BibTex RIS Kaynak Göster

Hemşirelik Öğrencilerinin Ahlaki Duyarlılıkları ile İlişkili Faktörler

Yıl 2018, Cilt: 11 Sayı: 3, 209 - 217, 01.08.2018

Öz

Giriş: Nitelikli ve ahlaki olarak duyarlı hemşireler yetiştirebilmek için öğrencilerin ahlaki duyarlılıkları ile ilişkili faktörlerin farkında
olunması gereklidir. Amaç: Bu çalışmada hemşirelik öğrencilerinin ahlaki duyarlılık düzeylerinin sosyodemografik ve eğitimsel
değişkenlere göre değerlendirilmesi amaçlanmıştır. Yöntem: Bu çalışma kesitsel tanımlayıcı olarak planlanmıştır. Toplamda 300 hemşirelik
öğrencisinden 189'u çalışmaya gönüllü olarak katılmıştır. Veriler Ahlaki Duyarlılık Ölçeği ile toplanmıştır. Bulgular: Öğrencilerin toplam
ahlaki duyarlılık (F2-186,=3.82, p=0.020) ve otonomi (F2-186=6.65, p=0.000) puanları yaş ve eğitim düzeyine göre azalmaktadır. Arkadaşları
ile birlikte yaşayan (F2-171=4.09, p=0.008) ve etik dersi alan (t=2.34, p=0.020) öğrencilerin ahlaki duyarlılıkları daha düşük olarak
bulunmuştur. Sonuç: Beklenenin aksine öğrencilerin ahlaki duyarlılığı bazı alt boyutlarda ve toplam puanlarda yaşa ve eğitim düzeyine göre
azalmaktadır, diğer alt boyutlarda herhangi bir farklılık görülmemiştir. Bu sonuçlarda altı çizilen nedenler yapılacak nicel ve nitel çalışmalar
ile değerlendirilmelidir

