Profesional ethics in nursing schools

FAC-SÍMILE

Profesional ethics in nursing schools

Pacita Geovana Gama de Sousa Aperibense^I; Maria Angélica de Almeida Peres^II; Tânia Cristina Franco Santos^III

^IProfessora Assistente da Universidade do Grande Rio, Mestre em História da Enfermagem, Membro da 16ª Diretoria Colegiada do Núcleo de Pesquisa de História da Enfermagem Brasileira. Brasil. E-mail: [e-mail]

^IIProfª Adjunta da EEAN/UFRJ, Doutora em História da Enfermagem, Membro da 16ª Diretoria Colegiada do Núcleo de Pesquisa de História da Enfermagem Brasileira. Brasil. E-mail: [e-mail]

^IIIProfª Adjunta da EEAN/UFRJ, Pós-doutora em História da Enfermagem, Membro da 16ª Diretoria Colegiada do Núcleo de Pesquisa de História da Enfermagem Brasileira. Brasil. E-mail: [e-mail]

Presentation

At that time Waleska Paixão was director of the Anna Nery School of Nursing. She began her text by making reference to the Belgian educator, Hovre. She then stressed the fact that the moral principles that should guide any human being are the basis for morality in the profession. In this sense, professional ethics can only be provided in accordance with the philosophy of life and the philosophy that is referred to as Christian philosophy.The author recalls that in the early days of nursing schools, moral values were already a concern for the founders. Two common errors regarding this matter occurred. First, she emphasizes that the teaching of ethics involves the application of its principles to life and does not represent just an etiquette or social norm.Second, moral principles and norms of conduct must be lived, experienced at the same time by those who teach and the students, so as to not become something that is just taught. Waleska establishes three aspects that should be considered when studying ethics: the ethics curriculum, the philosophy of the school, and the moral integration of the student in the environment of the school. The author states that the duties of justice and the duties of charity are two virtues that complement each other, and that the development of the program demands "reading, writing, group discussions and conducting everyday life with the purpose to serve, clarify and apply these principles."She cites her disappointment in relation to the superficial way in which the subject of professional ethics has been treated by the nurses. As for the philosophy of the school, the author states that "the basic guiding principles of a school constitute a philosophy of life that cannot be in contradiction with the religious principles of the institution" and continues with the explanation of Christian morality. Another point addressed by the author is the moral introduction of the students into the environment of the school, in which she highlights the importance of the example given by the teachers. Waleska emphasizes that ethics in the schools must follow good programs and these must conform to principles of natural and Christian morality.This must be built through example.The participation of the students in the different services should not affect their studies and health.Waleska ends her reflection with three recommendations: 1. Schools should make all efforts possible to select teachers based on their moral principles, 2. The school must maintain a philosophy of life based on Christian spirituality, and 3. Teachers should make the environment of the clinical experience into one that promotes the formation of a healthy mentality and a good professional practice.

Publication Dates

• Publication in this collection
  14 Jan 2011
• Date of issue
  Dec 2010