Abstract
Objectives
The culture of the academic setting can be fraught with tension filled ethical situations challenging faculty relations with students and colleagues. Therefore, the purpose of this qualitative study was to identify the process that occurs when nursing faculty encounter tension filled situations affecting their ethical values and beliefs in the education setting.
Methods
A grounded theory approach was employed to achieve data saturation from interviews of thirteen faculty representing eight colleges/universities in three states of the MidAtlantic region of the United States.
Results
The Basic Social Psychological Process that emerged from the data demonstrated faculty efforts toward safeguarding profession, student, and self. Three concepts: experiencing, identifying, and resolving evolved.
Conclusions
Data evidenced that ethical tension negatively influences one’s work-life balance, and civility with faculty and students. Implications for balancing these influences and working toward a harmonious environment are provided.
Funding source: Widener University Provost Grant
Award Identifier / Grant number: $1350.00
Acknowledgments
The authors would like to thank all the participants who graciously offered their time and experiences to make a compelling story for ethical tension among nurse educators, Widener University for a Provost grant, and Ms. Brittany Maynard for her graphic talents.
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Research funding: Widener University Provost Grant $1350.00.
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Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.
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Competing interests: Authors state no conflict of interest.
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Informed consent: Informed consent was obtained from all individuals included in this study.
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Ethical approval: The Widener Institutional Review Board deemed the study exempt from review.
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- Nurses’ and nurse educators’ experiences of a Pediatric Nursing Continuing Professional Development program in Rwanda
- Literature Reviews
- Measuring academic satisfaction in nursing students: a systematic review of the instruments
- Pediatric practicums in undergraduate nursing programs: an integrative review
- Research Articles
- Nursing educators’ collaboration and professional development: a cross-sectional study
- Ethical tension in nursing education: a challenge for faculty values and beliefs
- Improving practicing nurses’ knowledge and perceptions of older people: a quasi-experimental study
- Embracing diversity: measuring the impact of an international immersion learning experience on nursing students’ cultural beliefs and values
- Lower academic performance and dropout rates among University students with children: a prospective cohort study of nursing students in Bogotá, Colombia
- Supporting the transition to practice: preceptor behaviors that foster a positive student preceptorship experience
- Faculty supportive behaviors and nursing student mental health: a pilot study
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- An analysis of nursing and medical students’ attitudes towards and knowledge of Alzheimer’s Disease (AD)
- Assessing non-technical skills in undergraduate nursing students: a validation study
- Developing nursing students’ informatics competencies – A Canadian faculty perspective
- A creative approach for undergraduate nursing students to learn anatomy and physiology: a qualitative exploratory study
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