Kaynakça

  • Ahn, S. H., & Yeom, H. A. (2013). Moral sensitivity and critical thinking disposition of nursing students in Korea. International Journal of Nursing Practice, 20, 482-489.
  • Allmark, P. (2005). Can the study of ethics enhance nursing practice? Journal of Advanced Nursing, 51(6), 618-624.
  • Arries, E. J. (2009). Interactional justice in student-staff nurse encounters. Nursing Ethics, 16, 147-160.
  • Austin, W., Lemermeyer, G., Goldberg, L., Bergum, V., & Johnson, M. S. (2005). Moral distress in healthcare practice: The situation of nurses. HEC Forum, 17, 33-48.
  • Banks, S., & Gallagher, A. (2009). Ethics in Professional Life: Virtues for Health and Social Care. (pp.11-49). Basingstoke, Palgrave MacMillan.
  • Baykara, Z. G., Demir, S. G., & Yaman, S. (2015). The effect of ethics training on students recognizing ethical violations and developing moral sensitivity. Nursing Ethics, 22(6):661-675.
  • Beauchamp, T. L., & Childress, J. F. (2001). Principles of Biomedical Ethics (6th ed., pp. 10-103). New York: Oxford University Press.
  • Becher, J., Visovsky, C. (2012). Horizontal violence in nursing. MEDSURG Nursing, 21(4), 210–232.
  • Benner, P., Sutphen, M., Leonard, V., & Day, L. (2009). Educating nurses: A call for radical transformation. (pp. 63-81). San Francisco CA: Jossey-Bass.
  • Borhani, F., Keshtgar, M., & Abbaszadeh, A. (2015). Moral self-concept and moral sensitivity in Iranian nurses. Journal of Medical Ethics and History of Medicine, 8(4):1-7.
  • Calatayud, D. P., Aldas, E. N. (2016). Developing Moral Sensitivity Through Protest Scenarios in International NGDOs’ Communication. Communication Research, 43(1):25-48.
  • Cameron, M. E., Schaffer, M., & Hyeoun-Ae, P. (2001). Nursing students’ experience of ethical problems and use of ethical decision-making models. Nursing Ethics, 28, 432-447.
  • Cannaerts, N., Gastmans, C., & Dierckx de Casterle, B. (2014). Contribution of ethics education to the ethical competence of nursing students: Educators’ and students’ perceptions. Nursing Ethics, 21(8), 861-878.
  • Comrie, R. W. (2012). An analysis of undergraduate and graduate student nurses’ moral sensitivity. Nursing Ethics, 19(1), 116-127.
  • Corley, M. C. (2002). Nurse moral distress: a proposed theory and research agenda. Nursing Ethics, 9(6), 636-650.
  • Corley M. C, Minick, P. Elswick, R. K. & Jacobs, M. (2005). Nurse moral distress and ethical work environment. Nursing Ethics, 12, 381-90.
  • Dierckx de Casterle, B., Izumi, S., Godfrey, N. S., & Denhaerynck, K. (2008). Nurses’ responses to ethical dilemmas in nursing practice: meta-analysis. Journal of Advanced Nursing, 63(6), 540-549.
  • Epstein, E. G., & Hamric, A. B. (2009). Moral distress, moral residue, and the crescendo effect. Journal of Clinical Ethics, 220(4), 330-342.
  • Ersoy, N., & Gundogmus, U. N. (2003). A study of the ethical sensitivity of physicians in Turkey. Nursing Ethics, 10, 472- 484.
  • Fairchild, R. M. (2010). Practical ethical theory for nurses responding to complexity in care. Nursing Ethics, 17(3), 353-362.
  • Gallagher, A. (2011). Moral distress and moral courage in everyday nursing practice. The Online Journal of Issues in Nursing, 16(2), 1-8.
  • Gallagher, A., & Hodge, S. (2012). Ethics, law and professional issues: a practice-based approach for health professionals. (pp. 143-160). Basingstoke: Palgrave MacMillan.
  • Gallagher, A., & Tschudin, V. (2010). Educating for ethical leadership. Nurse Education Today, 30, 224-227.
