2.50
Hdl Handle:
http://hdl.handle.net/10755/158713
Type:
Presentation
Title:
Creating a Framework for The Ethic of Care in a Nursing Classroom
Abstract:
Creating a Framework for The Ethic of Care in a Nursing Classroom
Conference Sponsor:Midwest Nursing Research Society
Conference Year:2009
Author:Leslie, Jamie, MA, BSN
P.I. Institution Name:University of Illinois at Chicago
Title:Health Systems Science
Contact Address:1041 Delta Avenue #202, Cincinnati, OH, 45208, USA
Contact Telephone:513-321-4076
Co-Authors:J.L. Leslie, Health Systems Science, University of Illinois at Chicago, Chicago, IL;
Background: Several studies have been conducted to ascertain how nursing students experience care through the curriculum. Analyses have revealed that care can be subdivided into five aspects: care as human trait, affect, interpersonal interaction, therapeutic intervention, and moral imperative. There has been no attempt to provide conceptual clarification of these individual facets of care. Purpose: The purpose of this study was to develop a conceptual framework for care as moral imperative, or "ethic of care" through conceptual analysis. Methods: Guided by the evolutionary method of concept analysis described by Beth Rodgers (2000), references were analyzed for evidence of the ethic of care. Using the terms "ethic of care" and "nursing education," CINAHL was searched for references pertinent to this topic of interest. Results: Out of 65 references available from CINAHL published between 1937 and July 2007 using the key terms, 17 references were excluded as pertaining to other disciplines or completely unrelated to the topic of interest. Along with the remaining 48 references, 40 references identified by experts as germane to this topic were included in the analysis (n=86). Five antecedents (self-care, a supportive environment, self-knowledge, ethical teacher preparation, premise of nonviolence) and five attributes (developing relationships with students, acknowledging context, living one's values, demonstrating a caring intention, and practicing ethical action) were identified as central to practicing the ethic of care in a nursing classroom. Predicted consequences included freedom, individual growth, and the transformation of society. Conclusion and implications: Education to practice an ethic of care will occur differently in every nursing classroom as it will incorporate the varied experiences of students and faculty present. Further research is ongoing to observe and describe elements of ethic of care in classrooms.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Midwest Nursing Research Society

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleCreating a Framework for The Ethic of Care in a Nursing Classroomen_GB
dc.identifier.urihttp://hdl.handle.net/10755/158713-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Creating a Framework for The Ethic of Care in a Nursing Classroom</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Midwest Nursing Research Society</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2009</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Leslie, Jamie, MA, BSN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of Illinois at Chicago</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Health Systems Science</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">1041 Delta Avenue #202, Cincinnati, OH, 45208, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">513-321-4076</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">jleslie@uic.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">J.L. Leslie, Health Systems Science, University of Illinois at Chicago, Chicago, IL;</td></tr><tr><td colspan="2" class="item-abstract">Background: Several studies have been conducted to ascertain how nursing students experience care through the curriculum. Analyses have revealed that care can be subdivided into five aspects: care as human trait, affect, interpersonal interaction, therapeutic intervention, and moral imperative. There has been no attempt to provide conceptual clarification of these individual facets of care. Purpose: The purpose of this study was to develop a conceptual framework for care as moral imperative, or &quot;ethic of care&quot; through conceptual analysis. Methods: Guided by the evolutionary method of concept analysis described by Beth Rodgers (2000), references were analyzed for evidence of the ethic of care. Using the terms &quot;ethic of care&quot; and &quot;nursing education,&quot; CINAHL was searched for references pertinent to this topic of interest. Results: Out of 65 references available from CINAHL published between 1937 and July 2007 using the key terms, 17 references were excluded as pertaining to other disciplines or completely unrelated to the topic of interest. Along with the remaining 48 references, 40 references identified by experts as germane to this topic were included in the analysis (n=86). Five antecedents (self-care, a supportive environment, self-knowledge, ethical teacher preparation, premise of nonviolence) and five attributes (developing relationships with students, acknowledging context, living one's values, demonstrating a caring intention, and practicing ethical action) were identified as central to practicing the ethic of care in a nursing classroom. Predicted consequences included freedom, individual growth, and the transformation of society. Conclusion and implications: Education to practice an ethic of care will occur differently in every nursing classroom as it will incorporate the varied experiences of students and faculty present. Further research is ongoing to observe and describe elements of ethic of care in classrooms.</td></tr></table>en_GB
dc.date.available2011-10-26T21:19:27Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T21:19:27Z-
dc.description.sponsorshipMidwest Nursing Research Societyen_GB
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