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1.
Nurs Educ Perspect ; 40(6): 317-321, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31658217

RESUMEN

AIM: The purpose of this study was to identify whether differences exist in nursing professional values based on program type and/or geographic location. BACKGROUND: Deliberate inclusion of values formation is critical to nursing education and high-quality nursing care. There is limited research comparing professional values development among students in all types of prelicensure RN programs and no research comparing students' professional values between geographic regions. METHOD: A secondary analysis was completed of original data collected in three descriptive studies using the Nursing Professional Value Scale-Revised®. RESULTS: Findings indicate prelicensure nursing students are educated with the values integrated within the American Nurses Association Code of Ethics. Significant differences (p < .05) were found when comparing geographic locations, program types, and Nursing Professional Value Scale-Revised factor scores. CONCLUSION: Additional research is needed to identify best practices for overall values formation in all program types.


Asunto(s)
Bachillerato en Enfermería/organización & administración , Ética en Enfermería/educación , Profesionalismo/educación , Estudiantes de Enfermería/psicología , Geografía , Humanos , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Estados Unidos
2.
Nurse Educ Today ; 79: 86-91, 2019 Aug.
Artículo en Inglés | MEDLINE | ID: mdl-31108384

RESUMEN

BACKGROUND: With developing nursing ethics education, the traditional methods of teaching could not meet the learning needs of undergraduates. Improving ethical decision-making to undergraduates is necessary toward promoting nursing ethics. OBJECTIVE: The aim of study is to compare the effect of inquiry-oriented teaching and lecture-based approach on nursing ethics education for undergraduates. DESIGN: A quasi-experimental study was conducted for undergraduate nursing students. SETTINGS: Two nursing schools participated in the study in mainland China. PARTICIPANTS: A total of 97 undergraduate nursing students participated in the study. METHODS: The study adopted a quasi-experimental design. RESULTS: The inquiry-oriented teaching group was significantly higher on average scoring than the lecture-based group after intervention in 2 aspects including: professional relationship (P = 0.015) and ethical decision making (P = 0.021). Contrarily, this study also showed that in the lecture-based group the score of foundational theories of nursing ethics was higher than Inquiry-oriented group (P = 0.038). A statistically significant difference was not found between the two groups in 3 scenarios: ethics related to nursing practice, ethics related to nursing research and necessity of learning nursing ethics. CONCLUSION: Combination of inquiry-oriented teaching and lecture-based approach is suggested as part of design for curriculum of nursing ethics education.


Asunto(s)
Bachillerato en Enfermería/métodos , Ética en Enfermería/educación , Enseñanza/estadística & datos numéricos , Adulto , China , Curriculum , Femenino , Humanos , Aprendizaje , Masculino , Investigación en Educación de Enfermería , Estudiantes de Enfermería , Encuestas y Cuestionarios , Adulto Joven
3.
J Clin Nurs ; 28(9-10): 2009-2019, 2019 May.
Artículo en Inglés | MEDLINE | ID: mdl-30706591

RESUMEN

AIMS AND OBJECTIVES: To measure the professional values of registered nurses and determine whether these values are significantly related to postlicensure ethics education and years of experience. BACKGROUND: Nursing guilds in many countries reference the American Nurses Association's code of ethics to define expected professional nursing values. Strong professional values contribute to high-quality patient care and are influenced by complex practice environments. DESIGN: Causal-comparative design. METHODS: A convenience sample of actively licensed registered nurses in Washington State, United States of America, participated in an electronically administered survey (N = 2,439). Analyses were conducted using descriptive statistics, analysis of variance and correlation. Reporting utilised the STROBE checklist. RESULTS: Results suggested values of highest and lowest importance to nurses. Scores varied significantly based on years of nursing experience; a higher score indicated stronger orientation toward professional nursing values. Nurses with experience of 10 years or more had the highest scores. There was a modest, positive relationship between professional values and amount of time spent in postlicensure ethics education. CONCLUSIONS: Professional values of Washington State nurses are similar to other nurses in national and global workforces. Results suggest key areas of strength in nurses' professional values and areas needing additional focus and support. Professional values are highest among nurses with longer practice experience and among nurses who have had increased ethics education. RELEVANCE TO CLINICAL PRACTICE: Knowledge of nurses' priority values can assist leaders and educators to identify areas of needed support among nursing staff members. Organisational commitment to support of nurses' professional values through investment in ethics education may produce positive enduring consequences, such as workplace retention and high-quality patient care. Healthcare leaders and clinical educators who promote ethics education may help to mitigate negative effects of morally challenging situations, such as moral distress and work leaving.


