Giving Voice to Values: An undergraduate nursing curriculum project

Lynch, Sandra; Hart, Bethne; Costa, Catherine

doi:10.1016/j.colegn.2013.09.004

Cited by 12 publications

(21 citation statements)

References 3 publications

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“…Finally, authors have posited that ethics education in nursing curriculum should be focused on action, rather than analysis of ethical issues in practice. This may help undegraduate nursing students to “develop confidence and competence <…> (“moral muscles”) which enables individuals to respond with integrity to situations of ethical conflicts” (Lynch, Hart, & Costa, , pp. 369) and “to affirm nursing as their profession” (Payne, , pp.…”

Section: Discussionmentioning

confidence: 99%

General and professional values of student nurses and nurse educators

Riklikienė

Karosas

Kaselienė

2017

Journal of Advanced Nursing

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Section: Discussionmentioning

confidence: 99%

General and professional values of student nurses and nurse educators

Riklikienė

Karosas

Kaselienė

2017

Journal of Advanced Nursing

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“…student's responsiveness can be influenced by these structures (70). Therefore, content should include ethical principles and theories (10,21,50,61), human rights laws, nurses' rights and duties, institutional regulations, professional practice legislation, standards of care, and codes of conduct (10,50,70,72). Indeed, it should be pointed out to students they should not blindly use these norms in all nursing situations, but it is important to pay attention to the necessity of applying the rules in the specific situations.…”

Section: Discussionmentioning

confidence: 99%

Ethical Sensitivity in Nursing Students: Developing a Context–based Education

2020

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Introduction & Background:With growing ethical challenges in health care systems, focusing on ethics education is essential to develop ethical sensitivity in nursing students. This should be based on clarifying experiences of ethical sensitivity in nursing students in care contexts. Methods:To determine a framework for ethical sensitivity education based on explaining experiences of ethical sensitivity in nursing students. A qualitative approach was used as the study design. Data were analyzed using the conventional content analysis method. Ten nursing students and two nursing instructors in different educational hospitals in an urban area of Iran were selected using a purposeful sampling method. In-depth and semistructured interviews were used for data collection. The study protocol was approved by the Research Ethics Committee of medical university located in South of Iran. The ethical principles were carefully followed throughout the study.Results: Nursing student's ethical sensitivity consists of ethical perception, affectivity, critically cognitive processing, and intimate cooperation. Based on categories and subcategories of ethical sensitivity, an educational framework for teaching ethical sensitivity including teaching-learning purpose, content and methods was developed.Conclusion: Based on the results, ethical sensitivity education should be based on a virtue-based approach with the aim of developing practical wisdom. The content and teaching-learning approaches that lead to the development of practical wisdom and evolution of all dimension of ethical sensitivity are suggested.

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“…As with measuring nursing values, there is an extensive international literature on teaching values within nursing (Fahrenwald et al, 2005;Iacobucci, Daly, Lindell, & Griffin, 2013;Lynch, Hart, & Costa, 2014;McLean, 2012;Shaw & Degazon, 2008). Drawing on the American Nurse Association (2001) code of conduct values (human dignity, integrity, autonomy, altruism and social justice) Fahrenwald et al (2005) describe how they integrated these values into a nursing curriculum, arguing that when values are carefully embedded into education the legacy of caring behaviour, personified by nurses, will ensure that the future nursing workforce is strengthened (Fahrenwald et al, 2005).…”

Section: Teaching Nursing Valuesmentioning

confidence: 99%

“…There are examples of similar approaches taken in Australia. Lynch et al (2014) argue that in spite of the requirement of the Midwifery Board of Australia (2006 2016) for graduate nurse to be skilled in moral and ethical decision-making, there is little emphasis on developing student nurses values. These authors piloted the adoption of the Giving Voice to Values (GVV) curriculum designed by Gentile (2010).…”

Section: Teaching Nursing Valuesmentioning

confidence: 99%

“…The curriculum was designed to assists students and professional alike to practice responses to specific situations so their responses reflect their values (Gentile, 2010). Lynch et al (2014) reported that the method of rehearsal gave students a structured approach to speak about values as well as providing a framework to manage uncertainty or hesitation. They found that the outcomes of the pilot project supported the educational power of scenario-based learning suggesting that student nurses have greater levels of confident competence and 8 Nursing and midwifery graduates in the UK are expected to be of good character.…”

Section: Teaching Nursing Valuesmentioning

confidence: 99%

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Living nursing values: A collective case study

Rook¹

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<p>Distinctive humanistic values are foundational in professional nursing practice, commonly shared by members of the profession and the mainstay of how nurses act. The foundational values of the nursing discipline are balanced with clinical knowledge and technical skill. Nursing values presuppose nurses’ responsibility to nurture and protect, to heal, to cultivate healthy behaviours and attitudes, and to be present (physically and intellectually) during times of vulnerability, illness or injury. The rationale for this study came from the recognition that nursing has changed, so too have the characteristics of patients and the way healthcare is operationalised. Nurses are challenged on a daily basis to negotiate between meeting the complex needs of patients whilst addressing healthcare priorities and attending to their own personal and professional requirements. There is a growing philosophical debate about whether the healthcare climate is dehumanising health care professionals’ encounters with patients, including those of nurses, and creating a culture where enacted values are inconsistent with professionalism. The purpose of the research was to explore the values of professional nurses practicing in medical ward environments and how these values are lived in day-to-day practice. Case Study methodology was used to capture the contextual conditions of nursing values in nurses’ daily practice. Data collection was carried out in three medical wards in New Zealand; data were triangulated using observations, focus groups, interviews, burnout survey and theoretical application. The major theoretical and philosophical influences on the research, which were used to explore the data, were those of Isabel Menzies’ defences against anxiety and Edith Stein’s phenomenological theory of motivation and value. Key findings indicate that healthcare environments obstruct the enactment of humanistic nursing values stimulating value dissonance for nurses between how they want to practice and how they actually practice. Conflict arises from nurses experiencing systems that foster managerialism and cultures of anxiety. In order to cope with value dissonance, nurses enact unconscious defence mechanisms; resulting in constrained nursing practice, exhaustion, cynicism and burnout. This thesis challenges the nursing profession to acknowledge and address the visibility of nursing values in contemporary practice, as well as acknowledge the dissonance that exists between the values of nursing and the values that drive healthcare delivery. Humanistic nursing values remain important to practicing nurses. This study identifies in detail the every-day difficulties nurses face in seeking to enact their values and the managerial challenges that confront them. This information offers a trustworthy analysis of the challenges the nursing profession faces in addressing this problem. It also offers a basis for developing approaches that could strengthen nurses’ ability to enact the humanistic values they are professionally committed to provide. It is critical that any attempt to embed nursing values into clinical nursing practice is founded on a strategy that recognises and mitigates against dysfunctional organisations and organisational constraints. Drawing on findings from this thesis, it is recommended that the articulation and development of nursing values in acute clinical environments is responsive to organisational factors. Through this, the nursing community can develop, articulate and operationalise nursing values.</p>

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Giving Voice to Values: An undergraduate nursing curriculum project

Cited by 12 publications

References 3 publications

General and professional values of student nurses and nurse educators

General and professional values of student nurses and nurse educators

Ethical Sensitivity in Nursing Students: Developing a Context–based Education

Living nursing values: A collective case study

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