A Lack of Professionalism and Unethical Behavior

Surprisingly, in nursing education, there is a prevalent and consistent lack of professionalism and unethical behavior. However, the display of inadequate levels of professionalism and unethical behavior are not pervasive among all students. Rather, the lack of professional behavior as viewed through the lens of nursing ethics, seems to occur within discrete groups of students and is not limited to just one university. It tends to be a problem across disciplines and universities alike (Baxter & Boblin, 2007).  In speaking with other professors, from various institutions and disciplines, I do hear stories that provide confirmation of this problem.  Also, in speaking with other nursing professors we find that these same challenges exist at multiple universities.  So how can we, as nursing professors, address a lack of professionalism and unethical behavior in our nursing students?  

One may ask whether some of these students enter an accelerated program for the wrong reasons. Instead of holding a true desire to become nursing professionals, they wish to find a quick fix for their lack of interest or inability to work in their previous careers any longer. Instead of faculty resigning themselves to educating mediocre nurses, these same faculty members need to move students from “good to great.” The mantra of moving from “good to great” then provides students with a challenge to elevate the level of care they afford their patients through reading, studying, and a desire to improve their clinical practice.  However, if the true desire to become a nurse is not there, can we as educators move them from “good to great”?  I would hope so.  Although, at times, I wonder if we can really break through to those students who exhibit a total disregard for both professional behavior and ethics. 

Over the years, in witnessing unprofessional behavior or being privy to it, I cringe and think how can this student behave in this manner?  I often find it incredulous and disheartening.  Then I think, “How can I influence them in a positive manner to make a difference?”  Bearing witness to a lack of professionalism in nursing students, whether it be cheating on a quiz/test or copying an assignment, is what first spurred my dissertation research.  In first looking at professionalism, I felt that the topic of professionalism was just too broad.  I decided to go with ethics because I wanted to see if ethics influenced the accelerated graduates decisions.  Ultimately, I felt this ethical decision-making was a part of their professionalism as well.

At the onset of my research study, I hoped to illuminate, through interviews, three distinct findings. These findings of interest among accelerated nursing graduates included: (a) a report of learning ethics while attending the accelerated program; (b) the presence of an innate sense of ethics prior to attending the accelerated program; and (c) evidence of the employment of the use of ethics in their nursing practice. Through my phenomenological study, I found these areas of interest to be relevant.  I also found that nursing ethics must be social ethics.  Much more will follow in the coming weeks about my dissertation research. 

As always, I welcome feedback and comments.  I would love to hear from other educators.

References

Baxter, P., & Boblin, S. L. (2007). The moral development of baccalaureate nursing students: Understanding unethical behaviors in classroom and clinical settings. The Journal of Nursing Education, 46(1), 20-27.

Siciliano McLaughlin, M. A. (2016). The Experience of Accelerated Nursing Program Graduates Utilizing Ethics in Their Nursing Practice. Retrieved from Pro Quest LLC. (10195870).