Asunto(s)
Ética en Enfermería/educación , Enfermeras y Enfermeros/normas , Adulto , Códigos de Ética , Humanos , Enfermeras y Enfermeros/psicología , Enfermeras y Enfermeros/estadística & datos numéricos , Calidad de la Atención de Salud/ética , Calidad de la Atención de Salud/normas , Encuestas y Cuestionarios , Washingtón
4.
Rev. enferm. UFPE on line ; 13(2): 499-510, fev. 2019. ilus, graf
Artículo en Portugués | BDENF - Enfermería | ID: biblio-1014935

RESUMEN

Objetivo: relatar a experiência docente com o emprego da técnica do júri simulado no ensino da ética/bioética para a graduação em Enfermagem. Método: trata-se de um estudo descritivo, tipo relato de experiência, empregando metodologia alternativa no ensino para a graduação em saúde. Utiliza-se a técnica do júri simulado desde 2008, no 4º período, na disciplina "Interagindo com as Pessoas". Refere-se esse relato à implementação da técnica no segundo semestre de 2018. Ocorre-se a estratégia de ensino/aprendizagem em quatro momentos distintos, sequenciais e complementares. Resultados: observou-se o envolvimento dos estudantes com a técnica do júri por meio da aplicabilidade dos conteúdos teóricos na resolução das questões discutidas com a técnica. Subsidiou-se o aprendizado com as aulas expositivo-dialogadas, que foi aprimorado e alcançado pelos próprios estudantes ao realizarem estudos complementares direcionados e colocados em prática com situações do cotidiano exposto por meio dos filmes. Conclusão: revela-se que docente e discentes aprendem a aprender, a fazer, a conviver e são sensibilizados a assumir uma postura profissional comprometida com a responsabilidade social e ética que a profissão requer.(AU)


Objective: to report the teaching experience with the use of the simulated jury technique in ethics/bioethics teaching for the undergraduate nursing course. Method: it is a descriptive study, of experience report type, using an alternative methodology in teaching for health graduation. The simulated jury technique is used since 2008, in the 4th period, in the subject "Interacting with the People". This report refers to the implementation of the technique in the second half of 2018. The teaching/learning strategy occurs in four distinct, sequential and complementary moments. Results: the students' involvement with the jury technique was observed through the applicability of the theoretical contents in the resolution of the issues discussed with the technique. It subsidized the learning with the expository-dialoged classes, which was improved and reached by the students themselves when carrying out complementary studies directed and put into practice with daily situations exposed through the films. Conclusion: it is revealed that teachers and students learn to learn, to do, to live together and are sensitized to take a professional position committed to the social and ethical responsibility that the profession requires.(AU)


Objetivo: relatar la experiencia docente con el empleo de la técnica del jurado simulado en la enseñanza de la ética / bioética para la graduación en Enfermería. Método: se trata de un estudio descriptivo, tipo relato de experiencia, empleando metodología alternativa en la enseñanza para la graduación en salud. Se utiliza la técnica del jurado simulado desde 2008, en el 4º período, en la asignatura "Interactuando con las Personas". Se refiere este relato a la implementación de la técnica en el segundo semestre de 2018. Se produce la estrategia de enseñanza / aprendizaje en cuatro momentos distintos, secuenciales y complementarios. Resultados: se observó la participación de los estudiantes con la técnica del jurado por medio de la aplicabilidad de los contenidos teóricos en la resolución de las cuestiones discutidas con la técnica. Se apoyó el aprendizaje con las clases expositor-dialogadas, que fue perfeccionado y alcanzado por los propios estudiantes al realizar estudios complementarios dirigidos y puestos en práctica con situaciones del cotidiano expuesto por medio de las películas. Conclusión: se revela que docentes y alumnos aprenden a aprender, a hacer, a convivir y ser sensibilizados a asumir una postura profesional comprometida con la responsabilidad social y ética que la profesión requiere.(AU)


