Nursing Leaders' Experiences With the Ethical Dimensions of Nursing Education

Gray, Mary Tod

doi:10.1177/0969733007088358

Cited by 15 publications

(18 citation statements)

References 10 publications

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“…However, confidentiality may actually benefit managers in that it allows investigative processes and reduces the possibility for conflict as well as the risk of scrutiny and censure of managers. Gray (2008) raises the idea of ambiguity around ethical issues associated with confidentiality and comments that in some circumstances, there are no clear ‘right or wrong answers’. When considering whistle blowing, one could argue that if the issue is about a particular person, one can see the argument (need) for confidentiality.…”

Section: Discussionmentioning

confidence: 99%

Exploring confidentiality in the context of nurse whistle blowing: issues for nurse managers

Jackson¹,

Peters²,

Hutchinson³

et al. 2011

Journal of Nursing Management

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Aim The aim of this paper is to reveal the experiences and meaning of confidenti-ality for Australian nurses in the context of whistle blowing. Background Despite the ethical, legal and moral importance of confidentiality within the health-care context, little work has addressed the implications of confi-dentially related to whistle-blowing events. Methods The study used qualitative narrative inquiry. Eighteen Australian nurses, with first-hand experience of whistle blowing, consented to face-to-face semi-structured interviews. Results Four emergent themes relating to confidentiality were identified: (1) confi-dentiality as enforced silence; (2) confidentiality as isolating and marginalizing; (3) confidentiality as creating a rumour mill; and (4) confidentiality in the context of the public's 'right to know'. Conclusions The interpretation and application of confidentiality influences the outcomes of whistle blowing within the context of health-care services. Conversely, confidentially can be a protective mechanism for health-care institutions. Implications for nursing management It is beholden upon nurse manager to care-fully risk manage whistleblowing events. It is important that nurse managers are aware of the consequences of their interpretation and application of confidentiality to whistle-blowing events, and the potentially competing outcomes for individuals and the institution.

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Section: Discussionmentioning

confidence: 99%

Exploring confidentiality in the context of nurse whistle blowing: issues for nurse managers

Jackson¹,

Peters²,

Hutchinson³

et al. 2011

Journal of Nursing Management

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show abstract

“…An example may found with those who are selected to lead efforts of professional nurse education. Gray (2008) reported on a qualitative pilot study that explored four nurse leaders' experience with what she called the ethical dimensions of leadership in education. Using a phenomenological approach, the results yielded four main themes including: integrity, justice, wrestling with decisions, and the power of information.…”

Section: The Metaphor Of Reading Between the Linesmentioning

confidence: 99%

“…Using a phenomenological approach, the results yielded four main themes including: integrity, justice, wrestling with decisions, and the power of information. Gray (2008) stated that "these themes clarify the values that direct these leaders' actions as they mediate community needs common to educational and healthcare institutions" (p. 332).…”

Section: The Metaphor Of Reading Between the Linesmentioning

confidence: 99%

“…In discussing the idea of dissemination versus confidentiality Gray (2008) stated that nurse leaders are the hub and interpreters of multiple layers of information that must be sorted, filtered, and prioritized. She asserted that nurse leaders in education make critical decisions about which information to seek, to disseminate, to ignore, and to keep confidential.…”

Section: Nurse Education and Reading Between The Linesmentioning

confidence: 99%

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Reading Between the Lines

Milton

2011

Nurs Sci Q

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The climate of contemporary healthcare is chaotic and in constant change. University faculty members receive incessant societal calls to better educate and graduate greater numbers of nurse leaders. Healthcare literature is replete with discussions of the desired qualities of successful leaders. In this column, readers are invited to reflect upon potential meanings for holding up the mirror and for the metaphor of reading between the lines from a humanbecoming theoretical perspective in leading-following situations.

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“…The ethical nature of a clinical context is an important determinant of its climate, which in turn impacts on the justice and goodness of relationships among people, their attitudes and behavior. [6][7][8] An ethical learning context can be defined as one with a strong ethical value orientation where ethical values are lived and practiced within student-clinical staff encounters. Ethical values, such as justice (fairness) and integrity (demonstration of respect and honesty), have been identified as important values in nursing in general, but in student-clinical staff encounters in particular.…”

Section: Introductionmentioning

confidence: 99%

Interactional Justice in Student— Staff Nurse Encounters

Arries

2009

Nurs Ethics

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The focus of this article is on nursing students' perceptions of interactional justice during student-staff nurse encounters. A descriptive survey using a combined questionnaire on interactional justice was used to collect the data. Reliability analysis for the theoretical dimensions of interactional justice revealed a Cronbach's alpha value greater than 0.70. The student nurses perceived staff nurses to be interactionally unjust during their contact with them. Significant differences were observed between interactional justice and some demographic characteristics of students. Fourth year students perceived staff to provide better justifications for decisions that affect them than third and second year students. Although black students, in contrast to white students, perceived clinical staff as significantly more truthful, these results are inconclusive. Students who engage for longer periods of time in the clinical learning context perceived their relationships and how they are treated by clinical staff as more just. Recommendations for further research are made.

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Nursing Leaders' Experiences With the Ethical Dimensions of Nursing Education

Cited by 15 publications

References 10 publications

Exploring confidentiality in the context of nurse whistle blowing: issues for nurse managers

Exploring confidentiality in the context of nurse whistle blowing: issues for nurse managers

Reading Between the Lines

Interactional Justice in Student— Staff Nurse Encounters

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