Unmet Needs for Clinical Ethics Support Services in Nurse: Based on focus group interviews

Kim, Sanghee; Seo, Minjeong; Kim, Doo Ree

doi:10.1177/0969733016654312

Cited by 8 publications

(4 citation statements)

References 33 publications

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“… 1 New technology, various and increasing demands, limited resources and conflicting values create continuous ethical issues. 2 In Norway, municipal long-term care (nursing homes and home nursing care services) are particularly challenged by more and sicker patients because of the restructuring of healthcare services 3 along with an increasingly elderly population.…”

Section: Introductionmentioning

confidence: 99%

Nurse managers’ perspectives on working with everyday ethics in long-term care

Devik

Munkeby²,

Finnanger

et al. 2020

Nurs Ethics

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Background: Nurse managers are expected to continuously ensure that ethical standards are met and to support healthcare workers’ ethical competence. Several studies have concluded that nurses across various healthcare settings lack the support needed to provide safe, compassionate and competent ethical care. Objective: The aim of this study was to explore and understand how nurse managers perceive their role in supporting their staff in conducting ethically sound care in nursing homes and home nursing care. Design and participants: Qualitative individual interviews were performed with 10 nurse managers with human resources responsibilities for healthcare workers in four nursing home wards and six home nursing care districts. Content analysis was used to analyse the data. Ethical considerations: The Norwegian Centre for Research Data granted permission for this study. Findings: The analysis resulted in seven subcategories that were grouped into three main categories: managers’ perception of the importance of the role, managers’ experiences of exercising the role and managers’ opportunities to fulfil the role. Challenges with conceptualizing ethics were highlighted, as well as lack of applicable tools or time and varying motivation among employees. Discussion: The leaders tended to perceive ethics as a ‘personal matter’ and that the need for and benefit of ethical support (e.g., ethics reflection) depended on individuals’ vulnerability, attitudes, commitment and previous experiences. The managers did not seem to distinguish between their own responsibility to support ethical competence and the responsibility of the individual employee to provide ethical care. Conclusions: Our findings suggest that nurse managers need support themselves, both to understand and to carry out their responsibilities to foster their staffs’ ethical conduct. Supporting staff in conducting ethically sound care requires more than organizing meeting places for ethical reflection; it also requires greater awareness and understanding of what ethical leadership means.

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Section: Introductionmentioning

confidence: 99%

Nurse managers’ perspectives on working with everyday ethics in long-term care

Devik

Munkeby²,

Finnanger

et al. 2020

Nurs Ethics

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“…The results of this study align with previous findings that practical experience in clinical environments allows students to confront ethical nursing situations directly, face conflicting values, and experience the pressure of ethical decisionmaking. Much of nursing ethical knowledge is contextual and can be better understood through direct experiences with patients and colleagues in clinical settings (S. Kim et al, 2018;Kucukkelepce et al, 2020;Ramos et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

Levels of Nursing Ethics Knowledge among Students without Clinical Experience

Panyuwa

2024

IJGHR

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Nursing ethics plays a crucial role in shaping the nursing profession, and a thorough understanding of ethical values serves as the foundation for delivering quality healthcare services. Objective: To describe the level of nursing ethics knowledge among nursing students who do not yet have clinical practice experience in hospitals. Method: This research employed a quantitative descriptive research design. Data analysis utilized a descriptive statistical approach, presenting frequency data and percentage levels of knowledge. The population in the study consists of all first-semester nursing students who have yet to undergo clinical practice. The sampling technique employed is purposive sampling. The research sample comprised 82 students lacking clinical practice experience. The questionnaire assessing nursing ethics knowledge underwent validity testing, obtaining a value of 1 > 0.355 and reliability testing with a Cronbach's alpha value of 0.961 > 0.60. The questionnaire consisted of 29 items. Results: The findings of this study indicate percentage categories for the level of nursing ethics knowledge among students as follows: (21%) abysmal, (28%) poor, (20%) fair, (18%) good, and (16%) very good. Conclusions: Innovative learning strategies, practical experiences, and in-depth curriculum studies in the field of professional ethics in nursing are important to help address the limitations of nursing ethics knowledge.

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“…Such consideration can include whether a judgment was correct [3], whether an action that was performed was based on ethical guidelines [21], and whether the action benefitted the patient [17]. In addition, sharing and discussing problems can alleviate mentally complex feelings [22] and help nurses/nursing students reconsider their related attitudes [18]. Furthermore, as a nurse, he learned seriously about the patient, reviewed the nursing provided, made an ethical decision, and learned to act with knowledge and skills [3].…”

Section: Attributesmentioning

confidence: 99%

Concept Analysis of Ethical Competence of Nursing Students and Nurses

Yoshioka¹,

Kaneko²

2019

OJN

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[Aim] This study aimed to conduct a concept analysis and clarification of ethical competence of nursing students and nurses, and further clarify the components. [Method] Rodger's concept analysis method was used. A literature search was conducted using the ICHUSHI database, MEDLINE, and CINAHL databases. The keywords included in the search were ethical competence. A total of 24 published articles were analyzed. [Results] As a concept of ethical competence among nursing students and nurses, five categories of [ethical sensitivity], [ethical reasoning], [ethical decision making], [ethical practice], [ethical reflection], obviously became. As a component, two categories of antecedent factors and three categories of consequences were identified. I defined ethical competence in nursing students and nurses, "including nursing students and nurses thinking processes and nursing practice and reflection to solve ethical problems Behavioral characteristics". [Conclusion] Review of nursing practice from an ethical perspective [ethical reflection] is indispensable for clarifying self-tasks and deepening better nursing practice.

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Unmet Needs for Clinical Ethics Support Services in Nurse: Based on focus group interviews

Cited by 8 publications

References 33 publications

Nurse managers’ perspectives on working with everyday ethics in long-term care

Nurse managers’ perspectives on working with everyday ethics in long-term care

Levels of Nursing Ethics Knowledge among Students without Clinical Experience

Concept Analysis of Ethical Competence of Nursing Students and Nurses

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