  • Gastmans, C. (2002). Fundamental ethical approach to nursing: some proposals for ethics education. Nursing Ethics, 9, 494- 507.
  • Goethals, S., Gastmans, C., & Dierckx de Casterle, B. (2010). Nurses’ ethical reasoning and behaviour: a literature review. International Journal of Nursing Studies, 47(5), 635-650.
  • Grob, C., Leng, J., & Gallagher, A. (2012). Educational responses to unethical healthcare practice. Nursing Standard, 26, 35- 41.
  • Haidt, T. J. (2001). The emotional dog and its rational tail: a social intuitionist approach to moral judgment. Psychological Review, 108, 814-834.
  • Hamric, A. B. (2010). Moral distress and nurse - physician relationships. AMA Virtual Mentor, 12(1), 6-11.
  • Hardingham, L. B. (2004). Integrity and moral residue: nurses as participants in a moral community. Nursing Philosophy, 5(2), 127-134.
  • Johnstone, M. J. (2009). Bioethics: a nursing perspective (5th ed., pp. 5-50). Chatswood, New South Wales: Churchill Livingstone/ Elsevier.
  • Kalaitzidis, E., & Schmitz, K. (2012). A study of an ethics education topic for undergraduate nursing students. Nurse Education Today, 32, 111-115.
  • Kalvemark, S., Hoglund, A., Hansson, M., Westerholm, P., & Arnetz, B. (2004). Living with conflicts ethical dilemmas and moral distress in the health care system. Social Science & Medicine, 58(6), 1075-1084.
  • Kanne, M. (1994). Professional nurses should have their own ethics: the current status of nursing ethics in the Dutch curriculum. Nursing Ethics, 1, 25-33.
  • Laabs, C. (2011). Perceptions of moral integrity: contradictions in need of explanation. Nursing Ethics, 18(3), 431-440.
  • Lovett, B. J., & Jordan, A. H. (2010). Levels of moralization: a new conception of moral sensitivity. Journal of Moral Education, 39(2), 175-189.
  • Lutzen, K., Cronqvist, A., Magnusson, A., & Andersson, L. (2003). Moral stress: synthesis of a concept. Nursing Ethics, 10, 312-322.
  • Lutzen, K., Dahlqvist, V., Eriksson, S., & Norberg, A. (2006). Developing the concept of moral sensitivity in healthcare practice. Nursing Ethics, 13, 187-196.
  • Lutzen, K., Everton, M., & Nordin, C. (1997). Moral sensitivity in psychiatric practice. Nursing Ethics, 4(6), 472-482.
  • May, C., Finch, T. (2009). Implementing, embedding, and integrating practices: an outline of normalization process theory. Sociology, 43(3), 535–554.
  • May, C.R., Frances, M., Finch, T., MacFarlane, A., Dowrick, C., Treweek, S., et al. (2009). Development of a theory of implementation and integration: normalization process theory. Implement. Science, 4(129), 1–9.
  • McCarthy, J., Deady, R. (2008). Moral distress reconsidered. Nursing Ethics, 15, 254-262.
  • Moll, J., de Oliveira-Souza, R., Moll, F. T., Ignácio, F. A., Bramati, I. E., Caparelli-Dáquer, E. M., et al. (2005). The moral affiliations of disgust: a functional MRI study. Cognitive and Behavioral Neurology, 18(1), 68-78.
  • Monteverde, S. (2014). Undergraduate healthcare ethics education, moral resilience, and the role of ethical theories. Nursing Ethics, 21(4), 385-401.
  • Murphy, F., Jones, S., Edwards, M., James, J., & Mayer, A. (2009). The impact of nurse education on the caring behaviours of nursing students. Nurse Education Today, 29, 254-264.
  • Naden, D., & Erikson, K. (2004). Understanding the importance of values and moral attitudes in nursing care in preserving human dignity. Nursing Science Quarterly, 17(1), 86-91.
