THE IDENTIFICATION OF NURSING ETHICS CONTENT AND TEACHING STRATEGIES FOR BACCALAUREATE NURSING CURRICULUM THROUGH POLICY DELPHI.
Contributors: University of Connecticut.
Published: 1986
Number of pages: 292
Subjects: Education, Health.; Health Sciences, Nursing.
Description: This study attempted to identify the content and teaching strategies Advocates for Nursing Ethics believe are most likely to foster the development of ethical decision making skills by baccalaureate nursing students.

The two major research questions this study attempted to answer were: (1) What agreement is there among Advocates for Nursing Ethics who are lawyers, philosophers, physicians, practitioners of nursing, and professional nurse educators, concerning what curriculum content and corresponding teaching strategies are most likely to foster the development of ethical decision making skills by bacclaurate nursing students? (2) What are the major policy statements concerning what should comprise the basic nursing ethics content in baccalaureate nursing curricula?.

The research design determined to be most useful for answering the research questions was Policy Delphi. Group communication between the Advocates for Nursing Ethics was structured through a series of three questionnaires. The design permitted the advocates to influence one another and to change their opinions, but closure was not forced. Levels of High and Substantial Agreement among the advocates, as well as differences in opinions between professional subgroups, were determined. Those content items achieving High or Substantial Agreement among the advocates serve as the major policy statements for nursing ethics content. Corresponding optimal teaching strategies also were identified.

A total of ten lawyers, twelve philosophers, eleven physicians, ten practitioners of nursing, and fourteen professional nurse educators participated in this study. They identified twenty-one major policy statements for nursing ethics content: twelve High Agreement and nine Substantial Agreement content items. For all but three of these content items lecture/discussion was an optimal teaching strategy. Physicians and, to a greater extent, philosophers deviated more frequently than the other professional subgroups from total group opinions of what should comprise the basic nursing ethics content in baccalaureate nursing curricula. Practitioners of nursing and professional nurse educators demonstrated no such deviations.

Two significant implications are suggested by this study: nurses and physicians may view the nurse's role in ethical decision making differently; and philosophers may not have an understanding of what nurses believe they need to know for ethical decision making.
Notes: Source: Dissertation Abstracts International, Volume: 48-01, Section: A, page: 0052.

Thesis (PH.D.)--THE UNIVERSITY OF CONNECTICUT, 1986.

School code: 0056.