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PubMed1997

Nursing ethics into the next millennium: a context-sensitive approach for nursing ethics.

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.

Cultural Diversity↗
PubMed2003

Ethical considerations in international nursing research: a report from the International Centre for Nursing Ethics.

Ethical issues in international nursing research are identified and the perspectives o International Centre for Nursing Ethics are offered in an effort to develop an international consensus of ethical behaviour in research. First, theoretical issues are reviewed, then initial conditions for ethical conduct are defined, and protocol design and procedure considerations are examined. A concerted effort is made to identify and avoid a western bias. Broad guiding principles for designing and reviewing research are offered: (1) respect for persons; (2) beneficence; (3) justice; (4) respect for community; and (5) contextual caring. A collaborative model of the researcher-participant relationship is suggested and discussed.

Academies and Institutes↗
PubMed2004

Exploring the heart of ethical nursing practice: implications for ethics education.

The limitations of rational models of ethical decision making and the importance of nurses' human involvement as moral agents is increasingly being emphasized in the nursing literature. However, little is known about how nurses involve themselves in ethical decision making and action or about educational processes that support such practice. A recent study that examined the meaning and enactment of ethical nursing practice for three groups of nurses (nurses in direct care positions, student nurses, and nurses in advanced practice positions) highlighted that humanly involved ethical nursing practice is also simultaneously a personal process and a socially mediated one. Of particular significance was the way in which differing role expectations and contexts shaped the nurses' ethical practice. The study findings pointed to types of educative experiences that may help nurses to develop the knowledge and ability to live in and navigate their way through the complex, ambiguous and shifting terrain of ethical nursing practice.

Canada↗
PubMed1985

A programme for nursing ethics.

This article defines nursing ethics and its place within the disciplines of ethics and nursing. The current endeavours of nursing ethics are identified as: revising codes, assisting nurses to reason ethically, and establishing the nurse's role in ethical decision-making regarding ethical issues, particular clients, and society's definition of health and illness. The authors then propose the further development of nursing ethics to examine critically the ethical dimensions of nursing practice with regards to its theories, diagnostic categories, diagnostic procedures, treatment goals and treatment procedures.

Bioethical Issues↗
PubMed2006

How nursing ethics as a subject changes: an analysis of the first 11 years of publication of the journal Nursing Ethics.

By analysing the first, second, 10th and 11th years of publication (i.e. volumes 1, 2, 10, 11) of Nursing Ethics, I will show the significant visible trends in the articles and draw some conclusions. The trends are visible at various levels: from simple analysis of an issue, or a comment on a situation in the early years, to in-depth philosophical and research studies; and from short statements to much longer articles. The ethical approaches used go from either none or unquestioned assumptions to several approaches used in any one study. This corresponds to the general postmodern trend in society. The interpretation made of these trends is of a kind of protest at nurses and nursing being devalued. Although this is expressed negatively, the positive message conveyed is that nurses are now taking their professional life into their own hands, vigorously and more daringly than a decade ago.

Bibliometrics↗
PubMed2004

A Q-methodological study on nursing students' attitudes toward nursing ethics.

PURPOSE: Professional nursing ethics is a living, dynamic set of standards for nurses'professional moral behavior. Furthermore, in daily clinical nursing training, nursing students are constantly confronted with decision-making that is moral in nature. The aim of this study was to identify the perceived ethical attitudes in the clinical training process of senior nursing students using Q-methodology to offer basic strategies for nursing ethics education and thereby improve patients'care. METHODS: Q-methodology provides a scientific method for identifying perception structures that exist within certain individuals or groups. Thirty-seven participants in a university rated 38 selected Q-statements on a scale of 1-9. The collected data were analyzed using pc-QUNAL software. RESULTS: Principal component analysis identified 3 types of ethical attitudes in nursing students in Korea. The categories were labeled Sacred-life, Science-realistic and Humane-life. Sacred-life individuals think that a life belongs to an absolute power (God), not a man, and a human life is a high and noble thing. Science-realistic individuals disagreed that allowing an induced abortion or embryo (human) duplication is unethical behavior that provokes a trend, which takes the value of a life lightly; most of them took a utilitarian position with respect to ethical decisions. Humane-life individuals exhibit a tendency toward human-centered thought with respect to ethical attitudes. CONCLUSION: This study will be of interest to educators of students of nursing and hospital nursing administrators. Also, the findings may provide the basis for the development of more appropriate strategies to improve nursing ethics education programs.

Adaptation, Psychological↗
PubMedDate not supplied

Empowering nurses through nursing ethics committees.

