THE DEVELOPMENT OF LEARNED ETHICAL BEHAVIOR AMONG PROFESSIONAL NURSES.
Contributors: Northern Illinois University.
Published: 1994
Number of pages: 143
Subjects: Education, Adult and Continuing.; Health Sciences, Nursing.; Education, Administration.
Description: Nurses deal with ethical issues in their daily practice. Changes in health care technology and allocation of resources, as well as the aging of our population, necessitate the practice of ethically sound nursing care. The purpose of this study was to describe how registered nurses (RNs) learn to be ethical practitioners. The research questions asked about the influences on the RNs' ethical development and how RNs learn to handle ethical situations encountered in professional practice.

This qualitative study used the grounded theory approach and the technique of constant comparison. Theoretical sampling of individuals who believed themselves to be ethical practitioners was conducted. Eleven currently licensed RNs, with a minimum of two years work experience as a staff nurse in an acute care hospital, and one graduating nursing student (10 females and 2 males) were volunteer participants in one-half to one-hour audio taped interviews.

The major themes that emerged from this study were experience, powerlessness, role models, at-risk patients, and nursing roles. The first three themes, derived from influences in the RNs' personal and professional lives, served as the foundation for the development of ethical behaviors. The last two themes, at-risk patients and nursing roles, represent the components of the nurse patient relationship through which the nurses demonstrated professional ethical behaviors.

The following propositions were generated: First, nurses develop professional ethical behaviors through a process that involves the synthesis of influences from: (a) personal, family, nursing practice, environmental, and spiritual experiences; (b) feelings of powerlessness that arise with personal illness and family deaths, interactions with physicians, and unrealistic expectations for patient outcomes or one's professional performance; and (c) the observation of and interaction with family and friends, teachers, and nurses who served as role models.

Second, through the nurse-patient relationship, the nurse is able to actualize ethical behaviors on behalf of a compromised (at-risk) patient.
Notes: Source: Dissertation Abstracts International, Volume: 55-07, Section: A, page: 1789.

Thesis (ED.D.)--NORTHERN ILLINOIS UNIVERSITY, 1994.

School code: 0162.