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ERIC Number: ED318534
Record Type: RIE
Publication Date: 1989-Mar
Pages: 98
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Intellectual and Moral Development in College Student and Graduate Female Nurses.
Conroy, Sherrill
This study of seven female nurses who were presently students at or had graduated from John Abbott College was conducted to determine whether the moral and intellectual development of the participants followed parallel courses; whether the participants adopted a "justice" or a "care" approach to moral questions per Carol Gilligan's model; whether the novice students had already adopted an ethic of care; and whether the nurses changed in their moral outlook as they evolved from novices to experienced graduates. Two first-year nursing students, three third-year nursing students, and two graduates working in an intensive care setting were interviewed and audiotaped. The interviews, which explored views of education, relationships, learning, and moral dilemmas, were analyzed using: (1) Kohlberg's stages of moral development; (2) Belenky's intellectual and moral development schema with epistemological perspectives of silence (i.e., women finding themselves mindless and voiceless), received knowledge (i.e., they can receive and recreate knowledge given to them by external authority figures but cannot create their own), subjective knowledge (i.e., truth and knowledge and personal and private), procedural knowledge (i.e., women are keen to know and gain this knowledge in an objective way), and constructed knowledge (i.e., all truth and knowledge are contextual and created by self and others); and (3) L.M. Brown's "A Guide to Reading Narratives of Moral Conflict and Choice For Self And Moral Voice." Gilligan's ethic of care and responsibility is discussed. The interview schedule and research proposal are appended. (WJT)
Publication Type: Reports - Research; Tests/Questionnaires; Dissertations/Theses - Masters Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: John Abbott Coll., Sainte Anne de Bellevue (Quebec).
Note: Masters Thesis, McGill University, Montreal.