protectionist practice. The inclusion of specialists in ethics or moral philosophy to teach nursing ethics as well as the adoption of dialogic and case study methods of teaching will avoid these challenges and enhance the proper understanding and application of principles and theories of ethics in nursing practice.
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Koirala, Binu, Patricia M. Davidson i Cynda H. Rushton. "Ethics in nursing: Progress on national nursing ethics summit". Nursing Outlook 70, nr 1 (styczeń 2022): 154–65. http://dx.doi.org/10.1016/j.outlook.2021.08.001.
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Arndt, Marianne. "Nursing ethics or ethics in nursing: a German perspective". Nursing Ethics 1, nr 2 (czerwiec 1994): 119–22. http://dx.doi.org/10.1177/096973309400100208.
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Pilkington, Bryan, i Maryanne Giuliante. "Nursing ethics as a distinct entity within bioethics: Implications for clinical ethics practice". Nursing Ethics 30, nr 5 (sierpień 2023): 671–79. http://dx.doi.org/10.1177/09697330231174535.
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The question of whether nursing ethics is a distinct entity within bioethics is an important and thought-provoking one. Though fundamental bioethical principles are appreciated and applied within the practice of nursing ethics, there exist distinct considerations which make nursing ethics a unique subfield of bioethics. In this article, we focus on the importance of relationships as a distinguishing feature of the foundation of nursing ethics, evidenced in its education, practice, and science. Next, we consider two objections to our claim of distinctiveness: first, that nursing ethics is merely an application of bioethical principles; second, that many bioethical subfields emphasize relationships. We respond by highlighting that throughout nursing education and generally in every career path that follows, the creation and nurturing of relationships is emphasized. Compassion and respect for the dignity of every patient is the framework upon which these therapeutic relationships are built. Much of the focus of nursing science rests on creating meaningful interpersonal experiences and human connection. After responding to each objection, we turn to the implications of this distinctiveness on clinical ethics practice, arguing that the strengths of our approach outweigh the limitations. The deep emphasis on creating meaningful interpersonal experiences and human connection supports a greater integration of relationships and social contexts into the evaluation of whether an action is ethically permissible, which is an important benefit in addressing the challenging human situations that patients face. Moreover, this perspective allows nurse ethicists to account for diverse and complex social structures and their influence in making ethical determinations. These strengths outweigh the limitations of potential inconsistencies between nurse and non-nurse clinical ethicists on the same service, a result we attribute to nursing ethics—and, in turn, the practice of the nurse ethicist—being framed by relationships to a larger extent than other bioethical subfields.
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Watson, Jean. "Unitary Caring Science: Caritas Compassion Transpersonal Theory". Pensar Enfermagem - Revista Científica | Journal of Nursing 27, nr 1 (25.04.2023): 106–9. http://dx.doi.org/10.56732/pensarenf.v27i1.296.
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This article presents a transformative perspective on contemporary nursing, emphasizing unity and interconnectedness in the post-Covid world. Prof. Jean Watson introduces "Unitary Caring Science" as a holistic approach to nursing, rooted in three ethical principles: The Ethic of Belonging, The Ethics of Face, and The Ethics of Hands. These principles guide the paradigm shift in nursing philosophy and practice. Dr. Watson discusses the "Ten Caritas Processes®," a foundational language for understanding and practicing human care. She highlights the importance of "Transpersonal Caring Moments," where nurses' presence and authenticity influence patient experiences. The article aligns this approach with the American Nurses Association's new definition, emphasizing compassion and presence in nursing care, and advocates for a holistic, interconnected nursing approach to uphold human dignity and compassion.
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Vynckier, Tine, Chris Gastmans, Nancy Cannaerts i Bernadette Dierckx de Casterlé. "Effectiveness of ethics education as perceived by nursing students". Nursing Ethics 22, nr 3 (4.08.2014): 287–306. http://dx.doi.org/10.1177/0969733014538888.
