PERSPECTIVES IN PSYCHO-ETHICAL DECISION MAKING: IMPLICATIONS FOR COLLABORATION BETWEEN NURSING EDUCATION AND PRACTICE.
Contributors: University of South Dakota.
Published: 1985
Number of pages: 278
Subjects: Health Sciences, Nursing.
Description: Purpose of the Study. The purpose was to identify discrepancies in the emphasis given by educators and nurses in psychiatric/mental health nursing to factors influencing the ethical decision making process and to related content in nursing education.

An implication for collaboration was to facilitate psycho-ethical decision making through effective learning experiences.

Procedures for the Study. The subjects consisted of 42 educators in 23 baccalaureate nursing programs and 311 nurses in 56 psychiatric/mental health care facilities in South Dakota, Nebraska, Iowa and Minnesota. Stratified sampling procedures were used. Subjects voluntarily participated by completing a questionnaire, "Perspectives on Ethical Decision Making." Descriptive statistics were used to summarize the data. The differences in means were tested for significance at the .05 level using t-test procedures.

Results of the Study. Psychiatric/mental health nursing education was perceived as only somewhat adequate in preparing nurses for ethical decision making. Nurses indicated they felt adequately to highly prepared to deal with ethical issues. Both groups rated confidentiality highest and conflict resolution lowest.

To promote ethical decision making ability, educators preferred clinical conferences and values clarification. Nurses indicated reviews in legalities, codes of ethics, and standards of practice would be most helpful. Increased organizational policies were rated by both groups as least helpful.

Nurses rated the influence of factors within the organizational climate that restrict ethical decision making ability significantly higher than educators. Nurses were not significantly more influenced by practical considerations; however, educators were significantly more influenced by theoretical issues.

Nurses indicated the following topics should receive greater emphasis in nursing education: legal provisions and client rights, judicious use of restraints/seclusion, safe-guarding, providing external controls, knowledge of ethical theories, decision making process and the development of a personal philosophy of ethics.

Educators emphasized to a significantly greater degree collaboration with clients, provision of services with respect and the influences of the nurse's value system in treatment.

Content prioritized by both groups were: provision of services with respect, the acceptance of responsibility for individual nursing decision and actions, and coordination/consultation with the interdisciplinary team.
Notes: Source: Dissertation Abstracts International, Volume: 46-06, Section: B, page: 1872.

Thesis (ED.D.)--UNIVERSITY OF SOUTH DAKOTA, 1985.

School code: 0203.