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1.
Educ. med. (Ed. impr.) ; 21(5): 324-327, sept.-oct. 2020. tab
Artigo em Espanhol | IBECS | ID: ibc-196876

RESUMO

INTRODUCCIÓN: Durante el curso 2017/2018 se realizó una intervención educativa sobre buenas prácticas éticas en el abordaje del sida y de la discapacidad. Los objetivos fueron: analizar, divulgar y concienciar a los estudiantes sobre los problemas éticos de estos colectivos y sobre las buenas prácticas. MÉTODOS: Participaron 185 estudiantes matriculados en la asignatura de Ética y Gestión de Enfermería. Los objetivos se abordaron mediante el trabajo autónomo de búsquedas de información y en 2seminarios presenciales, donde elaboraron pósteres, folletos y vídeos. Al finalizar la experiencia rellenaron un cuestionario de opinión. RESULTADOS: Se agruparon en 39 equipos de 4-5 estudiantes y entregaron 78 trabajos: 52 pósteres, 20 folletos y 6 vídeos. Los trabajos fueron expuestos, durante una semana, coincidiendo con el Día Mundial de la Lucha contra el Sida y con el Día Internacional de las Personas con Discapacidad. CONCLUSIONES: Esta experiencia ha servido para que los estudiantes tomen conciencia de los problemas de estos colectivos vulnerables, además de conseguir la divulgación de buenas prácticas éticas


INTRODUCTION: During the academic year 2017/2018, an educational intervention on good ethical practices was carried out about AIDS and Disability. The objectives were, to analyse, divulge and sensitise students about the ethical problems of these patient groups and about good practices. METHODS: The study included a total of 185 students enrolled in the subject of Ethics and Management of Nursing. The objectives were addressed using independent information searches and attending 2seminars, where they produced posters, brochures and videos. At the end of the experience they produced an opinion questionnaire. RESULTS: They were grouped into 39 teams of 4-5 students, and delivered 78 works, 52 of which were posters, 20 brochures, and 6 videos. The works were presented for a week, coinciding with the World AIDS Day and with the International Day of Persons with Disabilities. CONCLUSIONS: This experience has served to make students aware of the problems of these vulnerable groups, and also for the divulgation of good ethical practice


Assuntos
Humanos , Ética em Enfermagem/educação , Estudantes de Enfermagem/estatística & dados numéricos , Educação em Enfermagem/ética , Síndrome de Imunodeficiência Adquirida/epidemiologia , Serviços de Saúde para Pessoas com Deficiência , Estudos Transversais , Inquéritos e Questionários
2.
J Nurs Educ ; 59(2): 88-92, 2020 Feb 01.
Artigo em Inglês | MEDLINE | ID: mdl-32003848

RESUMO

BACKGROUND: Simulation can extend ethics education in undergraduate nursing programs beyond the cognitive domain. However, the degree to which nursing students recognize and respond to microethical dilemmas in simulation is unknown. METHOD: Using a mixed-methods convergent parallel design, 68 third- and fourth-year undergraduate nursing students completed a sensitivity questionnaire. Twelve students also participated in an interview. Data were compared to create meaning. RESULTS: Many students reported having a high level of ethical sensitivity toward microethical dilemmas during simulation. However, some students expressed uncertainty in their ability to identify microethical dilemmas during nurse-patient interactions. Students also reported limited confidence in being able to transfer their ethical knowledge to the practice setting. CONCLUSION: Nurse educators must be moral agents during simulated learning experiences by helping students learn what microethical dilemmas are and strategies to manage them. [J Nurs Educ. 2020;59(2):88-92.].


Assuntos
Competência Cultural/educação , Bacharelado em Enfermagem/métodos , Ética em Enfermagem/educação , Simulação de Paciente , Estudantes de Enfermagem/psicologia , Competência Clínica , Humanos , Princípios Morais , Papel do Profissional de Enfermagem/psicologia , Pesquisa Qualitativa
3.
Nurs Educ Perspect ; 40(6): 317-321, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31658217

RESUMO

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.