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Background: The effectiveness of ethics education continues to be disputed. No studies exist on how nursing students perceive the effectiveness of nursing ethics education in Flanders, Belgium. Objectives: To develop a valid and reliable instrument, named the ‘Students’ Perceived Effectiveness of Ethics Education Scale’ (SPEEES), to measure students’ perceptions of the effectiveness of ethics education, and to conduct a pilot study in Flemish nursing students to investigate the perceived efficacy of nursing ethics education in Flanders. Research design: Content validity, comprehensibility and usability of the SPEEES were assessed. Reliability was assessed by means of a quantitative descriptive non-experimental pilot study. Participants and research context: 86 third-year baccalaureate nursing students of two purposefully selected university colleges answered the SPEEES. Ethical considerations: Formal approval was given by the ethics committee. Informed consent was obtained and anonymity was ensured for both colleges and their participating students. Findings: The scale content validity index/Ave scores for the subscales were 1.00, 1.00 and 0.86. The comprehensibility and user-friendliness were favourable. Cronbach’s alpha was 0.94 for general effectiveness, 0.89 for teaching methods and 0.85 for ethical content. Students perceived ‘case study’, ‘lecture’ and ‘instructional dialogue’ to be effective teaching methods and ‘general ethical concepts’ to contain effective content. ‘Reflecting critically on their own values’ was mentioned as the only ethical competence that, was promoted by the ethics courses. The study revealed rather large differences between both schools in students’ perceptions of the contribution of ethics education to other ethical competences. Discussion and conclusion: The study revealed that according to the students, ethics courses failed to meet some basic objectives of ethics education. Although the SPEEES proved to be a valid and reliable measure, the pilot study suggests that there is still space for improvement and a need for larger scale research. Additional insights will enable educators to improve current nursing ethics education.
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Juujärvi, Soile, Kirsi Ronkainen i Piia Silvennoinen. "The ethics of care and justice in primary nursing of older patients". Clinical Ethics 14, nr 4 (19.09.2019): 187–94. http://dx.doi.org/10.1177/1477750919876250.
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While the ethic of care has generally been regarded as an appropriate attitude for nurses, it has not received equal attention as a mode of ethical problem solving. The primary nursing model is expected to be aligned with the ethic of care because it emphases the nurse–patient relationship and enables more independent role for nurses in decision-making. The aim of this study was to examine nurses’ ethical decision-making in the context of primary nursing. Participants were seven nurses, and one physiotherapist from a geriatric rehabilitation unit of a public hospital in Finland. Data were collected through focus group interviews and qualitatively analyzed through Lyons’ coding scheme for moral orientations. The results showed that primary nurses employ empathic understanding and particularistic thinking when building relationships with patients and their families, and when assessing their needs for coping at home after discharge. Most ethical conflicts were related to discharge and were solved through balancing the ethics of care and justice considerations. It is concluded that care and justice are integrated in nurses’ everyday ethical decision-making. The ethic of care nurtures good patient–nurse relationships, while the ethic of justice is needed to address the fair delivery of care in the context of an aging population and diminishing public resources. Both ethics should be acknowledged in clinical practices and included in ethics education.
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Mohamad Ismail, Mohamad Firdaus, Siti Zuhaidah Shahadan, Abdurezak Abdullahi Hashi, Salizar Mohamed Ludin, Tuan Sidek Tuan Muda i Muhammad Amin Ahmad Zaki. "The Perception of Islamic Nursing Ethics among Nurses in Pahang, Malaysia". 3RD WCII 18, s19 (12.12.2022): 32–37. http://dx.doi.org/10.47836/mjmhs.18.s19.5.
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Introduction: A recent international survey discovered that nurses face a wide variety of ethical dilemmas. The intrinsic value of human thought and reliability can still be argued in major nursing ethics theories, such as deontology and utilitarianism. A Muslim nurse must be versed in Islamic thought. The issue is the extent to which Islamic nursing ethics can be applied to nursing practice continues to be debated. This study aims to examine nurses’ perceptions in two government hospitals in Pahang, Malaysia, regarding Islamic nursing ethics. Method: Between February and March 2017, a self-administered questionnaire assessing the comprehension of Islamic nursing ethics was developed, validated, tested, and distributed to nurses at Pahang’s Tunku Ampuan Afzan Hospital and Sultan Haji Ahmad Shah Hospital (tertiary care hospitals). Convenience sampling was applied in this study.Results: The study collected complete data on 118 nurses. The frequency with which nurses encountered ethical dilemmas ranged from ‘daily’ to ‘yearly’. Only 24.6 per cent of nurses reported encountering ethical dilemmas in their work. 43.2 per cent of nurses responded that they are ‘moderately’ knowledgeable about the Islamic nursing ethics applicable to their work. Over half (69.5 per cent) of nurses scored at a moderate level, while 17.8 per cent perceived Islamic nursing ethics competently. Only 20.3 per cent of respondents believed that adherence to patients’ wishes is consistent with Islamic nursing ethics. Conclusion: Nursing and religious authorities should take more actions to develop the understanding and awareness of Islamic nursing ethics to make it understandable for all Muslim nurses.
