Monday, January 27, 2020
Clarifying the basic principles of freuds theories
Clarifying the basic principles of freuds theories it is important to be clear about the meanings of certain terms that you may come across and throughout the handout you will find footnotes clarifying certain terms. Firstly though, a word about the terms psychoanalysis and psychodynamics. Psychoanalysis refers to both Freuds original attempt at providing a comprehensive theory of the mind and also to the associated treatment. The term encompasses both Freudian theory and therapy. You will also come across the term psychodynamics. This term is used to denote the approach which began with psychoanalysis but which has now broadened into a much more diverse collection of theories and models developed by other psychologists, all of which nevertheless retain some of the main ideas of Freuds original theory. Sigmund Freud was born in 1856 in Moravia, which was then part of the Austrian Empire and is now in the Czech Republic. He spent most of his life in Vienna, from where he fled, in 1937, when the Nazis invaded. Neither Freud (being Jewish) or his theories were very popular with the Nazis and he escaped to London where he died in 1939. He had wanted to be a research scientist but anti-Semitism forced him to choose a medical career instead and he worked in Vienna as a doctor, specialising in neurological disorders (disorders of the nervous system). He constantly revised and modified his theories right up until his death but much of his psychoanalytic theory was produced between 1900 and 1930. Freud originally attempted to explain the workings of the mind in terms of physiology and neurology (but) quite early on in his treatment of patients with neurological disorders, Freud realised that symptoms which had no organic or bodily basis could imitate the real thing and that they were as real for the patient as if they had been neurologically caused. So he began to search for psychological explanations of these symptoms and ways of treating them. In 1885 he spent a year in Paris learning hypnosis from the neurologist Charcot; he then started using hypnosis with his patients in Vienna. However, he found its effects to be only temporary at best and it did not usually get to the root of the problem; nor was everybody capable of being hypnotised. Meanwhile Breuer, another Viennese doctor, was developing another method of therapy which he called the cathartic method, where patients would talk out their problems. Freud adopted Breuers method and called it free association which became one of the three fundamental tools of psychoanalysis. Freud began his self-analysis during the 1890s and in 1900 published The Interpretation of Dreams, in which he outlined his theory of the mind, followed by The Psychopathology of Everyday Life (1904), A Case of Hysteria and Three Essays on the Theory of Sexuality (1905). Two of Freuds closest colleagues, Carl Jung and Alfred Adler, helped him form the psychoanalytic movement and the first International Psychoanalytic Congress was held in Salzburg in 1908. The Journal of Psychoanalysis was first published in 1909 and, in that year, Freud and Jung made a lecture tour of the USA. (From Gross, R (1996) Psychology, The Science of Mind and Behaviour, page 508) 1.8.2      FREUDS STRUCTURE OF PERSONALITY Freud compared the human personality to an iceberg. The small part that shows above the surface of the water represents conscious experience ; the much larger mass below the water level represents the unconscious a storehouse of impulses, passions, and inaccessible memories that affect our thoughts and behaviour. It is this portion of the mind that Freud sought to explore with the use of free association. Freud also believed that personality was composed of three major systems: the id, the ego and the superego. Each system has its own functions but the three interact to govern behaviour. (a)     The id The id is the most primitive part of the personality and the first to develop. It is present in the newborn infant. It is located in the unconscious and it is from the id that the ego and the superego later develop. The id consists of the basic biological impulses (or drives): the need to eat, drink, eliminate wastes, avoid pain and gain sexual pleasure. Freud also believed that aggression was a basic biological drive. The id seeks immediate gratification of these impulses. Like a young child, the id operates on the pleasure principle : it endeavours to avoid pain and obtain pleasure regardless of the external circumstances. (b)     The ego As the child develops it learns that their impulses cannot always be immediately gratified. Some must be delayed (for example, hunger must wait until someone provides food) and some (for example, hitting someone) may be punished. A new part of the personality, the ego, develops as the young child learns to consider the demands of reality. The ego constitutes our conscious self and obeys the reality principle : It is essentially the part of personality that decides what actions are appropriate and