Asunto(s)
Humanos , Masculino , Femenino , Estudiantes de Enfermería , Bioética , Aprendizaje Basado en Problemas , Educación en Enfermería , Bachillerato en Enfermería , Ética en Enfermería , Ética en Enfermería/educación , Docentes de Enfermería
5.
Compr Child Adolesc Nurs ; 42(3): 203-221, 2019 Sep.
Artículo en Inglés | MEDLINE | ID: mdl-29771160

RESUMEN

The Japanese nursing education system only requires a general nursing qualification. After graduation, many Japanese nurses work within pediatric departments where they receive specialized training in pediatric care. An intervention program for promoting ethical nursing practices among patients and their families was implemented for pediatric nurses with 0-5 years pediatric nursing experience. The objective of this study was to clarify changes in nurses' recognition and behaviors, as well as the intervention's post-initiation durability. The pediatric nursing care model (PNCM), defining 24 nursing approaches, was developed to show simple examples of ethical nursing practices for pediatric patients and their families. An intervention program included an initial session that consisted of a 30-minute mini-lecture. Nurses also described details of approaches previously performed and conducted a peer-review. Concerning the PNCM, the frequency of implementing each approach was examined using a 4-point Likert scale both before and at 2-month post-intervention initiation. Recognition of intervention feasibility was evaluated using a 4-point Likert scale at the end of the first session. Furthermore, during the second month, reflection and outcome content was evaluated by examining approaches the nurses performed and described. During the third month, the nurses were asked to describe changes in their behavior in terms of ethical nursing practices, along with those observed by patient and family responses, and any recognition of future challenges. Regarding the care model items, feasible practices were recognized immediately post-intervention, and 18 of 24 items (75.0%) revealed significant improvement. Implementation frequency for 10 out of 18 items (55.6%) was higher than before the intervention, and there was a significant difference among four items. The intervention program led to improvements in highly feasible and basic ethical nursing practices, including an increase in greetings and self-introductions, verbal explanations for children, quantitative and qualitative alterations in order to improve children's coping behaviors, changes in nurses' active attitudes for reducing children's fear and attitudes for feasible future implementation. Changes in practices at 3-month post-initiation corresponded to the four components of "child assent" or the final three goals of our conceptual framework.


Asunto(s)
Ética en Enfermería/educación , Educación del Paciente como Asunto/métodos , Relaciones Profesional-Familia , Humanos , Enfermería Pediátrica/métodos
6.
Indian J Med Ethics ; 4(1): 14-20, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-30121558

RESUMEN

This study seeks to develop a method of teaching ethics to nursing students using games. We used the one-group pretest-posttest design with 30 undergraduate nursing students as participants. Professional ethics education was provided for 17 weeks in 90-minute sessions. The Lutzen ethical sensitivity questionnaire and a checklist of the satisfaction levels of games used measured the effects of training. Repeated-measures ANOVA and the Greenhouse-Geisser correction were used to measure ethics game satisfaction. After training, total moral sensitivity questionnaire scores increased significantly (p = 0.02). The score on awareness of the relationship with the patient and the application of ethics concepts in ethical decisions from the subdomain of moral sensitivity increased significantly. Card sorting and drawing or art production earned the highest scores of satisfaction. The results show that playing games is a useful approach to developing moral sensitivity among nursing students to make them more sensitive toward ethics issues in their professional environment.


Asunto(s)
Concienciación , Bachillerato en Enfermería/métodos , Ética en Enfermería/educación , Juegos Recreacionales , Desarrollo Moral , Estudiantes de Enfermería , Enseñanza , Adolescente , Adulto , Análisis de Varianza , Arte , Lista de Verificación , Comportamiento del Consumidor , Toma de Decisiones/ética , Evaluación Educacional , Femenino , Humanos , Irán , Masculino , Principios Morales , Relaciones Enfermero-Paciente , Encuestas y Cuestionarios , Adulto Joven
7.
Nurs Ethics ; 26(3): 833-844, 2019 May.
Artículo en Inglés | MEDLINE | ID: mdl-28893158

