Moral Reasoning and Moral Behavior Among Selected Groups of Practicing Nurses

Ketefian, Shaké

doi:10.1097/00006199-198105000-00011

Cited by 87 publications

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“…Most of the early studies in nursing were based on the theoretical work of Lawrence Kohlberg, 2,3 and focused on a variety of issues, including moral development, ethical decision making and actions, effects of education on moral development and ethical decision making, and instrument development. [4][5][6][7][8][9][10] Based on the theory of cognitive development, Kohlberg claimed that moral judgement consisted of a sequence of stages that represent a consistent logic that can be abstracted from the content of a variety of situations. Although quickly recognized as the predominant theory of moral development, Kohlberg's work met with growing criticism in the mid-1980s.…”

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confidence: 99%

Being a Good Nurse and Doing the Right Thing: a qualitative study

2002

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Despite an abundance of theoretical literature on virtue ethics in nursing and health care, very little research has been carried out to support or refute the claims made. One such claim is that ethical nursing is what happens when a good nurse does the right thing. The purpose of this descriptive, qualitative study was therefore to examine nurses' perceptions of what it means to be a good nurse and to do the right thing. Fifty-three nurses responded to two open-ended questions: (1) a good nurse is one who...; and (2) how does a nurse go about doing the right thing? Three hundred and thirty-one data units were analysed using qualitative content analysis. Seven categories emerged: personal characteristics, professional characteristics, patient centredness, advocacy, competence, critical thinking and patient care. Participants viewed ethical nursing as a complex endeavour in which a variety of decision-making frameworks are used. Consistent with virtue ethics, high value was placed on both intuitive and analytical personal attributes that nurses bring into nursing by virtue of the persons they are. Further investigation is needed to determine just who the 'good nurse' is, and the nursing practice and education implications associated with this concept.

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confidence: 99%

Being a Good Nurse and Doing the Right Thing: a qualitative study

2002

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“…This data was obtained before the initial use of the instrument (Ketefian, 1982). The tool was used first by the developer (Ketefian, 1981; but it has since been used in additional studies (Gaul, 1987;Turner, 1990;Turner & Bechtel, 1998) supporting the validity and reliability.…”

Section: Methodsmentioning

confidence: 99%

“…It was known as Ketefian's Judgments About Nursing Decisions (JAND) and was divided into two parts; in part A, the participant answered regarding what the nurse should do, and in part B, the participant answered regarding how likely the nurse was to follow through with the action identified. (Ketefian, 1981;Ketefian, 1982).…”

Section: Methodsmentioning

confidence: 99%

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Relationship of Ethical Knowledge to Action in Senior Baccalaureate Nursing Students

Moe

2018

Nurs Educ Perspect

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correlation between knowledge and action in senior baccalaureate nursing students. There was no significant difference in this relationship as a result of education or experience within the student group but a large discrepancy in the numbers of participants in each group may have impacted this finding. Thus college credit in courses on ethics, previous experience with making health care decisions, and general experience in health care did not significantly impact this relationship, but did indicate a need for further research.

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“…Only a few researchers have explored the relationship between ethical reasoning and ethical practice. [3][4][5][6] Numerous instruments have been used to measure ethical behaviour. With respect to ethical reasoning, the three most frequently used are the Defining Issues Test (DIT), 7 the Nursing Dilemma Test (NDT), 8 …”

Section: Review Of the Literaturementioning

confidence: 99%

Nursing Students’ Responses to Ethical Dilemmas in Nursing Practice

et al. 1997

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In literature as well as in nursing practice a growing concern about nurses' ethical competence can be observed. Based on the cognitive theory of moral development by Kohlberg, this research examined nursing students' ethical behaviour in five nursing dilemmas. Ethical behaviour refers not only to the ethical reasoning of nursing students but also to the relationship between reasoning and behaviour. Kohlberg's definition of morality was refined by adding a care perspective. The results show that the majority of students can be located in the fourth moral stage according to Kohlberg's theory, that is, the conventional level of moral development. This finding implies that students are still guided by professional rules, norms and duties, and have not (yet) succeeded in making personal ethical decisions on the basis of their own principles and acting according to such decisions.

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Moral Reasoning and Moral Behavior Among Selected Groups of Practicing Nurses

Cited by 87 publications

References 0 publications

Being a Good Nurse and Doing the Right Thing: a qualitative study

Being a Good Nurse and Doing the Right Thing: a qualitative study

Relationship of Ethical Knowledge to Action in Senior Baccalaureate Nursing Students

Nursing Students’ Responses to Ethical Dilemmas in Nursing Practice

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