which id impulses will be satisfied in what manner. The ego mediates among the demands of the id, the realities of the world and the demands of the superego. (c)     The superego The superego, is the internalised representation of the values and morals of society as taught to the child by the parents and others. It is essentially the individuals conscience. The superego decides whether an action is right or wrong. Initially, parents control a childs behaviour directly by reward and punishment. Through the incorporation of parental standards into the superego, behaviour is brought under self-control. The superego develops in response to parental rewards and punishments. In summary, the id seeks pleasure, the ego tests reality and mediates, the superego constrains and strives for perfection. Not surprisingly, the three components of personality are in constant conflict: the ego postpones the gratification the id wants immediately and the superego battles with both because behaviour often falls short of the moral code it represents. 1.8.3          MANAGING THE CONFLICT In order to deal with this conflict, the ego develops a series of defence mechanisms which allow it to protect itself from the pressures of the id, the real world and the superego. Examples are: Repression burying a memory so thoroughly that it is not recalled at all it never happened. Projection attributing own unwanted bad feelings or ideas to another person. Rationalisation making up a reasonable excuse for unacceptable behaviour and really believing it. Suppression forgetting a shocking event on purpose: (consciously in this case) putting it out of ones mind. Denial refusing to acknowledge something because it is so distressing. Displacement transferring feelings from one person or object to another. Identification imitating someone who is admired and modelling oneself on them. Reaction-Formation consciously substituting the opposite emotion for true feelings about someone/something. Freud believed that conflict is inevitable and all behaviour is a compromise. Conflict is the primary cause of human anxiety and unhappiness. Defence mechanisms are one way we have of dealing with our inner conflict; neurotic symptoms and dreaming are the other major forms of compromise. 1.8.4          THE DEVELOPMENT OF PERSONALITY Freud believed that the individual, during the first five years of life, progresses through several developmental stages that affect personality. Applying a broad definition of sexuality, he called these periods psychosexual stages. During each stage, the pleasure-seeking impulses of the id focus on, and derive pleasure from, a particular area of the body and on activities connected with that area. Freud called the first year of life the oral stage of psychosexual development. During this period, infants derive pleasure from nursing and sucking; in fact, they will put anything they can reach into their mouth. During the second year of life, the anal stage, as children have their first experience with imposed control in the form of their toilet training. In the phallic stage, from about age 3 to age 6, children focus on their genitals. They observe the differences between males and females and may direct their awakening sexual impulses toward the parent of the opposite sex. It is at this stage that children have to resolve the Oedipus and Electra complexes. A latency period follows the end of the phallic stage, during which children become less concerned with their bodies and turn their attention to the skills needed for coping with the environment. The last stage, the genital stage, occurs during adolescence, during which young people begin to turn their sexual interests toward others and to love in a more mature way. Freud felt that special problems at any stage could arrest (or fixate) development and have a lasting effect on the individuals personality. The libido would remain attached to the activities appropriate for that stage. Thus a person who was weaned very early and did not have enough sucking pleasure might become fixated at the oral stage. As an adult, this person may be excessively dependent on others and overly fond of such oral pleasures as eating, drinking and smoking. Such a person is called an oral personality. The person fixated at the anal stage of psychosexual development may be abnormally concerned with cleanliness, orderliness, and saving. 1.8.5          MODIFICATIONS OF FREUDS THEORIES Later psychoanalysts felt that Freud placed too much emphasis on the instinctive and biological aspects of personality and failed to recognise that people are products of the society in which they live. The neo-Freudians including Alfred Adler, Erich Fromm, Karen Horney, Carl Jung and Harry Stack Sullivan, considered personality to be shaped more by the people, society, and culture surrounding the individual than by biological needs. They placed less emphasis on the controlling power of the unconscious, believing that people are more rational in their planing and decisions than Freud thought. 