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Developing Ethical Thinking in Clinical Settings: A Case Study

2015Journal article Open access
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dc.contributor.authorCarvalho Pinto, Cristina
dc.contributor.authorAbreu, Wilson
dc.date.accessioned2020-11-27T13:54:14Z
dc.date.available2020-11-27T13:54:14Z
dc.date.issued2015
dc.description.abstractDuring their clinical learning, nursing students face complex realities. These require the mobilisation of scientific knowledge but also provide taxonomies of moral reasoning skills to develop ethical thinking. The main questions of the study were: how do students' clinical experiences affect the development of their ethical thinking? How can clinical teachers help students to overcome ethical tensions? The purposes were to explore students' experiences that might lead to ethical tensions and dilemmas; to identify opportunities to develop ethical thinking and ethical reasoning, and to evaluate the effectiveness of educational strategies that encourage students to value acting with good intentions and achieving the best outcome. An ethnographic study was conducted involving students from a nursing school in the North of Portugal. Data were collected using three methods. A questionnaire was used to identify the students’ moral orientation. Participant observation was carried out to identify tensions or ethical dilemmas. Semi-structured interviews were conducted to clarify and deepen the information gathered. Six dimensions emerged from the content analysis: the environment; learning styles; the influence of role models; mentorship processes; previous experience and the meaning of the ethical dilemmas to the students. These dimensions allowed us to understand the way students develop their ethical reasoning and show that educational strategies can improve the skills required to overcome moral dilemmas. Developing ethical thinking is an ecological process that takes place through processes of complex interactions between students, clinical teachers and patients. Students' ethical thinking is determined by what they experience in the settings they spend time in. Teachers should understand that clinical reasoning is dependent upon ethical thinking and is influenced by cultural experiences.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationProcedia - Social and Behavioral Sciences 171 ( 2015 ) 661 – 667pt_PT
dc.identifier.doi10.1016/j.sbspro.2015.01.175pt_PT
dc.identifier.issn1877-0428
dc.identifier.urihttp://hdl.handle.net/10400.26/34175
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherElsevierpt_PT
dc.relation.publisherversionhttps://www.sciencedirect.com/science/article/pii/S1877042815002050pt_PT
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/pt_PT
dc.subjectBioethicspt_PT
dc.subjectNursingpt_PT
dc.subjectMoralpt_PT
dc.titleDeveloping Ethical Thinking in Clinical Settings: A Case Studypt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage667pt_PT
oaire.citation.startPage661pt_PT
oaire.citation.titleProcedia - Social and Behavioral Sciencespt_PT
oaire.citation.volume171pt_PT
person.familyNameCarvalho Pinto
person.familyNameAbreu
person.givenNameCristina
person.givenNameWilson
person.identifier.ciencia-idA01B-7B37-636C
person.identifier.ciencia-id0313-F7A6-AE60
person.identifier.orcid0000-0003-1068-738X
person.identifier.orcid0000-0002-0847-824X
person.identifier.scopus-author-id57191608626
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublication4a6f350f-a482-4244-a74b-5abd52f9bb31
relation.isAuthorOfPublication2a9bfbb4-8930-4c6c-9ed5-21d856df4a1d
relation.isAuthorOfPublication.latestForDiscovery4a6f350f-a482-4244-a74b-5abd52f9bb31

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