Nurses are patient advocates who often feel powerless when implementing that role in ethical situations. One strategy to empower nurses in their advocacy role is the development and use of nursing ethics committees within health care institutions.

Ethics Committees↗
PubMed1989

Toward a theory of nursing ethics.

The development of nursing ethics as a field of inquiry has largely paralleled developments within the field of biomedical ethics. However, there is growing evidence that the development of a theory of nursing ethics might not necessarily follow a similar pattern. The value foundations of nursing ethics are derived from the nature of the nurse-patient relationship instead of from models of patient good, rights-based notions of autonomy, or the social contract of professional practice as articulated in prominent theories of medical ethics. The value foundations of nursing are analyzed, and a moral-point-of-view theory with caring as a fundamental value is proposed for the development of a theory of nursing ethics.

Empathy↗
PubMed1987

The effect of a course in nursing ethics on the relationship between ethical choice and ethical action in baccalaureate nursing students.

This study examined the effect of an ethics course on the variables of ethical choice and ethical action in baccalaureate nursing students. Data were collected from 17 students who were enrolled in a three-credit elective course in ethics and from 20 students who were matched for placement in the curriculum but who were not enrolled in the ethics course. The ethics course consisted of study of the major ethical principles and theories as well as guided ethical case analysis with emphasis on the role and responsibilities of the nurse. Ethical choice and ethical action were measured by Ketefian's Judgment About Nursing Decisions. The variables of moral choice and moral action were positively correlated r = .87 (p less than .001) in the students who were enrolled in the ethics course and they were negatively correlated at r = -.32 (p .34) in the students who were not enrolled in the ethics course. Overall scores of the two groups on both column A (Ethical Choice) and column B (Ethical Action) were not significantly different. The total scores of the ethics group were higher. The results of this study lend support to the inclusion of a course in ethics in nursing curricula. Continued research into this area should continue to be a high priority.

Adult↗
PubMed2004

Empirical ethics in action: lessons from two empirical studies in nursing ethics.

Despite the burgeoning of publications in nursing ethics, only more recently has empirical evidence on nursing ethics been published. How nursing ethics can be empirically studied as well as enriched by empirical data will be the focus of this paper. Two empirical studies will be briefly presented and their contribution to ethics discussed. The first one is a quantitative research project about nurses' ethical behavior in daily practice. Using an adapted version of Kohlberg's theory of moral development, this study tried to describe and explore nurses' responses to ethical dilemmas in daily nursing practice. The second study attempted to describe the specificity of residential palliative care. A qualitative approach was used to explore and describe the processes that take place on an inpatient palliative care unit, and the experiences of patients, relatives and palliative care team members. The analysis of the value of both research projects for ethics underlines the power of empirical understanding in the relationship between research and ethics. The need for integration of both qualitative and quantitative research methodologies is argued.

Cultural Diversity↗
PubMed1989

Analysis of the claim to distinct nursing ethics: normative and nonnormative approaches.

Nursing ethics has been declared to exist only as a subset of medical ethics. If this statement is to be refuted, any defense of a claim to a discrete nursing ethic must clarify what type of moral theory is being held as distinctly a nursing ethic. Several examples of nursing ethical theory are used to challenge Veatch's view that nursing ethics is a subset of medical ethics. The methodology used to provide the analysis is to group the ethical theories studied under the topics of normative and nonnormative ethics to provide for appropriate inquiry.

Ethics, Medical↗
PubMed2005

Residents' rights and nurses' ethics in the Australian nursing home.

BACKGROUND: This article is derived from a more extensive review of literature for a qualitative study that explored the meaning of truth-telling within the care provider--aged resident dyad in high-level (nursing home) aged care. AIM: This paper describes through the literature, work practices and the culture of the nursing home as promoting instrumental care, therefore prioritizing doing-for over being-with. The nursing home, starved of time and staff, silences and isolates the aged care resident in an environment that is, arguably, rarely homelike. CONCLUSION: The appraisal of the nursing home offered here means that a number of residents' rights are at risk and care providers (notably registered nurses and the personal care assistants) risk contravening the Code of Ethics for Nurses in Australia.

Aged↗
PubMed1999

Teaching nursing ethics by cases: a personal perspective.

This article is a reflection on the use of case study material in the teaching of ethics to nursing students. Given the main aims of a course in ethics for nurses and the limited effectiveness of formal moral theory, it seems inevitable that the mainstay of nursing ethics courses will continue to be case study material. This approach has recently been criticized on a number of grounds. The author suggests here that disquiet over teaching ethics in this way should motivate a concern not with whether, but how, teaching by cases is to be undertaken.

Education, Nursing, Baccalaureate↗