Moral reasoning and ethical decision making in beginning baccalaureate nursing students

2.50
Hdl Handle:
http://hdl.handle.net/10755/150348
Type:
Presentation
Title:
Moral reasoning and ethical decision making in beginning baccalaureate nursing students
Abstract:
Moral reasoning and ethical decision making in beginning baccalaureate nursing students
Conference Sponsor:Sigma Theta Tau International
Conference Year:1991
Author:Wehrwein, Teresa, PhD
P.I. Institution Name:Madonna University
Title:Director Center for Research
The purpose of this correlational study was to explore moral

reasoning and ethical decision making in basic and degree

completion baccalaureate nursing students to provide insight into

the current level of and expectations for, ethics in nursing

practice among students. The theoretical framework was Kohlberg's

theory of moral development. The literature was reviewed in the

areas of moral reasoning, studies of moral reasoning in nursing,

nursing education, nursing ethics, and studies of nursing ethics in

educational settings. Rest's Defining Issues Test, Ketefian's

Judgement About Nursing Decision Test, and demographic information

were used. The sample of 195 subjects from 10 institutions was

surveyed during their first professional course. Findings

included: a mean moral reasoning score of 38.727, which was higher

than previously reported groups of nursing students with no

differences between the degree completion and basic subgroups, and

a mean ethical decision-making score of 20.624 with no differences

between the degree completion and basic subgroups. For the subject

characteristics of age, education, care giving experience,

completion of ethics courses, and work experience, no differences

were seen for moral reasoning. For the ethical decision making

scores, females, subjects with ethics courses, and subjects with

health care experience scored higher. The hypotheses that

predicted relationships between level of moral reasoning and

ethical decision making, previous educational experience and moral

reasoning, and completion of an ethics course and moral reasoning

were rejected. The hypotheses that predicted subjects with

long-term health care work-experience and subjects with an ethics

course would have higher ethical decision scores, were supported.

In conclusion, education in ethics appeared to assist students

develop an awareness of ethical practice and subjects with

extensive previous health care experience expected nurses to

practice more ethically. Implications for nursing education

included recommendations for placing ethics content early in the

curriculum and the need for continuing support of ethical

development in new graduates. Implications for research included

continued refinement of the instruments to measure ethical decision

making in nursing and studies of the evolution of ethical decision

making skills in individual nurses.



Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleMoral reasoning and ethical decision making in beginning baccalaureate nursing studentsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/150348-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Moral reasoning and ethical decision making in beginning baccalaureate nursing students</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">1991</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Wehrwein, Teresa, PhD</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Madonna University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Director Center for Research</td></tr><tr><td colspan="2" class="item-abstract">The purpose of this correlational study was to explore moral<br/><br/>reasoning and ethical decision making in basic and degree<br/><br/>completion baccalaureate nursing students to provide insight into<br/><br/>the current level of and expectations for, ethics in nursing<br/><br/>practice among students. The theoretical framework was Kohlberg's<br/><br/>theory of moral development. The literature was reviewed in the<br/><br/>areas of moral reasoning, studies of moral reasoning in nursing,<br/><br/>nursing education, nursing ethics, and studies of nursing ethics in<br/><br/>educational settings. Rest's Defining Issues Test, Ketefian's<br/><br/>Judgement About Nursing Decision Test, and demographic information<br/><br/>were used. The sample of 195 subjects from 10 institutions was<br/><br/>surveyed during their first professional course. Findings<br/><br/>included: a mean moral reasoning score of 38.727, which was higher<br/><br/>than previously reported groups of nursing students with no<br/><br/>differences between the degree completion and basic subgroups, and<br/><br/>a mean ethical decision-making score of 20.624 with no differences<br/><br/>between the degree completion and basic subgroups. For the subject<br/><br/>characteristics of age, education, care giving experience,<br/><br/>completion of ethics courses, and work experience, no differences<br/><br/>were seen for moral reasoning. For the ethical decision making<br/><br/>scores, females, subjects with ethics courses, and subjects with<br/><br/>health care experience scored higher. The hypotheses that<br/><br/>predicted relationships between level of moral reasoning and<br/><br/>ethical decision making, previous educational experience and moral<br/><br/>reasoning, and completion of an ethics course and moral reasoning<br/><br/>were rejected. The hypotheses that predicted subjects with<br/><br/>long-term health care work-experience and subjects with an ethics<br/><br/>course would have higher ethical decision scores, were supported.<br/><br/>In conclusion, education in ethics appeared to assist students<br/><br/>develop an awareness of ethical practice and subjects with<br/><br/>extensive previous health care experience expected nurses to<br/><br/>practice more ethically. Implications for nursing education<br/><br/>included recommendations for placing ethics content early in the<br/><br/>curriculum and the need for continuing support of ethical<br/><br/>development in new graduates. Implications for research included<br/><br/>continued refinement of the instruments to measure ethical decision<br/><br/>making in nursing and studies of the evolution of ethical decision<br/><br/>making skills in individual nurses.<br/><br/><br/><br/></td></tr></table>en_GB
dc.date.available2011-10-26T10:22:19Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T10:22:19Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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