Developing Ethical Skills: From Sensitivity to Action

Abstract

Acute and critical care nurses routinely encounter ethical “quandaries” such as providing perceived futile care. Other everyday ethically important occurrences may go unrecognized, however, thus diminishing their importance to moral nursing practice. This column presents a framework that may assist in developing specific skills to recognize and engage in both critical and everyday ethical situations with confidence. James Rest’s Four Component Model addresses the role of the moral practitioner from initial recognition that an ethical situation exists to implementation of a justifiable action. Patient/provider scenarios are used to illustrate components of Rest’s model followed by an approach to distinguish ethical from nonethical situations. Practical strategies to enhance ethical skills such as development of nursing ethics groups and providing continuing ethics education also are presented.

Sensibilidade Moral Dos Enfermeiros Avaliada Por Scoping Review

“…Foram identificadas 774 publicações sobre o tema, das quais 28 foram selecionadas para integrar a amostra, sendo esta composta por 19 estudos originais (1)(2)(4)(5)(11)(12)(13)(14)(15)(16)(17)(18)(19)(20)(21)(22)(23)(24)(25) e nove estudos teóricos (26)(27)(28)(29)(30)(31)(32)(33)(34) . Todos os estudos incluídos estavam publicados em inglês.…”

“…Quanto ao tema, 16 estudos abordavam a sensibilidade moral (2,(4)(5)(11)(12)(13)(14)16,19,(21)(22)(24)(25)(27)(28)(29) e 12 estudos abordavam a sensibilidade ética (1,15,(17)(18)20,23,26,(30)(31)(32)(33)(34) . Quanto ao ano de publicação, os estudos selecionados distribuíram-se entre 2000 e 2015 (Figura 2).…”

“…Dezenove estudos (68%) derivaram de pesquisas quantitativas (1)(2)(4)(5)(11)(12)(13)(14)(15)(16)(17)(18)(19)(20)(21)(22)(24)(25)27) e nove de pesquisas qualitativas (32%) (23,26,(28)(29)(30)(31)(32)(33)(34) . Para a coleta de dados, os estudos utilizaram questionário (1)(2)(4)(5)(11)(12)(13)(14)(15)(16)(17)(18)(19)(20)(21)(22) , buscas na literatura (26)(27)(28)(30)(31)33) e entrevistas e grupos focais (23) .…”

“…Os fatores que se destacam na literatura são: formação (11,13,18,20,22,24,27,32) ; prática profissional (11,13,(17)(18)(19)20,23,30) ; o clima ético/moral das instituições (12)(13)16,(18)(19)(28)(29)(30)33) ; as normas, regulamentos e códigos da profissão (5,11,14,16,19,(22)(23)(31)(32) ; a demanda de trabalho; a falta de tempo (11,16,19,30) ; a colaboração e apoio para a resolução dos problemas éticos (13,16,18,29) .…”

What Kinds of Skills are Expected by Portuguese and Polish Employers?

“…Moral competencies are "a bridge between good moral intentions and moral behavior" [Lind, 2000, p. 404]. Robichaux [2012] is of the same opinion and describes the James Rest's Four Component Model, which is useful in developing ethical skills and, at the same time, applies it to a nursing practice. In this paper, we understand moral competencies as the ones attributed to people who are viewed as honest and virtuous, who show integrity, respect to the rights of others, detest favourism and other forms of immoral conduct that are used in order to achieve one's aims.…”