AN HISTORICAL STUDY OF NURSING ETHICS EDUCATION IN THE UNITED STATES--1873-1933.
Contributors: Rutgers University.
Published: 1989
Number of pages: 330
Subjects: Health Sciences, Nursing.; Education, History of.; Women's Studies.
Description: The purpose of this study is to identify, describe and interpret the process and content of nursing ethics education in the United States from 1873 until 1933. It focuses on early rules of conduct, regulations, ideals of practice and the dominant images of the nurse, which were precursors to the contemporary codification of nursing ethics, and composed the foundation of modern ethics education.

The synthesis of historical data recreates the past. Archival holdings, such as manuscripts and special collections were searched for content relevant to the ethical education of nurses in selected, representative nursing schools during the Victorian period in America and the early twentieth century. Professional literature and textbooks of the period were utilized to describe the character and content of discussion and debate on nursing codes, professional ideals and the desired curriculum.

The study established two distinct eras in ethics education. The first era called the Victorian-Restrictive (1873 to 1910), was characterized by control and suppression of nurses as they became institutional employees while in training. During this time ethics education was dominated by Victorian ideals of womanhood. Four standards of practice emerged and dominated the curriculum, when present: confidentiality, caring/doing no harm, loyalty and work. During the second era, called the Progressive-Expansive (1910 to 1933), ethics education was influenced by the profession's efforts to organize and standardise practice. There were no textbooks on nursing ethics. The work ethic of the first era was modified to a bureaucratic ethic and then to a democratic ethic as the profession directed its attention to the community, nation and world. The ethics of loyalty, caring/doing no harm and confidentiality were slightly modified relative to prevailing social and professional trends. During the second era debate on ethics education became lively as nurses gained confidence in their ability and right to be authors, educators and leaders within their sphere.

The study contributes to the understanding of the historical foundation of modern ethics and the nature of the relationships among nurses and their peers and co-workers. It uncovered the values held by the founders of the first schools, revealed the importance of teachers, superiors and textbooks, and analyzed the central ideas and images used to educate nurses about ethical relationships during the formative years of the profession.
Notes: Source: Dissertation Abstracts International, Volume: 50-11, Section: B, page: 4982.

Thesis (ED.D.)--RUTGERS THE STATE UNIVERSITY OF NEW JERSEY - NEW BRUNSWICK, 1989.

School code: 0190.