  • Nolan, P. W., & Markert, D. (2002). Ethical reasoning observed: a longitudinal study of nursing students. Nursing Ethics, 9(3), 243-258.
  • Papp, I., Von Bonsdorf, M. (2003). Clinical environment as a learning environment: student nurses' perceptions concerning clinical learning experiences. Nurse Education Today, 23, 262–268.
  • Park, M., Kjervik, D., Crandell, J., & Oermann, M. H. (2012). The relationship of ethics education to moral sensitivity and moral reasoning skills of nursing students. Nursing Ethics, 19(4), 568-580.
  • Pattison, S., & Pill, R. (2004). Values in professional practice: Lessons for health, social care and other professionals. (pp. 31- 89). Oxford: Radcliffe Publishing.
  • Pauly, B. M., Varcoe, C., & Storch, J. (2012). Framing the issues: moral distress in health care. HEC Forum, 24, 1-11.
  • Pauly, B., Varcoe, C., Storch, J., & Newton, L. (2009). Registered nurses’ perceptions of moral distress and ethical climate. Nursing Ethics, 16(5), 561-573.
  • Pavlish, C., Brown-Saltzman, K., Hersh, M., Shirk, M., & Nudelman, O. (2011). Early indicators and risk factors for ethical issues in clinical practice. Journal of Nursing Scholarship, 43(1), 13-21.
  • Redman, B. K. (1996). Responsibility of healthcare ethics committees towards nurses. HEC Forum, 8, 52-60.
  • Redman, B. K., & Fry, S. T. (2000). Nurses’ ethical conflicts: what is really known about them? Nursing Ethics, 7(4), 360-366.
  • Reid-Ponte, P. (1992). Distress in cancer patients and primary nurses’ empathy skills. Cancer Nursing, 15(4), 283-292.
  • Rice, E., Rady, M., Hamrick, A., Verheijde, J. L., & Pendergast, D. K. (2008). Determinants of moral distress in medical and surgical nurses at an adult acute tertiary care hospital. Journal of Nursing Management, 16, 360-373.
  • Rushton, C. H., & Penticuff, J. H. (2007). A framework for analysis of ethical dilemmas in critical care nursing. AACN Advanced Critical Care,18(3), 323-328.
  • Schluter, J., Winch, S., Holzhauser, K., & Henderson, A. (2008). Nurses’ moral sensitivity and hospital ethical climate: a literature review. Nursing Ethics, 15, 304-321.
  • Scott, P. A. (1996). Ethics education and nursing practice. Nursing Ethics, 3, 53-63.
  • Strandberg, G., Norberg, A., & Jansson, L. (2003). Meaning of dependency on care as narrated by 10 patients. Research and Theory for Nursing Practice, 17, 65-84.
  • Thompson, C., & Stapley, S. (2011). Do educational interventions improve nurses’ clinical decision making and judgement? A systematic review. International Journal of Nursing Studies, 48, 881-893.
  • Tosun, H. (2005). Determining sensitivity of the nurses and the pysicians against the ethic dilemmas which experienced at the health care practices. Nursing Program Unpublished PhD Thesis, İstanbul University Institute of Health Sciences. İstanbul, Turkey.
  • Traynor, M., Boland, M., & Buus, N. (2010). Professional autonomy in 21st century healthcare: Nurses’ accounts of clinical decision-making. Social Science & Medicine, 71, 1506-1512.
  • Ulrich, C., O’Donnell, P., Taylor, C., Farrar, A., Danis, M., & Grady, C. (2007). Ethical climate, ethics stress and job satisfaction of nurses and social workers in the United States. Social Science & Medicine, 65, 1708-1719.
  • Wolf, Z. R., & Zuzelo, P. R. (2006). Never again stories of nurses: dilemmas in nursing practice. Qualitative Health Research, 16, 1191-1206.

