Nursing, education, and sterile ethical fields

Abstract

The premise of this article is that sterile ethical fields are created in order to cope with the complex issues of daily life, including nursing work. This mechanism of action facilitates the ability to solve problems and decide actions, but at the same time can result in behavior contradictory to basic values and principles. The dialectical method is presented as a means to address issues in a more holistic manner that honors the connectedness of reality.

Development of the ethical dimension in nursing theory

“…Does the theory emphasize rights, goals or duties, and in what proportion? 9 Are valued ethical principles relevant to the theory made explicit? Is reference to those principles consistent or are there contradictions, such as advocating client autonomy while simultaneously depicting the client as a reactive agent to environmental stimuli? 5 Are ideals of conduct, virtues, rights and responsibilities of the ethical agents in the theory clarified? 22 Are the values or biases underlying the theory articulated? 21 Are value‐laden concepts such as personhood, rights of the person and society, consent, distributive justice and personal integrity defined? 2 Are the assumptions of the theory congruent with the current sociopolitical environment, including ethical codes for practice and social policy? 23 Are contextual factors relevant to the theory's application addressed? 24 Do the theory's propositions provide clear guidance for ethical practice in nursing? Does the prevailing ethical attitude in the theory translate into considerations for education and research?…”