Does Ethics Education Influence the Moral Action of Practicing Nurses and Social Workers?

Grady, Christine; Danis, Marion; Soeken, Karen L.; O’Donnell, Patricia; Taylor, Carol; Farrar, Adrienne; Ulrich, Connie M.

doi:10.1080/15265160802166017

Cited by 171 publications

(163 citation statements)

References 19 publications

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“…6, June 2015 Education level of the research sample may have great influences on the overall outcome of these two studies. Education has been widely perceived as one of the most important socio-economic determinants of health and mortality [25]. This is similar to previous study where education level does predict the level of practice and application of the knowledge in daily life [26].…”

supporting

confidence: 87%

Demographic Influence on Muslim Flood Victim Wellbeing in Flood Prone Districts in Malaysia

Radzi¹,

Sipon²,

Othman³

et al. 2015

IJSSH

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supporting

confidence: 87%

Demographic Influence on Muslim Flood Victim Wellbeing in Flood Prone Districts in Malaysia

Radzi¹,

Sipon²,

Othman³

et al. 2015

IJSSH

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“…Although the specific content was not specified, the nurses in the study 32 reported that receiving such training increased their self-confidence in their ethical skills and ability to take moral action. Although controversy exists about the structure and content of ethics education in general, Wocial 33 suggests that it is necessary to move beyond the debate and provide continuing education.…”

Section: Ethical Actionmentioning

confidence: 99%

“…Many nurses receive instruction in ethics as part of their basic educational preparation program. However, the findings of a recent study by Grady et al 32 suggest that continuing education or in-house training is necessary to improve and maintain ethical skills.…”

Section: Ethical Actionmentioning

confidence: 99%

Developing Ethical Skills: From Sensitivity to Action

Robichaux

2012

Critical Care Nurse

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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.

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“…A study conducted in the US among nurses and social workers found that participants who had had more ethics education and training felt more confident in their moral judgments and were more likely to use ethics resources, such as ethics consultations, and take moral action (Grady et al 2008). That study only analyzed how nurses and social workers perceived their actions and did not assess real actions or effects on patient outcomes.…”

Section: Healthcare Ethics In Medical Education In Indiamentioning

confidence: 99%

Education in care ethics: a way to increase palliative care awareness in India

Gielen¹

2015

International Journal of Ethics Education

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In India, the private healthcare sector is rapidly growing. The focus on profit and curative treatment in this sector carries the danger of overtreatment and lack of attention to types of care where the margin of profit is limited, such as palliative care. Since further expansion of the private healthcare sector is unavoidable and even necessary due to limited government spending on healthcare in India, ways to promote palliative care awareness in such an environment need to be found. An important step towards this goal is the development of healthcare ethics education with a focus on those ethical theories which are most appropriate from a socio-cultural perspective. Principlism, the dominant model in Western healthcare ethics which applies the principles autonomy, beneficence, nonmaleficence and justice to ethical cases, may not be most suited to the Indian context. Principlism very strongly focuses on individualistic autonomy. Although autonomy can obviously not be neglected in Indian healthcare, ethical theories which pay more attention to relational aspects may be more appropriate. In this context, Care Ethics appears as a valuable ethical theory. Moreover, the focus on caring relationships in Care Ethics clearly points to the need of palliative care. Development of socio-culturally appropriate healthcare ethics education can inculcate ethical sensitivity which will benefit palliative care in India.

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Does Ethics Education Influence the Moral Action of Practicing Nurses and Social Workers?

Abstract: Ethics education has a significant positive influence on moral confidence, moral action, and use of ethics resources by nurses and social workers.

Cited by 171 publications

References 19 publications

Demographic Influence on Muslim Flood Victim Wellbeing in Flood Prone Districts in Malaysia

Demographic Influence on Muslim Flood Victim Wellbeing in Flood Prone Districts in Malaysia

Developing Ethical Skills: From Sensitivity to Action

Education in care ethics: a way to increase palliative care awareness in India

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