Ethical Reasoning in Baccalaureate Nursing Students

Abstract

Nurses are encountering an increasing number of ethical dilemmas in clinical practice. Ethics courses for baccalaureate nursing students provide the opportunity for the development of critical thinking skills in order to deal with these effectively. The purpose of this descriptive qualitative study was to describe ethical reasoning in 70 baccalaureate nursing students enrolled in a nursing ethics course. Reflective clinical journals were analyzed as appropriate for qualitative inquiry. The overriding theme emerging from the data was 'in the process of becoming', which includes: practicing as a professional, lacking the confidence as a student nurse to take an ethical stand, advocating for patients, being just in the provision of care, identifying the spiritual dimensions of nursing practice, confronting the 'real world' of health care, making a commitment to practice with integrity, and caring enough to care. The development of critical thinking and ethical reasoning within the framework of knowing and connecting is essential in nursing education.

The influence of ethics education on awareness of nursing students with no clinical experience regarding the code of ethics: A case study

“…[1] The rapid advancement in biotechnology and medical technology has brought medical achievements to human beings in the form of health promotion and life extension, but it has also significantly increased concerns that the dignity of human life could be encroached upon. [2] In addition, nurses who take care of clients in clinical settings, unlike in the past, are often confronted with various ethical issues, such as research ethics related to clinical trials, including stem cells and gene therapy; issues related to birth, such as embryo reproduction, abortion, and surrogate motherhood; and questions related to life-sustaining treatments, the process of death, and so forth. [3] In order to help establish a value system in students, nursing education needs to employ a holistic approach.…”

The use of critical reflective inquiry among American Baccalaureate Nursing Students in a global service learning experience in Haiti: A qualitative study

“…These are important outcomes of ethics based education; with ethical knowledge and moral reasoning skills being a precursor to professional behaviors in future nurses. [30,31] The use of CRI also prompted students to reflect on and critique deeper questions regarding global issues, not likely to be resolved, as well as to critically think beyond the immediate care provided in the clinic.…”

Ethical problems in the clinical setting from the perspective of nursing students

“…Bu süreçte hemşirelik öğrencileri, sağlık profesyonellerinin ya da öğretim elemanlarının, hastalara hasta yakınlarına ya da kendilerine karşı profesyonel olmayan tutum ve davranışları ile karşılaşabilmekte ve deneyimledikleri bu olumsuzluklar klinik öğrenme süreçlerini olumsuz yönde etkileyebilmektedir (1,3,5). Tüm bunlar öğrencilerin farklı boyutlarda ve türlerde etik sorunlar yaşamalarına neden olabilmektedir (6)(7)(8). Bu sorunların kaynağı kimi zaman bir hekim kimi zaman hasta kimi zaman ise hemşire olabilmektedir (9)(10)(11)(12).…”

“…Öğrencilerin klinik öğretim sürecinde etik sorunu tanımlayıp irdelemeleri, mezun olup alanda çalışmaya başladıkları zaman, etik ikilemlerle karşılaştıklarında neler yapacakları konusunda eleştirel düşünmeye teşvik edecektir (6). Biz de etik davranışın kazandırılmasında eğitimin ve klinik uygulamanın önemli bir yeri olduğu; klinik öğretim esnasında etik sorunu belirleme ve irdelemenin kritik düşünmeyi arttıracağı kanaatindeyiz.…”