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    "Navigating through" : a grounded theory of the development of ethical practice in undergraduate nurses : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in Nursing
    (Massey University, 2003) Vallance, Esther
    This thesis presents an exploration of the perspectives of nine newly graduated registered nurses on their undergraduate ethics education in preparation for practice as registered nurses. Data gathered from interviews, document audit and a literature review structure this research. Grounded theory methodology was utilised to analyse the comprehensive data gathered during the research process and resulted in a theoretical description and explanation of the process of learning ethics and ethical practice during three years of undergraduate nursing education. Nursing practice has an ethical component that is, on a daily basis, significant and challenging. To this end, one of the key tasks of undergraduate nursing education is to adequately prepare its 'neophytes' for the ethical demands of practice. To date, very few studies have investigated the ethics preparation for student nurses, particularly in New Zealand. This study aims to partially redress this lack by offering insights into undergraduate ethical learning. The findings of this study revealed that participants learned ethics and ethical practice through faculty education, role modelling nurses in practice, journaling and reflection tutorials, and experimentally. It was also found that participants held 'ethical ideals' that reflected the patient-focused professional ethical values developed during their nursing education. These 'ethical ideals' were held as a standard and a guide to practising ethically. Participants' ethical perspectives widened as they began to 'test their ideals' in the 'real world' of nursing practice and perceive contextual obstacles that confronted them. Thus, it was found that the 'ideal' was problematic to enact in the 'real' world of nursing practice. Hence, 'navigating through' emerged as the core process that was adopted by participants as they endeavoured to preserve their 'ethical ideals', negotiate contextual obstacles and successfully reach graduation This meant that they endured a measure of 'powerlessness' to impact ethically upon the contexts that they found themselves in. It is envisaged that the findings from this project may inform undergraduate nursing education as to how to better prepare its neophytes for the ethical demands of practice.
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    Maintaining a nursing ethic : a grounded theory of the moral practice of experienced nurses : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in Nursing, Massey University
    (Massey University, 1997) Woods, Martin
    This thesis presents a study of the every-day moral decision making of experienced nurses. Eight experienced registered nurses participated in the completed research that is based on data gathered through interviews, document audit and literature review. A grounded theory approach was used to analyse the extensive data gathered for the study. This methodology generated a theoretical description involving the antecedents, processes and consequences of nursing moral decision making. Nursing practice has a moral content, if not an entirely moral purpose, and moral decision making is the central component of this practice. Every day, in numerous institutions and community settings, registered nurses make moral decisions in their practice, yet the ethical aspects of nursing practice remain a comparatively recent field of study. It is therefore essential to nurses and their patients that this process is adequately studied and theorised. To date, very few studies have been undertaken in this area in New Zealand. This study aims to at least partially redress this situation by offering insights through conceptualisation and theoretical description of nursing moral decision making. The findings of the study reveal that antecedents such as personal moral development, upbringing and social experiences, contribute to a 'nursing ethic' that guided the moral decision making of the experienced nurses who participated in the study. Furthermore, the study shows that the context and individual and shared perceptions of moral events influence the degree of nursing involvement in ethical situations. Finally, the study maintains that an intrinsic and enduring nursing ethic may serve to guide ethical decision making in nursing. This ethic is an undeniable phenomenon of considerable significance to nursing practice and education.