RESUMEN

BACKGROUND: Academic ethical awareness is an important aspect especially for nursing students who will provide ethical nursing care to patients in future or try to tread the path of learning toward professional acknowledgement in nursing scholarship. PURPOSE: The purpose of this study was to explore academic ethical awareness and its related characteristics among undergraduate nursing students. METHODS: This study commenced the survey with cross-sectional, descriptive questions and enrolled convenient samples of 581 undergraduate nursing students from three universities in South Korea. It was investigated with structured questionnaires including general characteristics and academic ethical awareness related. ETHICAL CONSIDERATIONS: This study was reviewed and approved by the Institutional Review Board at National University. FINDINGS: Academic ethical awareness was the highest regarding behaviors violating the respect or confidentiality of patients and cheating on exams, while it was the lowest for inappropriate behaviors in class. From the result of general characteristics difference, male students showed higher score than female students in relative; first-year students showed higher score than other year students; the higher score was rated from students who were highly satisfied with their major than the other not satisfied with their major; and students with low academic stress showed higher ethical awareness score than persons with higher stress. CONCLUSION: Personal behaviors were rated with low ethical awareness in relative, but items related to public rules and actual effects on patients or others were rated with higher score. Nursing satisfaction and academic stress are main factors on ethical awareness. To improve overall ethical awareness level of nursing students, it is required to provide more education about the importance of personal behaviors in class and need to improve the understanding of how it will be connected with future situation and effect.


Asunto(s)
Ética en Enfermería/educación , Estudiantes de Enfermería/psicología , Adolescente , Adulto , Análisis de Varianza , Estudios Transversales , Bachillerato en Enfermería/métodos , Bachillerato en Enfermería/normas , Femenino , Humanos , Masculino , República de Corea , Encuestas y Cuestionarios , Universidades/organización & administración
8.
Nurs Ethics ; 26(3): 845-858, 2019 May.
Artículo en Inglés | MEDLINE | ID: mdl-28893160

RESUMEN

BACKGROUND: Ascertaining the relationship between ethical ideology, moral judgment, and ethical decision among academic nurse educators at work appears to be a challenge particularly in situations when they are faced with a need to solve an ethical problem and make a moral decision. PURPOSE: This study aims to investigate the relationship between ethical ideology, moral judgment, and ethical decision as perceived by academic nurse educators. METHODS: A descriptive correlational research design was conducted at Faculty of Nursing, Alexandria University. All academic nurse educators were included in the study (N = 220). Ethical Position Questionnaire and Questionnaire of Moral Judgment and Ethical Decisions were proved reliable to measure study variables. ETHICAL CONSIDERATIONS: Approval was obtained from Ethics Committee at Faculty of Nursing, Alexandria University. Privacy and confidentiality of data were maintained and assured by obtaining subjects' informed consent. FINDINGS: This study reveals a significant positive moderate correlation between idealism construct of ethical ideology and moral judgment in terms of recognition of the behavior as an ethical issue and the magnitude of emotional consequences of the ethical situation (p < 0.001; p = 0.031) respectively. Also, there is a positive significant moderate correlation between relativism construct of ethical ideology and overall moral judgment (p = 0.010). Approximately 3.5% of the explained variance of overall moral judgment is predicted by idealism together with relativism. DISCUSSION: The findings suggest that variations in ethical position and ideology are associated with moral judgment and ethical decision. CONCLUSION: Organizations of academic nursing education should provide a supportive work environment to help their academic staff to develop their self-awareness and knowledge of their ethical position and promoting their ethical ideologies and, in turn, enhance their moral judgment as well as develop ethical reasoning and decision-making capability of nursing students. More emphasis in nursing curricula is needed on ethical concepts for developing nursing competencies.


Asunto(s)
Ética en Enfermería/educación , Docentes de Enfermería/psicología , Juicio , Percepción , Adulto , Correlación de Datos , Bachillerato en Enfermería , Femenino , Humanos , Masculino , Persona de Mediana Edad , Estudiantes de Enfermería/psicología , Encuestas y Cuestionarios , Universidades/organización & administración
9.
Nurs Ethics ; 26(2): 390-404, 2019 Mar.
Artículo en Inglés | MEDLINE | ID: mdl-28933258

RESUMEN

BACKGROUND:: Despite growing interest in the potential of nursing education to enhance dignity in nursing care, relatively little is known about what dignity means to nursing students. RESEARCH QUESTION:: What meaning does dignity in nursing care have for nursing students? RESEARCH DESIGN:: Photo-elicitation was embedded within a Nominal Group Technique and responses were analysed by qualitative and quantitative content analysis. PARTICIPANTS AND RESEARCH CONTEXT:: Participants were recruited from each year of a 3-year undergraduate preregistration adult nursing programme in Scotland. In total, 31 nursing students participated in the study. ETHICAL CONSIDERATIONS:: The study was approved by the Ethics Committee of the School of Health, Nursing and Midwifery, University of the West of Scotland. FINDINGS:: Participants articulated the meaning of dignity in nursing care in terms of the relationships and feelings involved. A total of 10 categories of meaning were identified. DISCUSSION:: The significance of the nature of the nurse-patient interaction to preserving dignity in nursing care is highlighted. CONCLUSION:: Understanding the meaning of dignity for nursing students may help prepare future nurses more able to preserve dignity in nursing care.