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Görgülü, Refia Selma, i Leyla Dinç. "Ethics in Turkish Nursing Education Programs". Nursing Ethics 14, nr 6 (listopad 2007): 741–52. http://dx.doi.org/10.1177/0969733007082114.
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This descriptive study investigated the current status of ethics instruction in Turkish nursing education programs. The sample for this study comprised 39 nursing schools, which represented 51% of all nursing schools in Turkey. Data were collected through a postal questionnaire. The results revealed that 18 of these nursing schools incorporated an ethics course into undergraduate and three into graduate level programs. Most of the educators focused on the basic concepts of ethics, deontological theory, ethical principles, ethical problems in health care, patient rights and codes of ethics for nurses. More than half of the educators believed that students' theoretical knowledge of ethics is applied to their clinical experiences. The teaching methods used included discussion in class, lectures, case studies, small group discussion, dramatization and demonstration. Assessment was carried out by means of written essays and written examinations.
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Fowler, Marsha D., i Anne J. Davis. "Ethical issues occurring within nursing education". Nursing Ethics 20, nr 2 (marzec 2013): 126–41. http://dx.doi.org/10.1177/0969733012474290.
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The large body of literature labeled “ethics in nursing education” is entirely devoted to curricular matters of ethics education in nursing schools, that is, to what ought to be the ethics content that is taught and what theory or issues ought to be included in all nursing curricula. Where the nursing literature actually focuses on particular ethical issues, it addresses only single topics. Absent from the literature, however, is any systematic analysis and explication of ethical issues or dilemmas that occur within the context of nursing education. The objective of this article is to identify the spectrum of ethical issues in nursing education to the end of prompting a systematic and thorough study of such issues, and to lay the groundwork for research by identifying and provisionally typologizing the ethical issues that occur within the context of academic nursing.
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Fry, Sara T. "The Role of Caring in a Theory of Nursing Ethics". Hypatia 4, nr 2 (1989): 87–103. http://dx.doi.org/10.1111/j.1527-2001.1989.tb00575.x.
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The development of nursing ethics as a field of inquiry has largely relied on theories of medical ethics that use autonomy, beneficence, and/or justice as foundational ethical principles. Such theories espouse a masculine approach to moral decision “making and ethical analysis. This paper challenges the presumption of medical ethics and its associated system of moral justification as an appropriate model for nursing ethics. It argues that the value foundations of nursing ethics are located within the existential phenomenon of human caring within the nurse/patient relationship instead of in models of patient good or rights-based notions of autonomy as articulated in prominent theories of medical ethics. Models of caring are analyzed and a moral-point-of-view (MPV) theory with caring as a fundamental value is proposed for the development of a theory of nursing ethics. This type of theory is supportive to feminist medical ethics because it focuses on the subscription to, and not merely the acceptance of, a particular view of morality.
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Shrestha, S., i P. Jose. "Knowledge & Practice of Nursing Ethics and Laws". Journal of Universal College of Medical Sciences 2, nr 3 (31.12.2014): 30–33. http://dx.doi.org/10.3126/jucms.v2i3.11825.