Assuntos
Bacharelado em Enfermagem/organização & administração , Ética em Enfermagem/educação , Profissionalismo/educação , Estudantes de Enfermagem/psicologia , Geografia , Humanos , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem , Estados Unidos
4.
Nurse Educ Today ; 83: 104200, 2019 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-31491613

RESUMO

BACKGROUND: While ethics education in undergraduate nursing education can be developed using a variety of teaching and learning strategies, consensus on the content and teaching modules for these ethics courses has still not been established and the effect of ethics education has rarely been evaluated. OBJECTIVES: The purpose of this study is to compare the effect of debate-based ethics education and lecture-style ethics education on the moral sensitivity and moral judgment of nursing students.. METHODS: This was a pre-test and post-test quasi-experimental study with a control group. A total of 64 senior-year nursing students in Korea participated in the study (35 in the debate group and 29 in the lecture group). The debate-based ethics education lasted for eight weeks with one two-hour session per week. The debate-based ethics education consisted of 16 rounds of affirmative and negative sides. Each debate lasted a total of 40 min and consisted of the introduction, cross-examination, rebuttal, conclusion, operation time, and wrap-up. The outcomes were measured by moral sensitivity and moral judgment questionnaires. RESULTS: There was a significant improvement in idealistic moral judgment and realistic moral judgment in the debate group compared to the lecture group. However, no statistically significant difference was found for moral sensitivity between the two groups. CONCLUSION: Based on this study's findings, it can be concluded that the debate-based ethics education for undergraduate nursing students is very effective in promoting moral judgment and the ability to take ethical decisions.


Assuntos
Tomada de Decisões/ética , Ética em Enfermagem/educação , Julgamento , Desenvolvimento Moral , Estudantes de Enfermagem/psicologia , Bacharelado em Enfermagem , Feminino , Humanos , Masculino , Adulto Jovem
5.
Nurse Educ Today ; 79: 86-91, 2019 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-31108384

RESUMO

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.


Assuntos
Bacharelado em Enfermagem/métodos , Ética em Enfermagem/educação , Ensino/estatística & dados numéricos , Adulto , China , Currículo , Feminino , Humanos , Aprendizagem , Masculino , Pesquisa em Educação de Enfermagem , Estudantes de Enfermagem , Inquéritos e Questionários , Adulto Jovem
6.
J Clin Nurs ; 28(9-10): 2009-2019, 2019 May.
Artigo em Inglês | MEDLINE | ID: mdl-30706591

RESUMO

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.


Assuntos
Ética em Enfermagem/educação , Enfermeiras e Enfermeiros/normas , Adulto , Códigos de Ética , Humanos , Enfermeiras e Enfermeiros/psicologia , Enfermeiras e Enfermeiros/estatística & dados numéricos , Qualidade da Assistência à Saúde/ética , Qualidade da Assistência à Saúde/normas , Inquéritos e Questionários , Washington
7.
Rev. enferm. UFPE on line ; 13(2): 499-510, fev. 2019. ilus, graf
Artigo em Português | BDENF - Enfermagem | ID: biblio-1014935

RESUMO

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)


Assuntos
Humanos , Masculino , Feminino , Estudantes de Enfermagem , Bioética , Aprendizagem Baseada em Problemas , Educação em Enfermagem , Bacharelado em Enfermagem , Ética em Enfermagem , Ética em Enfermagem/educação , Docentes de Enfermagem
8.
Indian J Med Ethics ; 4(1): 14-20, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-30121558

RESUMO

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.


