A role for virtue in unifying the ‘knowledge’ and ‘caring’ discourses in nursing theory

Abstract

A critical examination of contemporary nursing theory suggests that two distinct discourses coexist within this field. On the one hand, proponents of the 'knowledge discourse' argue that nurses should drop the 'virtue script' and focus on the scientific and technical aspects of their work. On the other hand, proponents of the 'caring discourse' promote a view of nursing that embodies humanistic qualities such as compassion, empathy and mutuality. In view of this, we suggest a way to reconcile both discourses despite the fact that they appear to be at odds theoretically and practically. To that end, we argue that nursing theory must give a prominent role to the Aristotelian conception of virtue, and we offer an account that includes both character and intellectual virtues. This account allows for a focus on moral competence but also accommodates the demands for discipline-specific knowledge. Our account incorporates the caring discourse by suggesting a way for individuals to cultivate the conditions within themselves that make 'caring in nursing' possible, while the knowledge discourse is accommodated via the acquisition of the intellectual virtues. The process for achieving both these ends is the same: an intention to consistently develop, hone and exercise certain character traits over time.

Is there a relationship between moral competencies and the formation of professional identity among nursing students?

“…This relationship indicates that the growth of professional identity may be related to increasing the interest to the profession or vice versa. While the literature related to the correlation between job satisfaction and moral competencies is limited, the results from a research showed that there could be a relationship between these two variables [28]. We did not find any studies that assess the relationship between moral development and professional identity formation.…”

“…They concluded that in order to have higher moral practice in nursing students, nursing instructors should promote the students' professional identity. Bliss, Baltzly [28] argued that the nurse's professional identity associates their practice with the relationship between them and patients, which morality is one of its most important dimensions [29]. Some scholars argued that professional values, including moral values, are essential in the formation of professional identity in nursing students [30,31].…”

Moral Ecology in Nursing: A Pluralistic Approach

“…It does not begin and end when one arrives to and leaves work. Several nursing scholars advocate for virtue ethics in nursing including Armstrong (2006) , Arries (2005) , Bliss, Baltzy, Bull, Dalton, and Jones (2017) , Brody (1988) , and Lutzen and Barbosa da Silva (1996) .…”

Is there a relationship between moral competencies and the formation of professional identity among nursing students?

“…The concluded that in order to higher moral practice in nursing students, nursing instructors should promote the professional identity them. Bliss, Baltzly (29) argued that the nurse's professional identity associates their practice with the care relationship between them and patients, which morality is one of its most important dimensions (30). Some scholars argued that professional values, including moral values, are essential in the formation of professional identity in nursing students (31,32).…”