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Ethical reasoning in baccalaureate nursing students
Lynn Clark Callister1, Karlen E Luthy, Pam Thompson
1Brigham Young University College of Nursing, Provo, UT 84602, USA. lynn_callister@byu.edu
Nursing Ethics
|June 17, 2009
Summary
Baccalaureate nursing students develop ethical reasoning skills through nursing ethics courses. Key themes include professional practice, patient advocacy, and integrity, crucial for navigating clinical ethical dilemmas.
Area of Science:
- Nursing Education
- Bioethics
- Qualitative Research
Background:
- Nurses face increasing ethical dilemmas in clinical settings.
- Baccalaureate nursing education aims to equip students with critical thinking for ethical challenges.
Purpose of the Study:
- To describe the ethical reasoning development in baccalaureate nursing students.
- To explore student experiences within a nursing ethics course.
Main Methods:
- Descriptive qualitative study design.
- Analysis of reflective clinical journals from 70 baccalaureate nursing students.
- Qualitative inquiry approach.
Main Results:
- The overarching theme identified was 'in the process of becoming'.
- Sub-themes included professional practice, student confidence in ethical stands, patient advocacy, justice in care, spiritual dimensions, confronting healthcare realities, commitment to integrity, and compassionate care.
- Ethical reasoning development is linked to knowing and connecting.
Conclusions:
- Nursing ethics courses are vital for fostering critical thinking and ethical reasoning in students.
- The 'in the process of becoming' theme highlights the developmental journey of nursing students in ethical practice.
- Developing ethical reasoning is essential for effective and compassionate nursing care.
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