The key to understanding the moral identity of modern nursing and the distinctiveness of nursing ethics resides in a deeper examination of the extensive nursing ethics literature and history from the late 1800s to the mid 1960s, that is, prior to the "bioethics revolution". There is a distinctive nursing ethics, but one that falls outside both biomedical and bioethics and is larger than either. Were, there a greater corpus of research on nursing's heritage ethics it would decidedly recondition the entire argument about a distinctive nursing ethics. It would also provide a thicker account of nursing ethics than has been afforded thus far. Such research is dependent upon identifying, locating, accessing and, more importantly, sharing these resources. A number of important heritage ethics sources are identified so that researchers might better locate them. In addition, a bibliography of heritage ethics textbooks and a transcript of the earliest known journal article on nursing ethics in the US are provided.

Heritage ethics Toward a thicker account of nursing ethics

Practice what you teach: a case study of ethical conduct in the academic setting.

This research focuses on the creation of an institutional logic--efficiency--and on its organizing principles of standardization and business practices through a study of the American Hospital Association and its publication, the Modern Hospital. In the early years of the 20th century, efficiency began to emerge as a first institutional logic for the management of hospitals. The term was defined broadly, encompassing not only economy but also quality and breadth of services, as well as access to care. This early emphasis on efficiency foreshadowed three issues that affect health policy and hospital management to this day: the pressure on hospitals to introduce new technology while containing cost, the assumption that hospitals should act like businesses, and the practice of offering large hospitals as the model for other providers.

Toward the creation of an institutional logic for the management of hospitals: efficiency in the early nineteen hundreds.

Technological changes, interpersonal relationships, and scarce resources have created a complex environment for health professionals. Nurses, as the largest group of health care providers, are confronted with moral issues when dealing with managed care policies, end-of-life care and workplace or institutional issues. Moral issues are expressed as moral distress, which has been linked to decreased satisfaction, termination of employment and leaving the profession of nursing altogether. Moral distress, therefore, decreases the number of nurses and contributes to the critical nursing shortage. The purpose of this study was to examine the relationships, if any, among the types, frequency and resolution of moral issues perceived by nurses in West Virginia and their educational preparation, educational needs, and selected demographics. Nurses from West Virginia reported staffing patterns that limited patient access to the nurse as the most disturbing moral issues in the workplace. Significant relationships (p < .05) were found among independent variables of interest and end-of-life, direct care, and human rights conflicts. Nurses who worked closest to the patient (staff nurses) were more likely to express moral distress than those with advanced practice status. Nurses with higher degrees and those who worked part-time experienced less distress. Nurses in this West Virginia sample recommended ethics components for all educational programs.

/pdf/the-relationship-among-the-types-frequency-and-resolution-of-1bf53g06b6.pdf

The Relationship Among the Types, Frequency and Resolution of Moral Conflicts Perceived by Nurses in West Virginia and Their Educational Preparation, Educational Needs, and Selected Demographics

Teaching moral reasoning to students is a challenge for all nursing educators. The National League for Nursing and American Nurses' Association emphasize the importance of ethical content within the curriculum. Review of the literature indicates that ethics has been part of the nursing curriculum since the early 1900s. However, the focus of nursing ethics has changed to more critical reflective thinking versus duties and etiquette. Educators have used a variety of methods for teaching ethics and integrating it into the curriculum. Yet nursing graduates still lack adequate skills to be morally accountable practitioners. This creates a dilemma for the educator to find ways to integrate more ethics content into an already crowded curriculum. The code of ethics of holistic nurses may serve as a basis to guide nurse educators in resolving some of the problems encountered in promoting moral education.

Teaching moral reasoning to student nurses.

Ethics. Talks to Nurses

THERE is no class of women workers in this country more overworked, more under-paid, and more poorly prepared for their work than the superintendents of small hospitals. In most instances the holders of these positions are graduate women nurses because no mere man would consent to assume such great responsibility and to work so many hours for the salary received. Every day the large hospitals are recommending for positions of great responsibility, women who have had no preparation for the work which lies before them. They are often recent graduates, or young women who have been head nurses for some time, and who have never ma.naged even the smallest household. The head nurse of a large hospital ward may manage her ward admirably, and yet have the vaguest idea as to how to purchase hospital supplies or to order the groceries. She sends to the supply room and to the kitchen, lists of things needed after the medical officer has decided what the patients shall eat and drink. The responsibility of the patients rests for the most part with that young man. She keeps order, works hard, may or may not teach the pupil nurses, as this depends upon the kind of woman she is and her ability. Why is she chosen? Because she is a "good ward housekeeper" and chances to be available. What are her new duties ? She goes to a hospital of say twenty-five beds, ten nurses, and five servants. Sometimes she has a housekeeper. If so, the salary is so small, that only a woman of little experience can be obtained. Her assistant is often a recent graduate, ready to give herself without stint to the work in hand but with no special knowledge for her many duties. The management of the storeroom, kitchen, and laundry is made arduous in the extreme by the constant procession of women of various nationalities coming and going out of the back door of the hospital. The trustees know little about hospital work and are willing to leave most matters to the judgment of the superintendent. The hospital is probably dependent upon charity for its continued existence. There are eight or ten physicians on the staff, all of whom must be pleased and met with such tact as she can summon to her aid. The superintendent assigns patients to their beds, sees their friends, and is at the mercy of anyone who chooses to call for her at the door or over 622

Superintendents Of Small Hospitals

[Miss Foley chanced to be in France at the time of Miss Delano's death, passing through on her way to Italy. Before proceeding with her journey she wrote the following account for the JOURNAL, knowing that these details are what all who loved Miss Delano would be longing to hear.-Ed.] As all know by this time, Miss Delano died on April 15, at Base Hospital No. 69, in Savenay, where she had been ever since she first arrived there ill, on February 10th. Savenay is a large hospital center, about twenty miles from St. Nazaire, the nearest embarkation point. It began originally with one base hospital, now it has eight, each of which has its own hospital personnel, although Base No. 100 has no nurses,-it has convalescents only, and two nurses go up daily to do the dressings. There were over 1,400 patients and over 200 nurses at No. 69 alone, to say nothing of the Medical Staff, corps men, and other workers. About 10,000 patients can be cared for in the eight hospitals. Savenay is one of the large centers like Brest and Bordeaux, that have grown up since the signing of the Armistice. It is miles back from the fighting line, but as rapidly as the northern hospitals can be evacuated, the men are transferred to the nearest embarkation point and one by one, other units were sent to Savenay, until it became the huge place it is now. Miss Delano had a small room on the ground floor of the nurses' barracks, just next to the nurses' sitting room. She was given the best possible care and it will comfort all to know that nothing that science or skill or love could have thought of was left undone. For her four operations, the sitting-room was made into a perfectly equipped operating theater, so that it was never necessary to carry her across to the hospital. Two specialists, en route for home, remained over for several weeks to help her and the surgeons and consultants in daily attendance thought of everything. The nurses can't say enough about the attention shown Miss Delano by all of the officers, particularly the doctors who cared for her,Capt. Eugene M. Orr, A.M.C., of Nashville; Capt. Tranton, A.M.C., formerly of Boston; Major Craig, A.M.C., of New York, and Major Pepper, A.M.C., of Philadelphia. She deserved it all, but it is pleasant to know that they, too, felt the charm of her very unusual personality. They admired her courage and nerve, too, for she never complained,

http://www.jstor.org/stable/pdfplus/3404085.pdf

The red cross

The Red Cross And Jane Arminda Delano

Ethics: A Textbook for Nurses

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