Assuntos
Conscientização , Bacharelado em Enfermagem/métodos , Ética em Enfermagem/educação , Jogos Recreativos , Desenvolvimento Moral , Estudantes de Enfermagem , Ensino , Adolescente , Adulto , Análise de Variância , Arte , Lista de Checagem , Comportamento do Consumidor , Tomada de Decisões/ética , Avaliação Educacional , Feminino , Humanos , Irã (Geográfico) , Masculino , Princípios Morais , Relações Enfermeiro-Paciente , Inquéritos e Questionários , Adulto Jovem
9.
Nurs Ethics ; 26(6): 1753-1764, 2019 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-29716419

RESUMO

BACKGROUND: Moral reasoning is a vital skill in the nursing profession. Teaching moral reasoning to students is necessary toward promoting nursing ethics. OBJECTIVES: The aim of this study was to compare the effectiveness of problem-based learning and lecture-based methods in ethics education in improving (1) moral decision-making, (2) moral reasoning, (3) moral development, and (4) practical reasoning among nursing students. RESEARCH DESIGN: This is a repeated measurement quasi-experimental study. PARTICIPANTS AND RESEARCH CONTEXT: The participants were nursing students in a University of Medical Sciences in west of Iran who were randomly assigned to the lecture-based (n = 33) or the problem-based learning (n = 33) groups. The subjects were provided nursing ethics education in four 2-h sessions. The educational content was similar, but the training methods were different. The subjects completed the Nursing Dilemma Test before, immediately after, and 1 month after the training. The data were analyzed and compared using the SPSS-16 software. ETHICAL CONSIDERATIONS: The program was explained to the students, all of whom signed an informed consent form at the baseline. FINDINGS: The two groups were similar in personal characteristics (p > 0.05). A significant improvement was observed in the mean scores on moral development in the problem-based learning compared with the lecture-based group (p < 0.05). Although the mean scores on moral reasoning improved in both the problem-based learning and the lecture-based groups immediately after the training and 1 month later, the change was significant only in the problem-based learning group (p < 0.05). The mean scores on moral decision-making, practical considerations, and familiarity with dilemmas were relatively similar for the two groups. CONCLUSION: The use of the problem-based learning method in ethics education enhances moral development among nursing students. However, further studies are needed to determine whether such method improves moral decision-making, moral reasoning, practical considerations, and familiarity with the ethical issues among nursing students.


Assuntos
Ética em Enfermagem/educação , Estudantes de Enfermagem/psicologia , Ensino/normas , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Feminino , Humanos , Irã (Geográfico) , Masculino , Desenvolvimento Moral , Aprendizagem Baseada em Problemas/normas , Aprendizagem Baseada em Problemas/estatística & dados numéricos , Estudantes de Enfermagem/estatística & dados numéricos , Inquéritos e Questionários , Ensino/estatística & dados numéricos , Adulto Jovem
10.
Nurs Ethics ; 26(6): 1665-1679, 2019 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-29783904

RESUMO

BACKGROUND: Undergraduate nursing students have been documented to experience ethical distress during their clinical training and felt poorly supported in discussing the ethical issues they encountered. RESEARCH AIMS: This study was aimed at exploring nursing students' perceived opportunity to discuss ethical issues that emerged during their clinical learning experience and associated factors. RESEARCH DESIGN: An Italian national cross-sectional study design was performed in 2015-2016. Participants were invited to answer a questionnaire composed of four sections regarding: (1) socio-demographic data, (2) previous clinical learning experiences, (3) current clinical learning experience quality and outcomes, and (4) the opportunity to discuss ethical issues with nurses in the last clinical learning experience (from 0 - 'never' to 3 - 'very much'). PARTICIPANTS AND RESEARCH CONTEXT: Participants were 9607 undergraduate nursing students who were attending 95 different three-year Italian baccalaureate nursing programmes, located at 27 universities in 15 Italian regions. ETHICAL CONSIDERATIONS: This study was conducted in accordance with the Human Subject Research Ethics Committee guidelines after the research protocol was approved by an ethics committee. FINDINGS: Overall, 4707 (49%) perceived to have discussed ethical issues 'much' or 'very much'; among the remaining, 3683 (38.3%) and 1217 (12.7%) students reported the perception of having discussed, respectively, 'enough' or 'never' ethical issues emerged in the clinical practice. At the multivariate logistic regression analysis explaining 38.1% of the overall variance, the factors promoting ethical discussion were mainly set at the clinical learning environment levels (i.e. increased learning opportunities, self-directed learning, safety and nursing care quality, quality of the tutorial strategies, competences learned and supervision by a clinical nurse). In contrast, being male was associated with a perception of less opportunity to discuss ethical issues. CONCLUSION: Nursing faculties should assess the clinical environment prerequisites of the settings as a context of student experience before deciding on their accreditation. Moreover, the nursing faculty and nurse managers should also enhance competence with regard to discussing ethical issues with students among clinical nurses by identifying factors that hinder this learning opportunity in daily practice.