Asunto(s)
Ética en Enfermería/educación , Personeidad , Estudiantes de Enfermería/psicología , Adulto , Actitud del Personal de Salud , Bachillerato en Enfermería/métodos , Femenino , Grupos Focales/métodos , Humanos , Masculino , Investigación Cualitativa , Escocia
10.
J Clin Ethics ; 29(3): 217-226, 2018.
Artículo en Inglés | MEDLINE | ID: mdl-30226823

RESUMEN

BACKGROUND: Moral distress (MD) is an emotional and psychological response to morally challenging dilemmas. Moral distress is experienced frequently by nurses in the intensive care unit (ICU) and can result in emotional anguish, work dissatisfaction, poor patient outcomes, and high levels of nurse turnover. Opportunities to discuss ethically challenging situations may lessen MD and its associated sequela. OBJECTIVE: The purpose of this project was to develop, implement, and evaluate the impact of nursing ethics huddles on participants' MD, clinical ethics knowledge, work satisfaction, and patient care among ICU nurses. SAMPLE AND SETTING: The sample, 32 nurses from three ICU settings in an 800-bed tertiary academic medical center, participated in six nursing ethics huddles over a two-month period. METHODS: Alvita K. Nathaniel's Theory of Moral Reckoning guided development of the nursing ethics huddle process. The Moral Distress Thermometer was administered at three data points: baseline level of MD, and pre- and post-huddle to determine changes in the subjects' level of MD. Focused content analysis was used to analyze qualitative responses from questionnaires about the subjects' perception of the effect of the huddles on work satisfaction and patient care. Knowledge attainment was evaluated via open-ended short-answer questions. RESULTS: Overall, use of nurse-ethicist-led nursing ethics huddles was associated with improved quality of work life, patient care, and clinical ethics knowledge. The change in pre- and post-nursing ethics huddles MD scores was statistically significant.


Asunto(s)
Enfermería de Cuidados Críticos , Consultoría Ética , Principios Morales , Personal de Enfermería en Hospital/psicología , Estrés Psicológico/terapia , Ética en Enfermería/educación , Humanos , Unidades de Cuidados Intensivos , Satisfacción en el Trabajo , New York , Evaluación de Programas y Proyectos de Salud
11.
J Nurs Educ ; 57(8): 460-468, 2018 Aug 01.
Artículo en Inglés | MEDLINE | ID: mdl-30070670

RESUMEN

BACKGROUND: The formation of everyday ethical comportment is an essential part of nursing education in the 21st century, but the concept is more abstract and confusing than the dominant bioethical models frequently used in nursing education. METHOD: The purpose of this analysis is to explore the concept of everyday ethical comportment and determine whether the concept remains viable for nursing as a discipline. Rodgers' method of evolutionary concept analysis guided a systematic literature review. Following PRISMA guidelines, 32 articles containing the keywords everyday ethical comportment were identified, and 20 are included in this study. RESULTS: The analysis identified four critical attributes of everyday ethical comportment (embodiment, skilled relational know-how, caring, and salience). The concept's surrogate and related terms, antecedents, and consequences were also identified. CONCLUSION: Everyday ethical comportment is underrepresented in the literature. Although it remains viable for nursing as a discipline, the concept's future sustainability is questionable. [J Nurs Educ. 2018;57(8):460-468.].


Asunto(s)
Formación de Concepto , Educación en Enfermería , Ética en Enfermería/educación , Humanos
12.
Rev Bras Enferm ; 71(suppl 4): 1810-1814, 2018.
Artículo en Inglés, Español | MEDLINE | ID: mdl-30088658

RESUMEN

OBJECTIVE: To present an analysis of the nursing ethos based on the disciplinary foundations of nursing to propose a definition of ethical competences for nursing training. METHOD: The present proposal is a theoretical reflection, based on a literature review of the specialty, both nursing and ethics. RESULTS: we suggest basing the ethical education of nursing students integrating transversally disciplinary, bioethical and civic ethical competences, considering certain educational dimensions that favor their development. FINAL CONSIDERATIONS: We expect that the definitions of three competences of the moral scope of nursing, contribute to cross-cutting proposals that promote the values and principles of the profession.