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INTRODUCTION: Nurses are responsible for the well-being and quality of life of many people, and therefore must meet high standards of technical and ethical competence. Values are the belief and attitude that influence individual behavior and process of decision making. Personal values are what nurses hold significant and true for themselves, while professional ethics involve principles that have universal applications and standards of conduct that must be upheld in all situations. From the previous study it was found that most of the nurses have the knowledge regarding nursing ethic and law but have lack of practice. MATERIAL AND METHODS: A descriptive cross sectional study was conducted among the selected nurses of Universal College of Medical Sciences and Teaching Hospital (UCMS TH) Bhairahawa Nepal. Population for the study was selected on random basis and total sample size was 60. A self-administered structured questionnaire about knowledge of nursing ethics and law was devised, tested and distributed to the nurses and practice of same sample was assessed through checklist by observing the activities of nurses by the researcher herself.RESULTS: Among the total 60 respondents only 45% had adequate knowledge of ethics and rest of them had inadequate knowledge regarding nursing ethics whereas most of the respondents i.e. 53% had adequate knowledge of nursing law and only 46% had inadequate knowledge of it. On the other hand half of the respondents do practice on nursing ethics and law and another half do less practice. As a whole it has been identified that respondents had more knowledge of nursing law than that of nursing ethics and half of them do practice on it.CONCLUSION: Findings of the study showed that knowledge of law was greater than knowledge of ethics. Overall they had no satisfactory knowledge of ethics and law. Whereas 50% of respondents does adequate practice.DOI: http://dx.doi.org/10.3126/jucms.v2i3.11825 Journal of Universal College of Medical Sciences Vol.2(3) 2014: 30-33
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Östman, Lillemor, Yvonne Näsman, Katie Eriksson i Lisbet Nyström. "Ethos: The heart of ethics and health". Nursing Ethics 26, nr 1 (27.03.2017): 26–36. http://dx.doi.org/10.1177/0969733017695655.
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Background: Ethics in nursing care are traditionally discussed in terms of moral norms or principles. When taking an ontological approach to ethics, ethics is about ethos. Ethos involves both an internal and an external side of ethics. Considering ethics and health from an ontological perspective can provide a different understanding of ethics and health in caring and nursing. Aim and research question: The aim of this study is to deepen the ontological understanding of ethics and health in caring and nursing. The research question is as follows: What is the ontology of health and ethics in caring and nursing? Research design: The study follows a hermeneutical design inspired by Gadamer. Participants and research context: essays about ethics and health were gathered from PhD students in nursing and caring sciences. Ethical considerations: The research follows Responsible conduct of research guidelines provided by the Finnish Advisory Board on Research Integrity. Findings: An ethos with the values of freedom and responsibility seem to ontologically be important for ethics and health. These values allow a movement between the internal and the external sides of ethics that is important for health. Discussion: The ethos of freedom and responsibility that is essential for ethics and health can provide the current ethical debate a new starting point that previous research asks for. Conclusion: Ontologically, an ethos of freedom and responsibility is essential for ethics and health in nursing and caring.
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Blažun Vošner, Helena, Danica Železnik, Peter Kokol, Janez Vošner i Jernej Završnik. "Trends in nursing ethics research: Mapping the literature production". Nursing Ethics 24, nr 8 (29.06.2016): 892–907. http://dx.doi.org/10.1177/0969733016654314.
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Background: There have been a number of debates in the field of nursing ethics. Researchers have focused on various aspects of nursing ethics, such as professional ethics, professional, nursing and ethical values. Within this research, a variety of literature reviews have been conducted, but to the best of our knowledge, bibliometric mapping has not yet been used. Objective: This article aims to analyse the production of literature within nursing ethics research. Research design: In order to examine publishing patterns, we focused on publishing dynamics, prolific research entities and the most-cited articles. We additionally visualised the content of the literature using a novel mixed-method approach, combining bibliometric analysis and mapping with thematic analysis. Ethical considerations: In our study, ethical review was not required. Findings: A total of 1416 information sources were found in the Scopus database. Overall, literature production has increased; however, in recent years, the quantity of published material has begun to decrease. The most prolific countries are the United States, the United Kingdom and Canada, and the most prolific source titles are Nursing Ethics, Journal of Advanced Nursing and Nursing Times. Lately, research in the field of nursing ethics has been focused more on life care (providing for the basic needs of older residents), moral distress and community nursing. Discussion: The dynamics of research literature production showed an exponential rise in the number of published information sources – a rise which started in the period between 1974 and 1998. Since that period, the trend has stabilised, which might indicate that nursing ethics research is starting a transition to a mature phase. Conclusion: The innovative use of bibliometric analysis and mapping, together with thematic analysis, is a useful tool for analysis of research production in the field of nursing ethics. The results presented can be an excellent starting point for literature reviews and more exhaustive data, information and knowledge seeking.
