NURSING ETHICS IN THE 90S: ISSUES NURSES FACE AND HOW EDUCATION CAN ADDRESS THEM (BIOETHICS).
Contributors: Portland State University.
Published: 1996
Number of pages: 335
Subjects: Health Sciences, Nursing.; Education, Adult and Continuing.; Education, Health.
Description: With remarkable advances in medical technology, changes in delivery systems, and rumors of health care reform, continuing education in the health care field is essential. Although these changes influence many areas, the field of bioethics is particularly affected, with new challenges related to the application of technology, allocation of scarce resources, and complications in the decision-making process. Nurses, as fellow human beings, patient advocates, and agents of their employing institutions, are often caught up in these challenges of bedside bioethics.

This study surveyed 573 practicing nurses at five metropolitan medical centers in the Northwest, exploring their experiences with ethical dilemmas in their daily nursing care. Survey questions covered the areas of type and frequency of dilemmas encountered, priority given to ethical dilemmas in daily care, the role of the nurse when the patient has an ethical dilemma, the respondent's previous education with regard to nursing ethics, other resources that the nurse uses when confronted with an ethical dilemma, self-rating of skills in dealing with ethical dilemmas, and perceptions of barriers encountered when dealing with an ethical dilemma. Responses were analyzed for relationships between items and demographic variables.

Of the nurse respondents, 67% indicated that their undergraduate preparation in ethics was fair or poor; 58% had some continuing education in ethics (mean of 2.1 hours). Also, nurses who graduated from nursing school in the 1940s and 1950s had less exposure to ethics in their curricula. Personal experiences involving family, friends, and patients were identified as influencing their approaches to ethical dilemmas. The most frequently encountered barrier to the implementation of an ethical decision was physical preference. Institutional resources found helpful in dealing with ethical dilemmas were: peers (77%), physicians (73%), supervisors (59%), and ethics committee (49%). Recommendations for ethics class content for practicing nurses include: (a) an overview of the causes and scope of ethical dilemmas in contemporary health care, (b) a theoretical basis for analysis of ethical dilemmas based on accepted universal ethical principles, (c) opportunities for the student to reflect on personal values, and (d) clarification of the role of the nurse when the patient has an ethical dilemma.
Notes: Source: Dissertation Abstracts International, Volume: 57-06, Section: B, page: 3654.

Thesis (ED.D.)--PORTLAND STATE UNIVERSITY, 1996.

School code: 0180.