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Permanent link (DOI): https://doi.org/10.7939/R3XG9FH9X

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Nursing Student Moral Development in Preceptorship: Socializing for Authentic Caring Engagement in Nursing Practice Open Access

Descriptions

Other title
Subject/Keyword
Socialization
Moral development
Preceptorship
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Vihos, Jill Ellen
Supervisor and department
Dr. Florence Myrick PhD, RN Faculty of Nursing
Examining committee member and department
Dr. Sandra Davidson PhD, RN, Faculty of Nursing University of Alberta
Dr. Olive Yonge PhD, RN, Faculty of Nursing University of Alberta
Dr. Derek Sellman PhD, RN Faculty of Nursing University of Alberta
Dr. Pauline Paul PhD RN, Faculty of Nursing University of Alberta
Dr. Gweneth Doane PhD, RN, Faculty of Nursing University of Victoria
Dr. Randall Wimmer EdD, Faculty of Education University of Alberta
Department
Faculty of Nursing
Specialization

Date accepted
2015-03-27T09:34:51Z
Graduation date
2015-06
Degree
Doctor of Philosophy
Degree level
Doctoral
Abstract
Moral behaviour is the foundation of civil societies, and actions that impart goodness are necessary for the welfare of others and the evolution of humanity. In nursing education, preceptorship is a teaching/learning approach whereby learners are individually assigned to staff nurses in the clinical practice setting, to promote the socialization of nursing students into the nursing profession, and the acquisition of professional values and identity (Billay & Myrick, 2008; Myrick, Yonge, & Billay, 2010). The purpose of this grounded theory study was to explore the process of nursing student moral development in clinical preceptorship. The sample consisted of undergraduate nursing students, registered nurse preceptors, and faculty members from a large university in Western Canada. The results of this study indicate that nursing student moral development in preceptorship is shaped by a socialization process, whereby preceptors and faculty members engage students in constructing identity, exploring the experience of patients, creating meaning of practice encounters, becoming social agents, and reconciling moral issues in practice. As students navigate their way through these processes, they adopt caring behaviours that shape their nursing practices. The implications of this study for nursing education and preceptorship include: promoting pedagogical strategies to stimulate personal exploration of nursing and moral identity; recognizing the significance of care theory and an ethos of care; creating safe spaces in nursing programs to promote discussion of personal experiences, with the intent to facilitate reflection, appreciation of diverse perspectives, values clarification, creating meaning, and reconciling moral issues; facilitating peer support in practice; and identifying the significance of moral emotions and personal ways of knowing as processes both for creating meaning from experiences, and acting as catalysts for action in practice.
Language
English
DOI
doi:10.7939/R3XG9FH9X
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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