Asunto(s)
Ética en Enfermería/educación , Humanos , Atención de Enfermería/métodos , Atención de Enfermería/psicología , Investigación/tendencias
13.
Int J Med Educ ; 9: 198-205, 2018 Jul 23.
Artículo en Inglés | MEDLINE | ID: mdl-30036184

RESUMEN

Objectives: The purpose of this study was to explore the effectiveness of learning ethics of nursing practice using narrative writing. Methods: Study design was qualitative descriptive research. The participants were 90 graduate students who took nursing ethics classes, of whom 86 graduate students (4 males and 82 females) agreed to this study. The data gathered for analysis were their narratives described as feeling uncomfortable in clinical settings and their comment sheets after narrative group work in nursing ethics classes. We used qualitative content analysis to identify graduate students' awareness gained through narrative writing and narrative group work. Results: As a feature of the scenes described by graduate students, there were often conflicts that patients' autonomy were not respected, or that they were not able to engage in sincere engagement. The narrative writing was effective to make graduate students aware of the following two aspects: 1) habits and trends in one's own thoughts and 2) organizational and administrative issues related to ethical issues. Conclusions: Learning ethics of nursing practice using narrative writing that focused on nurses' sentiments helped reveal nurses' thoughts as well as their attitudes and approaches to patients. These findings suggest that narrative writing in nursing ethics education could lead to ethical practice. Additionally, our results indicate that narrative writing in research may be helpful as a strategy to clarify ethical issues and the awareness of nurses in clinical settings.


Asunto(s)
Educación en Enfermería/métodos , Ética en Enfermería/educación , Narración , Escritura , Anonimización de la Información , Emociones , Femenino , Humanos , Japón , Aprendizaje , Masculino , Estudiantes de Enfermería
14.
J Nurs Educ ; 57(4): 237-239, 2018 Apr 01.
Artículo en Inglés | MEDLINE | ID: mdl-29614194

RESUMEN

BACKGROUND: In order to become safe, effective professionals, nursing students must have a working knowledge of academic and professional integrity principles. However, nursing students have knowledge gaps in these areas, which may lead to unethical practices postgraduation. Inconsistencies in faculty enforcement of integrity principles may lead to student confusion and further student risk. METHOD: An interactive online integrity course was designed to address knowledge gaps related to academic and professional integrity. Course engagement occurred through self-reflection, quizzes, and a commitment statement. The pilot course was deployed to all nursing faculty and staff for feedback and approval. RESULTS: Of the 38 faculty and staff invited, 20 participated in the course. Based on feedback, course adjustments were made to address navigation, quiz clarity, and content. The online integrity course received full faculty approval. CONCLUSION: An interactive online integrity course is one option to support student engagement in and assimilation to a culture of integrity. [J Nurs Educ. 2018;57(4):237-239.].


Asunto(s)
Educación en Enfermería/organización & administración , Ética en Enfermería/educación , Docentes de Enfermería/psicología , Relaciones Interprofesionales , Estudiantes de Enfermería/psicología , Humanos , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Cultura Organizacional
17.
Nurs Adm Q ; 42(2): 136-142, 2018.
Artículo en Inglés | MEDLINE | ID: mdl-29494448

RESUMEN

Advocacy is a core competency of the nurse, and especially the nurse leader. It is a multidimensional concept that requires knowledge, experience, self-confidence, and above all, courage. This article describes and illustrates the perspectives of nursing administration graduate students, as they depict advocacy in many relationships. These include advocacy for the patient, family, self, community, organization, profession, and society. The themes that emerged from narratives written by these nurse leaders were the development of courage and the finding of their voices. Stories demonstrate participants' courage to speak up despite feeling conflicted due to issues of autonomy, moral distress, or fear of retribution. Implications for nurse administrators to support advocacy at all levels are presented.