The Related Factors of Moral Sensitivity in Nursing Students

Yıl 2018, Cilt: 11 Sayı: 3, 209 - 217, 01.08.2018

Öz

Background: Educating high quality and morally sensitive nurses requires educators to be aware of variables related to students’ moral
sensitivity. Objectives: The study aimed to determine the moral sensitivity levels of nursing students according to sociodemographic and
educational variables. Methods: This study employed a cross-sectional descriptive design. The number of respondents was 189 of the total
300 undergraduate nursing students. Data were collected using the Moral Sensitivity Questionnaire (MSQ). Results: Total moral sensitivity
(F2-186,=3.82, p=0.020) and autonomy (F2-186=6.65, p=0.000) scores of students decreased with age and educational level. The students who
were living with their friends (F2-171=4.09, p=0.008) and who had taken ethic courses (t=2.34, p=0.020), had a lower level of moral
sensitivity. Conclusion: Contrary to expectations, moral sensitivity levels of students usually decreased by age and educational level in some
sub-dimensions and the total scores, other sub-dimensions did not show any differences. The underlying causes of these results should be
explored with further quantitative and qualitative studies

Kaynakça

  • Ahn, S. H., & Yeom, H. A. (2013). Moral sensitivity and critical thinking disposition of nursing students in Korea. International Journal of Nursing Practice, 20, 482-489.
  • Allmark, P. (2005). Can the study of ethics enhance nursing practice? Journal of Advanced Nursing, 51(6), 618-624.
  • Arries, E. J. (2009). Interactional justice in student-staff nurse encounters. Nursing Ethics, 16, 147-160.
  • Austin, W., Lemermeyer, G., Goldberg, L., Bergum, V., & Johnson, M. S. (2005). Moral distress in healthcare practice: The situation of nurses. HEC Forum, 17, 33-48.
  • Banks, S., & Gallagher, A. (2009). Ethics in Professional Life: Virtues for Health and Social Care. (pp.11-49). Basingstoke, Palgrave MacMillan.
  • Baykara, Z. G., Demir, S. G., & Yaman, S. (2015). The effect of ethics training on students recognizing ethical violations and developing moral sensitivity. Nursing Ethics, 22(6):661-675.
  • Beauchamp, T. L., & Childress, J. F. (2001). Principles of Biomedical Ethics (6th ed., pp. 10-103). New York: Oxford University Press.
  • Becher, J., Visovsky, C. (2012). Horizontal violence in nursing. MEDSURG Nursing, 21(4), 210–232.
  • Benner, P., Sutphen, M., Leonard, V., & Day, L. (2009). Educating nurses: A call for radical transformation. (pp. 63-81). San Francisco CA: Jossey-Bass.
  • Borhani, F., Keshtgar, M., & Abbaszadeh, A. (2015). Moral self-concept and moral sensitivity in Iranian nurses. Journal of Medical Ethics and History of Medicine, 8(4):1-7.
  • Calatayud, D. P., Aldas, E. N. (2016). Developing Moral Sensitivity Through Protest Scenarios in International NGDOs’ Communication. Communication Research, 43(1):25-48.
  • Cameron, M. E., Schaffer, M., & Hyeoun-Ae, P. (2001). Nursing students’ experience of ethical problems and use of ethical decision-making models. Nursing Ethics, 28, 432-447.
  • Cannaerts, N., Gastmans, C., & Dierckx de Casterle, B. (2014). Contribution of ethics education to the ethical competence of nursing students: Educators’ and students’ perceptions. Nursing Ethics, 21(8), 861-878.
  • Comrie, R. W. (2012). An analysis of undergraduate and graduate student nurses’ moral sensitivity. Nursing Ethics, 19(1), 116-127.
  • Corley, M. C. (2002). Nurse moral distress: a proposed theory and research agenda. Nursing Ethics, 9(6), 636-650.
  • Corley M. C, Minick, P. Elswick, R. K. & Jacobs, M. (2005). Nurse moral distress and ethical work environment. Nursing Ethics, 12, 381-90.
  • Dierckx de Casterle, B., Izumi, S., Godfrey, N. S., & Denhaerynck, K. (2008). Nurses’ responses to ethical dilemmas in nursing practice: meta-analysis. Journal of Advanced Nursing, 63(6), 540-549.
  • Epstein, E. G., & Hamric, A. B. (2009). Moral distress, moral residue, and the crescendo effect. Journal of Clinical Ethics, 220(4), 330-342.
