{"title":"Explaining the process of learning about dignity by undergraduate nursing students: A grounded theory study.","authors":"Hugo Franco, Sílvia Caldeira, Lucília Nunes","doi":"10.1177/09697330241265409","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>The learning process about dignity and how undergraduate nursing students experience and use this ethical knowledge is an under-represented field in nursing research. To overcome the lack of conceptual clarity, it is important to understand what processes and dimensions students develop to support this learning outcome.</p><p><strong>Objective: </strong>This study aimed to explain the process of learning about dignity by undergraduate nursing students.</p><p><strong>Research design and methods: </strong>A qualitative study was conducted using the grounded theory method.</p><p><strong>Participants and research context: </strong>Data was collected through free reports and in-depth semi-structured interviews with 20 participants. A focus group was held for the selective coding. Sampling began purposefully and evolved into theoretical. Reflective and theoretical memos were generated from the data collection and constant comparison. Data analysis was performed using qualitative data analysis software using Corbin and Strauss' method.</p><p><strong>Ethical considerations: </strong>The research was approved by a specialized research ethics committee from a Health School.</p><p><strong>Findings: </strong>The process of learning about dignity by undergraduate nursing students revealed 'recognition of dignity' as the core category, supported by five main categories: 'proto-conscience of dignity', 'pathway to nursing', 'consciousness of dignity', 'ways of learning', and 'becoming capable'. These categories illustrate the processes and dimensions involved in nursing students' concept translation of dignity learning, allowing a theory to emerge.</p><p><strong>Conclusions: </strong>The 'Recognition of Dignity' theory aims to contribute to developing educational, training, and supervision processes for nursing programs. It seeks to enhance the ethical and moral development of undergraduate nursing students by helping them understand the concept of dignity and its fundamental importance in nursing.</p>","PeriodicalId":49729,"journal":{"name":"Nursing Ethics","volume":" ","pages":"498-513"},"PeriodicalIF":2.9000,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11800701/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nursing Ethics","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1177/09697330241265409","RegionNum":1,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/7/24 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"ETHICS","Score":null,"Total":0}
引用次数: 0
Abstract
Background: The learning process about dignity and how undergraduate nursing students experience and use this ethical knowledge is an under-represented field in nursing research. To overcome the lack of conceptual clarity, it is important to understand what processes and dimensions students develop to support this learning outcome.
Objective: This study aimed to explain the process of learning about dignity by undergraduate nursing students.
Research design and methods: A qualitative study was conducted using the grounded theory method.
Participants and research context: Data was collected through free reports and in-depth semi-structured interviews with 20 participants. A focus group was held for the selective coding. Sampling began purposefully and evolved into theoretical. Reflective and theoretical memos were generated from the data collection and constant comparison. Data analysis was performed using qualitative data analysis software using Corbin and Strauss' method.
Ethical considerations: The research was approved by a specialized research ethics committee from a Health School.
Findings: The process of learning about dignity by undergraduate nursing students revealed 'recognition of dignity' as the core category, supported by five main categories: 'proto-conscience of dignity', 'pathway to nursing', 'consciousness of dignity', 'ways of learning', and 'becoming capable'. These categories illustrate the processes and dimensions involved in nursing students' concept translation of dignity learning, allowing a theory to emerge.
Conclusions: The 'Recognition of Dignity' theory aims to contribute to developing educational, training, and supervision processes for nursing programs. It seeks to enhance the ethical and moral development of undergraduate nursing students by helping them understand the concept of dignity and its fundamental importance in nursing.
期刊介绍：
Nursing Ethics takes a practical approach to this complex subject and relates each topic to the working environment. The articles on ethical and legal issues are written in a comprehensible style and official documents are analysed in a user-friendly way. The international Editorial Board ensures the selection of a wide range of high quality articles of global significance.
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