Asunto(s)
Enfermeras Administradoras/educación , Enfermeras Administradoras/psicología , Percepción , Ética en Enfermería/educación , Predicción/métodos , Humanos , Liderazgo , Enfermeras Administradoras/tendencias
19.
Nurs Ethics ; 25(2): 253-263, 2018 Mar.
Artículo en Inglés | MEDLINE | ID: mdl-28587502

RESUMEN

BACKGROUND: Education is considered the first function and mission of the university, and observing educational ethics guarantees the health of the teaching-learning process in the university. AIM: The aim of this study was to explore ethical values in nursing education from the perspective of Iranian nursing students and educators. RESEARCH DESIGN: This qualitative study was conducted using the Thematic Content Analyses method. The data were collected from seven semi-structured individual interviews and three focus group discussions from July to November 2015. Participants and research context: The participants were faculty educators of nursing and nursing students in Tehran, capital of Iran, who were selected through purposive sampling. They were recruited gradually. Sampling was continued until data saturation when no new codes were extracted. Ethical committee: This study was conducted after obtaining the approval of Shahid Beheshti University of Medical Sciences Ethics Committee, and informed consent were ensured before conducting the research. The principles of voluntariness, confidentiality, and anonymity were respected during the research process. FINDINGS: Seven major themes emerged: human dignity, constructive human relations, educational justice, competency enhancement, excellence view, wisdom, and commitment and accountability. CONCLUSION: The results of this study indicated that although many of the values, as universal values, were similar to those of other countries-which can be a reflection of the globalization process in the nursing profession and the presence of humanistic and spiritual approaches at the roots of the discipline, some differences could be found in the content of values due to factors such as the people's beliefs, culture, and religion. Iranian nursing students and educators revealed a unique and culture-based set of ethical values.


Asunto(s)
Actitud del Personal de Salud , Educación en Enfermería/organización & administración , Ética en Enfermería/educación , Docentes de Enfermería/psicología , Estudiantes de Enfermería/psicología , Adolescente , Adulto , Docentes de Enfermería/estadística & datos numéricos , Femenino , Grupos Focales , Humanos , Irán , Masculino , Persona de Mediana Edad , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Investigación Cualitativa , Estudiantes de Enfermería/estadística & datos numéricos , Adulto Joven
20.
Nurs Ethics ; 25(2): 153-164, 2018 Mar.
Artículo en Inglés | MEDLINE | ID: mdl-27664036

RESUMEN

BACKGROUND: Values are the basis of nursing practice, especially in making decisions about complicated ethical issues. Despite their key role in nursing, little information exists on the factors affecting their development and manifestation in nursing students. OBJECTIVE: This study identifies and describes the facilitators and inhibitors of the development and manifestation of professional values based on the experiences of nursing students and instructors and nurses. RESEARCH DESIGN: Data were collected through 29 semi-structured interviews and two focus group interviews in 2013-2015 and were analyzed using the conventional content analysis method of Elo and Kyngäs. Participants and research context: In total, 18 nursing undergraduates, five nursing instructors, and five nurses from Shiraz University of Medical Sciences and one of the teaching hospitals in Shiraz were selected through purposive sampling. Ethical considerations: The research was approved by the Ethics Committee of Shiraz University of Medical Sciences and the teaching hospital examined. FINDINGS: The findings consisted of two categories: personal and environmental factors. Personal factors consisted of the two subcategories of personal stimuli (work experience and past relationships, inner beliefs and acting on values, belief in God and a divine worldview) and personal inhibitors (the lack of professional motivation and enthusiasm, negative emotions). Environmental factors consisted of the two subcategories of environmental stimuli (cooperation, order and discipline) and environmental inhibitors (unfavorable work environment, society's negative attitude toward nursing, the violation of rights). DISCUSSION AND CONCLUSION: Given the impact of personal and environmental factors on the development and manifestation of professional values in nursing students, it is upon the education authorities to take account of them in their planning, and nursing managers are also recommended to further address these factors in their development of a proper work environment, provision of standard facilities and removal of barriers.


Asunto(s)
Bachillerato en Enfermería/organización & administración , Ética en Enfermería/educación , Profesionalismo/educación , Valores Sociales , Estudiantes de Enfermería/psicología , Adulto , Femenino , Grupos Focales , Humanos , Irán , Masculino , Persona de Mediana Edad , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Investigación Cualitativa , Estudiantes de Enfermería/estadística & datos numéricos , Adulto Joven
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