Assuntos
Ética em Enfermagem/educação , Preceptoria/métodos , Estudantes de Enfermagem/psicologia , Adolescente , Adulto , Análise de Variância , Estudos Transversais , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Feminino , Humanos , Itália , Masculino , Pessoa de Meia-Idade , Razão de Chances , Preceptoria/tendências , Estudantes de Enfermagem/estatística & dados numéricos , Inquéritos e Questionários
11.
Compr Child Adolesc Nurs ; 42(3): 203-221, 2019 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-29771160

RESUMO

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.


Assuntos
Ética em Enfermagem/educação , Educação de Pacientes como Assunto/métodos , Relações Profissional-Família , Humanos , Enfermagem Pediátrica/métodos
12.
Nurs Ethics ; 26(3): 833-844, 2019 May.
Artigo em Inglês | MEDLINE | ID: mdl-28893158

RESUMO

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.


Assuntos
Ética em Enfermagem/educação , Estudantes de Enfermagem/psicologia , Adolescente , Adulto , Análise de Variância , Estudos Transversais , Bacharelado em Enfermagem/métodos , Bacharelado em Enfermagem/normas , Feminino , Humanos , Masculino , República da Coreia , Inquéritos e Questionários , Universidades/organização & administração
13.
Nurs Ethics ; 26(3): 845-858, 2019 May.
Artigo em Inglês | MEDLINE | ID: mdl-28893160

RESUMO

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.


Assuntos
Ética em Enfermagem/educação , Docentes de Enfermagem/psicologia , Julgamento , Percepção , Adulto , Correlação de Dados , Bacharelado em Enfermagem , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Estudantes de Enfermagem/psicologia , Inquéritos e Questionários , Universidades/organização & administração
14.
Nurs Ethics ; 26(2): 390-404, 2019 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-28933258

RESUMO

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.


Assuntos
Ética em Enfermagem/educação , Pessoalidade , Estudantes de Enfermagem/psicologia , Adulto , Atitude do Pessoal de Saúde , Bacharelado em Enfermagem/métodos , Feminino , Grupos Focais/métodos , Humanos , Masculino , Pesquisa Qualitativa , Escócia
15.
Rev. baiana enferm ; 33: e29654, 2019.
Artigo em Português | LILACS, BDENF - Enfermagem | ID: biblio-1098723

RESUMO

Objetivo refletir sobre a ética no fazer profissional da enfermagem, levando em consideração os conceitos de condição humana e a banalidade do mal de Hannah Arendt. Método reflexão teórico-filosófica. Resultados o pensamento crítico reflexivo deve ser parte do fazer profissional da enfermagem, para que seja aceita a condição humana - o labor, o trabalho e a ação - da ética no cuidado, evitando, assim, fragmentações, erros e mecanização do cuidado de enfermagem. A banalidade do mal pode ser transposta por meio da educação permanente e continuada do profissional de enfermagem. Conclusão ao utilizar conceitos do pensamento de Hannah Arendt, percebe-se a importância de que o profissional da enfermagem assuma uma postura crítico-reflexiva e ética de não julgamento, destacando-se que a educação em saúde, trabalho em equipe e sentimento de pertencimento à profissão de enfermagem, são elementos importantes para o fortalecimento profissional.


