Differences in Moral Judgment Between Nursing Students and Qualified Nurses

Kim, Yong-Soon; Park, Jin Hee; Han, Sung-Suk

doi:10.1177/0969733007075865

Cited by 26 publications

(19 citation statements)

References 14 publications

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“…It was concluded that activities that help nurses understand and use principled moral judgements should facilitate their confidence in their clinical decision‐making. Furthermore, qualified nurses were found to have significantly higher moral judgement scores than nursing students (Kim, Park & Han 2007). Kim et al .…”

Section: Discussionmentioning

confidence: 99%

Does moral judgement improve in occupational therapy and physiotherapy students over the course of their pre‐licensure training?

Geddes

Salvatori

Eva

2009

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Healthcare professionals often encounter moral dilemmas in clinical practice that require increased responsibility and accountability for ethical decision‐making. This paper reports the results of a 6‐year longitudinal study that explored changes in moral judgement of five consecutive cohorts of occupational therapy (OT) and physical therapy (PT) students over the course of their professional training. The training programme included an ethics education component. The Defining Issues Test (DIT) developed at the University of Minnesota was used to measure moral judgement. A total of 548 students participated in the study. At entry into their professional training, the DIT scores of the OT and PT students were similar but higher overall than the norms established for college level students or for graduates from professional programmes in the DIT standardization sample. At the time of graduation, results showed no significant differences in moral judgement scores between males and females, their chosen programme of study (OT or PT), year of entry, or previous education. Comparing entry scores to exit scores from both programmes for 288 students who provided data at both times, we found that moral judgement scores increased significantly in both OT and PT students over the 2‐year programme of study. No differences were found in scores across gender, programme, year of entry, or previous education. Implications are discussed for including a formal ethics education component in the curricula of all health professional training programmes. Recommendations for future research are outlined.

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Section: Discussionmentioning

confidence: 99%

Does moral judgement improve in occupational therapy and physiotherapy students over the course of their pre‐licensure training?

Geddes

Salvatori

Eva

2009

Learn Health Soc Care

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“…We sent three questionnaires to one university and requested that they be distributed to three faculty members who were responsible for leading clinical practice (one of whom was involved in the field of fundamental nursing). In the field of fundamental nursing, the faculty members are often responsible for conducting courses on nursing ethics, and previous studies have shown that student nurses often experience ethical problems in clinical practice [14]. …”

Section: Methodsmentioning

confidence: 99%

“…Issues such as not telling patients the truth [12] and the inappropriate provision of information [13] were also indicated as ethical problems. Student nurses who were the subjects of these investigations were typically at least third-year students; however, these students reportedly also experienced various ethical problems during fundamental clinical practice [14]. The results of one study regarding the experience of student nurses during clinical practice revealed that the nursing faculty offered very little support [7].…”

Section: Introductionmentioning

confidence: 99%

Consulted ethical problems of clinical nursing practice: perspective of faculty members in Japan

Tsuruwaka

2017

BMC Nurs

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BackgroundThere are several studies that have targeted student nurses, but few have clarified the details pertaining to the specific ethical problems in clinical practice with the viewpoint of the nursing faculty. This study was to investigate the ethical problems in clinical practice reported by student nurses to Japanese nursing faculty members for the purpose of improving ethics education in clinical practice.MethodThe subjects comprised 705 nursing faculty members (we sent three questionnaires to one university) who managed clinical practice education at 235 Japanese nursing universities. We performed a simple tabulation of the four items shown in the study design. 1) the details of student nurse consultations regarding ethics in clinical practice (involving the students themselves, nurses, care workers, clinical instructors, and nursing faculty members); 2) the methods of ethics education in clinical practice; 3) the difficulties experienced by the nursing faculty members who received the consultations; and 4) the relationship between clinical practice and lectures on ethics. Furthermore, the analysis was based on the idea of ethical principles, respect for persons, beneficence, and justice.ResultsThe response rate was 28% (198 questionnaires). The nursing faculty members were consulted for various problems by student nurses. The details of these consultations were characterized by the principles of respect for patient by nurses, the principles of benevolence by faculty and clinical instructors, and the principle of justice pertaining to evaluations. The results indicate that there is an awareness among the nursing faculty regarding the necessity of some sort of ethics education at clinical settings. Moreover, based on the nature of the contents of the consultations regarding the hospital and staff, it was evident that the nursing faculty struggled in providing responses. More than half of subjects exhibited an awareness of the relationship between the classroom lectures on ethics and clinical practice.ConclusionThe results suggest the need for analyzing the ethical viewpoints of student nurses, prior learning, and collaboration with related courses as part of ethics education in clinical practice.Electronic supplementary materialThe online version of this article (doi:10.1186/s12912-017-0217-3) contains supplementary material, which is available to authorized users.

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“…Many scholars are keen to stress the distance between the 'ideal' ethical choice and the 'real' ethical behaviour (Raines, 2000;Kim et al, 2007). Some studies illustrate how nurses have difficulties to implement their decisions in practice underlining the importance of contextual factors in limiting the ability of nurses to put into practice their decisions or to act according to their values (Dierckc de Casterlé et al, 1997Raines, 2000;Rodney et al, 2002;Varcoe et al, 2004;Kim et al, 2007).…”

Section: Emotional Warmth and Perception Of Ethical Problemsmentioning

confidence: 99%

In search of salience: phenomenological analysis of moral distress

2014

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The nurse's moral competences in the management of situations which present ethical implications are less investigated in literature than other ethical problems related to clinical nursing. Phenomenology affirms that emotional warmth is the first fundamental attitude as well as the premise of any ethical reasoning. Nevertheless, it is not clear how and when this could be confirmed in situations where the effect of emotions on the nurse's decisional process is undiscovered. To explore the processes through which situations of moral distress are determined for the nurses involved in nursing situations, a phenomenological-hermeneutic analysis of a nurse's report of an experience lived by her as a moral distress situation has been conducted. Nursing emerges as a relational doctrine that requires the nurse to have different degrees of personal involvement, the integration between logical-formal thinking and narrative thinking, the perception of the salience of the given situation also through the interpretation and management of one's own emotions, and the capacity to undergo a process of co-construction of shared meanings that the others might consider adequate for the resolution of her problem. Moral action requires the nurse to think constantly about the important things that are happening in a nursing situation. Commitment towards practical situations is directed to training in order to promote the nurse's reflective ability towards finding salience in nursing situations, but it is also directed to the management of nursing assistance and human resources for the initial impact that this reflexive ability has on patients' and their families' lives and on their need to be heard and assisted. The only case analysed does not allow generalizations. Further research is needed to investigate how feelings generated by emotional acceptance influence ethical decision making and moral distress in nursing situations.

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Differences in Moral Judgment Between Nursing Students and Qualified Nurses

Cited by 26 publications

References 14 publications

Does moral judgement improve in occupational therapy and physiotherapy students over the course of their pre‐licensure training?

Does moral judgement improve in occupational therapy and physiotherapy students over the course of their pre‐licensure training?

Consulted ethical problems of clinical nursing practice: perspective of faculty members in Japan

In search of salience: phenomenological analysis of moral distress

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