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Silva, Terezinha Nunes da, Maria Eliane Moreira Freire, Monica Ferreira de Vasconcelos, Sergio Vital da Silva Junior, Wilton José de Carvalho Silva, Patrícia da Silva Araújo i Allan Victor Assis Eloy. "Deontological aspects of the nursing profession: understanding the code of ethics". Revista Brasileira de Enfermagem 71, nr 1 (luty 2018): 3–10. http://dx.doi.org/10.1590/0034-7167-2016-0565.
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ABSTRACT Objective: to investigate nursing professionals' understanding concerning the Code of Ethics; to assess the relevance of the Code of Ethics of the nursing profession and its use in practice; to identify how problem-solving is performed when facing ethical dilemmas in professional practice. Method: exploratory descriptive study, conducted with 34 (thirty-four) nursing professionals from a teaching hospital in João Pessoa, PB - Brazil. Results: four thematic categories emerged: conception of professional ethics in nursing practice; interpretations of ethics in the practice of care; use of the Code of Ethics in the professional practice; strategies for solving ethical issues in the professional practice. Final considerations: some of the nursing professionals comprehend the meaning coherently; others have a limited comprehension, based on jargon. Therefore, a deeper understanding of the text contained in this code is necessary so that it can be applied into practice, aiming to provide a quality care that is, above all, ethical and legal.
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Krawczyk, Rosemary M. "Teaching Ethics: Effect on Moral Development". Nursing Ethics 4, nr 1 (styczeń 1997): 57–65. http://dx.doi.org/10.1177/096973309700400107.
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The purpose of this study was to determine the development of moral judgement in first-year and senior baccalaureate nursing students. These students were enrolled in three separate nursing programmes, each of which differed significantly in ethical content. The sample totalled 180 students enrolled in three New England programmes. Programme A included an ethics course taught by a professor of ethics. Programme B integrated ethical issues into all nursing theory courses. Programme C did not include ethical content in theory courses. The design was of a developmental cross-sectional study. The dependent variable was the development of moral judgement, as measured by Rest’s Defining Issues Test. The independent variable was the amount of ethics taught in the nursing programmes and the level of academic education. The senior nursing students from programme A scored significantly higher than the other senior groups on the Defining Issues Test. The conclusion is that an ethics course with group participation and a decision-making element significantly facilitated nursing students’ development of moral judgement.
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Shotton, Leila. "The ethics of teaching nursing ethics". Health Care Analysis 5, nr 3 (wrzesień 1997): 259–63. http://dx.doi.org/10.1002/(sici)1099-1042(199709)5:3<259::aid-hca227>3.0.co;2-q.
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Lützén, Kim. "Nursing Ethics Into the Next Millennium: a context-sensitive approach for nursing ethics". Nursing Ethics 4, nr 3 (maj 1997): 218–26. http://dx.doi.org/10.1177/096973309700400306.
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The aim of this article is to argue for the need for a context-sensitive approach to the understanding of ethical issues in nursing practice as we face the next millennium. This approach means that the idea of universalism must be questioned because ethics is an interpersonal activity, set in a specific context. This view is based on issues that arise in international collaborative research as well as in research focused on ethical problems in nursing practice. Moral values are indigenous to a particular culture and influence beliefs about health and illness as well as what priorities are to be made in providing health care. Nursing practice must include thoughtful reflection on the meaning of moral concepts and principles in terms of culture. Theoretical developments in nursing ethics must be based on empirical research focusing on contextual aspects of health care.
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Fowler, Marsha D. "Watching Nursing Ethics". Journal of Christian Nursing 39, nr 3 (lipiec 2022): 144–45. http://dx.doi.org/10.1097/cnj.0000000000000958.
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Ray, Marilyn A. "Transcultural Nursing Ethics". Journal of Holistic Nursing 12, nr 3 (wrzesień 1994): 251–64. http://dx.doi.org/10.1177/089801019401200304.
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Miehl, Jann L. "Ethics in Nursing". AORN Journal 57, nr 5 (maj 1993): 1189. http://dx.doi.org/10.1016/s0001-2092(07)67326-8.
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