HOW HOSPITAL NURSES REASON ABOUT ETHICAL DILEMMAS OF PRACTICE.
Contributors: Columbia University. Teachers College.
Published: 1990
Number of pages: 267
Subjects: Education, Educational Psychology.; Psychology, Developmental.; Women's Studies.; Health Sciences, Nursing.
Description: Hospital nurses in their unique role of constant care givers to hospitalized patients are faced with making front-line decisions about patient care. Many of these decisions involve ethical dilemmas not covered by clear-cut guidelines or procedures. Dealing with ethical dilemmas on a daily basis causes frustration, contributes to the low self esteem often felt by nurses in the hospital system, and exacerbates the current shortage of nurses.

It is important that nurse educators and administrators do more to assist nurses with these practice problems. Knowing how hospital nurses organize information in these situations, can assist educators and administrators in helping to shape nurses' reasoning processes.

How nurses make meaning relative to ethical dilemmas of practice is the content and focus of this qualitative two-phase study. In Phase One, data about the kinds of ethical dilemmas encountered by hospital nurses were collected with a critical incident instrument. Analysis of the responses of fifty-two nurses indicated that conflict between the roles of patient advocate and handmaiden to the physician was the most frequently reported basis of conflict for ethical problems. A standardized dilemma reflective of this conflict along with probes derived from the contextual factors most frequently mentioned by the nurses was devised to investigate the nurses' moral reasoning processes. In Phase Two, twenty-one nurses were interviewed in depth using the standardized dilemma and probes derived from Phase I.

Findings of the study indicate that there are three self-other orientations which form the basis of the subjects' style of moral reasoning. These orientations differ from those described by Kohlberg and Gilligan in that they are not value based. In contrast to the linear sequential model of most cognitive theorists this study proposes a different model for conceptualizing day to day moral reasoning and suggests a new configuration for a developmental model based on a helix structure.

Recommendations are made to nurse and other health care educators and administrators about how to use these data in planning educational programs. Recommendations are also made for further research in the area of moral development.
Notes: Source: Dissertation Abstracts International, Volume: 51-07, Section: A, page: 2315.

Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE, 1990.

School code: 0055.