  • Ersoy, N., & Gundogmus, U. N. (2003). A study of the ethical sensitivity of physicians in Turkey. Nursing Ethics, 10, 472- 484.
  • Fairchild, R. M. (2010). Practical ethical theory for nurses responding to complexity in care. Nursing Ethics, 17(3), 353-362.
  • Gallagher, A. (2011). Moral distress and moral courage in everyday nursing practice. The Online Journal of Issues in Nursing, 16(2), 1-8.
  • Gallagher, A., & Hodge, S. (2012). Ethics, law and professional issues: a practice-based approach for health professionals. (pp. 143-160). Basingstoke: Palgrave MacMillan.
  • Gallagher, A., & Tschudin, V. (2010). Educating for ethical leadership. Nurse Education Today, 30, 224-227.
  • Gastmans, C. (2002). Fundamental ethical approach to nursing: some proposals for ethics education. Nursing Ethics, 9, 494- 507.
  • Goethals, S., Gastmans, C., & Dierckx de Casterle, B. (2010). Nurses’ ethical reasoning and behaviour: a literature review. International Journal of Nursing Studies, 47(5), 635-650.
  • Grob, C., Leng, J., & Gallagher, A. (2012). Educational responses to unethical healthcare practice. Nursing Standard, 26, 35- 41.
  • Haidt, T. J. (2001). The emotional dog and its rational tail: a social intuitionist approach to moral judgment. Psychological Review, 108, 814-834.
  • Hamric, A. B. (2010). Moral distress and nurse - physician relationships. AMA Virtual Mentor, 12(1), 6-11.
  • Hardingham, L. B. (2004). Integrity and moral residue: nurses as participants in a moral community. Nursing Philosophy, 5(2), 127-134.
  • Johnstone, M. J. (2009). Bioethics: a nursing perspective (5th ed., pp. 5-50). Chatswood, New South Wales: Churchill Livingstone/ Elsevier.
  • Kalaitzidis, E., & Schmitz, K. (2012). A study of an ethics education topic for undergraduate nursing students. Nurse Education Today, 32, 111-115.
  • Kalvemark, S., Hoglund, A., Hansson, M., Westerholm, P., & Arnetz, B. (2004). Living with conflicts ethical dilemmas and moral distress in the health care system. Social Science & Medicine, 58(6), 1075-1084.
  • Kanne, M. (1994). Professional nurses should have their own ethics: the current status of nursing ethics in the Dutch curriculum. Nursing Ethics, 1, 25-33.
  • Laabs, C. (2011). Perceptions of moral integrity: contradictions in need of explanation. Nursing Ethics, 18(3), 431-440.
  • Lovett, B. J., & Jordan, A. H. (2010). Levels of moralization: a new conception of moral sensitivity. Journal of Moral Education, 39(2), 175-189.
  • Lutzen, K., Cronqvist, A., Magnusson, A., & Andersson, L. (2003). Moral stress: synthesis of a concept. Nursing Ethics, 10, 312-322.
  • Lutzen, K., Dahlqvist, V., Eriksson, S., & Norberg, A. (2006). Developing the concept of moral sensitivity in healthcare practice. Nursing Ethics, 13, 187-196.
  • Lutzen, K., Everton, M., & Nordin, C. (1997). Moral sensitivity in psychiatric practice. Nursing Ethics, 4(6), 472-482.
  • May, C., Finch, T. (2009). Implementing, embedding, and integrating practices: an outline of normalization process theory. Sociology, 43(3), 535–554.
  • May, C.R., Frances, M., Finch, T., MacFarlane, A., Dowrick, C., Treweek, S., et al. (2009). Development of a theory of implementation and integration: normalization process theory. Implement. Science, 4(129), 1–9.
  • McCarthy, J., Deady, R. (2008). Moral distress reconsidered. Nursing Ethics, 15, 254-262.
  • Moll, J., de Oliveira-Souza, R., Moll, F. T., Ignácio, F. A., Bramati, I. E., Caparelli-Dáquer, E. M., et al. (2005). The moral affiliations of disgust: a functional MRI study. Cognitive and Behavioral Neurology, 18(1), 68-78.
  • Monteverde, S. (2014). Undergraduate healthcare ethics education, moral resilience, and the role of ethical theories. Nursing Ethics, 21(4), 385-401.
  • Murphy, F., Jones, S., Edwards, M., James, J., & Mayer, A. (2009). The impact of nurse education on the caring behaviours of nursing students. Nurse Education Today, 29, 254-264.
  • Naden, D., & Erikson, K. (2004). Understanding the importance of values and moral attitudes in nursing care in preserving human dignity. Nursing Science Quarterly, 17(1), 86-91.