Objetivo reflexionar sobre la ética en la labor de los profesionales de la enfermería, considerando los conceptos de la condición humana y la banalidad del mal de Hannah Arendt. Método reflexión teórico-filosófica. Resultados el pensamiento crítico reflexivo debe ser parte de la labor de los profesionales de la enfermería, para que se acepte la condición humana (la labor, el trabajo y la acción) de la ética del cuidado; para así evitar fragmentaciones, errores y la mecanización del cuidado de enfermería. La banalidad del mal puede trasponerse por medio de la educación permanente y continuada del profesional de la enferme. Conclusión al emplear conceptos del pensamiento de Hannah Arendt, se percibe la importancia de que el profesional de enfermería asuma una postura crítico-reflexiva y ética de no emitir juicios, destacándose que la educación en salud, el trabajo en equipo y el sentimiento de pertenencia a la profesión de enfermería son elementos importantes de fortalecimiento profesional.


Objective to reflect on the ethics of the professional nursing practice, taking into account the concepts of the human condition and the banality of Hannah Arendt's evil. Method a theoretical and philosophical reflection. Results reflective critical thinking must be part of the professional nursing practice, in order to accept the human condition - labor, work and action - of ethics in care, thus avoiding fragmentation, errors and mechanization in nursing care. The banality of the evil can beovercome through the continuing education of the nursing professional. Conclusion using concepts from Hannah Arendt's thinking, the importance of nursing professionals assuming a critical-reflexive posture and non-judgmental ethics is highlighted, highlighting that health education, teamwork and a sense of belonging to the profession nursing, are important elements for professional strengthening.


Assuntos
Humanos , Filosofia em Enfermagem , Prática Profissional , Ética , Ética em Enfermagem/educação , Papel do Profissional de Enfermagem , Cuidados de Enfermagem/ética
16.
J Clin Ethics ; 29(3): 217-226, 2018.
Artigo em Inglês | MEDLINE | ID: mdl-30226823

RESUMO

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.


Assuntos
Enfermagem de Cuidados Críticos , Consultoria Ética , Princípios Morais , Recursos Humanos de Enfermagem no Hospital/psicologia , Estresse Psicológico/terapia , Ética em Enfermagem/educação , Humanos , Unidades de Terapia Intensiva , Satisfação no Emprego , New York , Avaliação de Programas e Projetos de Saúde
17.
J Nurs Educ ; 57(8): 460-468, 2018 Aug 01.
Artigo em Inglês | MEDLINE | ID: mdl-30070670

RESUMO

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.].


Assuntos
Formação de Conceito , Educação em Enfermagem , Ética em Enfermagem/educação , Humanos
18.
Rev Bras Enferm ; 71(suppl 4): 1810-1814, 2018.
Artigo em Inglês, Espanhol | MEDLINE | ID: mdl-30088658

RESUMO

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.


Assuntos
Ética em Enfermagem/educação , Humanos , Cuidados de Enfermagem/métodos , Cuidados de Enfermagem/psicologia , Pesquisa/tendências
19.
Int J Med Educ ; 9: 198-205, 2018 Jul 23.
Artigo em Inglês | MEDLINE | ID: mdl-30036184

RESUMO

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.


Assuntos
Educação em Enfermagem/métodos , Ética em Enfermagem/educação , Narração , Redação , Anonimização de Dados , Emoções , Feminino , Humanos , Japão , Aprendizagem , Masculino , Estudantes de Enfermagem
20.
J Nurs Educ ; 57(4): 237-239, 2018 Apr 01.
Artigo em Inglês | MEDLINE | ID: mdl-29614194

RESUMO

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.].


Assuntos
Educação em Enfermagem/organização & administração , Ética em Enfermagem/educação , Docentes de Enfermagem/psicologia , Relações Interprofissionais , Estudantes de Enfermagem/psicologia , Humanos , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem , Cultura Organizacional
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