  • Nolan, P. W., & Markert, D. (2002). Ethical reasoning observed: a longitudinal study of nursing students. Nursing Ethics, 9(3), 243-258.
  • Papp, I., Von Bonsdorf, M. (2003). Clinical environment as a learning environment: student nurses' perceptions concerning clinical learning experiences. Nurse Education Today, 23, 262–268.
  • Park, M., Kjervik, D., Crandell, J., & Oermann, M. H. (2012). The relationship of ethics education to moral sensitivity and moral reasoning skills of nursing students. Nursing Ethics, 19(4), 568-580.
  • Pattison, S., & Pill, R. (2004). Values in professional practice: Lessons for health, social care and other professionals. (pp. 31- 89). Oxford: Radcliffe Publishing.
  • Pauly, B. M., Varcoe, C., & Storch, J. (2012). Framing the issues: moral distress in health care. HEC Forum, 24, 1-11.
  • Pauly, B., Varcoe, C., Storch, J., & Newton, L. (2009). Registered nurses’ perceptions of moral distress and ethical climate. Nursing Ethics, 16(5), 561-573.
  • Pavlish, C., Brown-Saltzman, K., Hersh, M., Shirk, M., & Nudelman, O. (2011). Early indicators and risk factors for ethical issues in clinical practice. Journal of Nursing Scholarship, 43(1), 13-21.
  • Redman, B. K. (1996). Responsibility of healthcare ethics committees towards nurses. HEC Forum, 8, 52-60.
  • Redman, B. K., & Fry, S. T. (2000). Nurses’ ethical conflicts: what is really known about them? Nursing Ethics, 7(4), 360-366.
  • Reid-Ponte, P. (1992). Distress in cancer patients and primary nurses’ empathy skills. Cancer Nursing, 15(4), 283-292.
  • Rice, E., Rady, M., Hamrick, A., Verheijde, J. L., & Pendergast, D. K. (2008). Determinants of moral distress in medical and surgical nurses at an adult acute tertiary care hospital. Journal of Nursing Management, 16, 360-373.
  • Rushton, C. H., & Penticuff, J. H. (2007). A framework for analysis of ethical dilemmas in critical care nursing. AACN Advanced Critical Care,18(3), 323-328.
  • Schluter, J., Winch, S., Holzhauser, K., & Henderson, A. (2008). Nurses’ moral sensitivity and hospital ethical climate: a literature review. Nursing Ethics, 15, 304-321.
  • Scott, P. A. (1996). Ethics education and nursing practice. Nursing Ethics, 3, 53-63.
  • Strandberg, G., Norberg, A., & Jansson, L. (2003). Meaning of dependency on care as narrated by 10 patients. Research and Theory for Nursing Practice, 17, 65-84.
  • Thompson, C., & Stapley, S. (2011). Do educational interventions improve nurses’ clinical decision making and judgement? A systematic review. International Journal of Nursing Studies, 48, 881-893.
  • Tosun, H. (2005). Determining sensitivity of the nurses and the pysicians against the ethic dilemmas which experienced at the health care practices. Nursing Program Unpublished PhD Thesis, İstanbul University Institute of Health Sciences. İstanbul, Turkey.
  • Traynor, M., Boland, M., & Buus, N. (2010). Professional autonomy in 21st century healthcare: Nurses’ accounts of clinical decision-making. Social Science & Medicine, 71, 1506-1512.
  • Ulrich, C., O’Donnell, P., Taylor, C., Farrar, A., Danis, M., & Grady, C. (2007). Ethical climate, ethics stress and job satisfaction of nurses and social workers in the United States. Social Science & Medicine, 65, 1708-1719.
  • Wolf, Z. R., & Zuzelo, P. R. (2006). Never again stories of nurses: dilemmas in nursing practice. Qualitative Health Research, 16, 1191-1206.
Toplam 65 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Research Article
Yazarlar

Yeter Sinem Üzar Özçetin

Duygu Hiçdurmaz Bu kişi benim

Yayımlanma Tarihi 1 Ağustos 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 11 Sayı: 3

Kaynak Göster

APA Üzar Özçetin, Y. S., & Hiçdurmaz, D. (2018). The Related Factors of Moral Sensitivity in Nursing Students. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 11(3), 209-217.

Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi ULAKBİM Türk Tıp Dizini, Türk Medline, Türkiye Atıf Dizini, Şubat 2021 tarihinden beri EBSCO Host ve 26 Ekim 2021 tarihinden itibaren DOAJ ve 18 Ocak 2022 tarihinden beri Index Copernicus tarafından indekslenmektedir.

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