1.8.6          PSYCHOANALYTIC THERAPY The aim of psychoanalytic therapy is to bring about a fundamental change in the patients personality so that he is released from his neurotic disorders. Freud believed that neurosis was caused by the repression of disturbing feelings and emotions associated with conflicts established in early childhood. These conflicts result from the impulses of the id or the strictures of an over demanding superego. He assumed that the patients ego was too weak to cope with such conflicts and defended itself by repressing them into the unconscious. However, conflicts do not go away; they find expression through the symptoms and neurotic behaviour of the patients. The aims of psychoanalysis are to remove the infantile conflict from the unconscious and help the patient deal with it at a conscious level. Psychoanalytic therapy normally has two stages: 1.     the release of repression, thereby allowing the conflict to enter consciousness, and, 2.     the redirection of the emotional energy (libido) associated with the repression thereby allowing the patients ego to gain control of the conflict. Freud developed various techniques for getting round the controlling forces of the defence mechanisms to reveal the unconscious material which is trying to gain expression. One of the original methods employed by Freud was hypnosis, but as has already been mentioned, he found this technique unsatisfactory and soon began using free association. Later Carl Jung, one of Freuds students developed a similar technique known as word association , and both methods are still widely used in present-day psychoanalysis. Another technique for getting at unconscious material is the interpretation of dreams . Another route into the unconscious is via the errors of everyday life, so-called Freudian slips. Present day psychoanalysts also regard certain physiological cues such as posture, blushing or pallor and changes in the timbre of the patients voice as important expressions of unconscious motives and feelings. 1.8.7          AN EVALUATION OF THE PSYCHOANALYTIC                     APPROACH Psychoanalytic theory has had an enormous impact on psychological and philosophical conceptions of human nature. Freuds major contributions are his recognition that unconscious needs and conflicts motivate much of out behaviour and his emphasis on the importance of early childhood experiences in personality development. His emphasis on sexual factors led to an awareness of their role in adjustment problems. But Freud made his observations during the Victorian period when sexual standards were very strict; so it is understandable that many of his patients conflicts centred on their sexual desires. Today, feelings of guilt about sex are much less frequent, yet the incidence of mental illness remains about the same. Sexual conflicts are not the only cause of personality disturbances and may not even be a major cause. Some critics also point out that Freuds theory of personality is based almost entirely on his observations of emotionally disturbed patients and may not be an appropriate of the normal, healthy personality. In addition, many of Freuds ideas were decidedly sexist. For example, his theory that female psychosexual development is shaped by penis envy and feelings of unworthiness due to the lack of such equipment is certainly inadequate in view of our current awareness of the role that social factors play in gender identification. It was probably not her brothers penis that a little girl during the Victorian era envied but his greater independence power and social status. Although psychoanalysis has exerted a powerful influence on our thinking about human nature, it has been seriously questioned as a scientific theory. Freuds constructs are ambiguous and difficult to define. He does not specify, for example, what behaviours indicate that a child is fixated at the anal stage of psychosexual development and what behaviours indicate that he or she is not fixated. For any body of theory to be accepted as a valid scientific perspective, its consequences must be statable. The hypothesis that fixation at the anal stage can lead to stinginess (or to the opposite, generosity) is evidently not refutable; whatever the outcome, the theory can account for it. To that extent the psychoanalytic approach fails to meet the criteria of a scientific theory. Because some important aspects of psychoanalytic theory cannot be proven experimentally, some psychologists claim that it has no value either as psychology or as science (Eysenck 1972). However, many others claim that experimental validity is an inappropriate yardstick for evaluating psychodynamic theory and that the theory is verified in practice in the analyst-patient interview.
Sunday, January 19, 2020
The History of the American Education System: A look at the 1900s Essay
The History of the American Education System: A look at the 1900s The dawn of the 1900s brought with it progressive education. With a growing population due to an influx of immigrants, many cities decided to build more schools. Chicago was one such city. Before 1889, the city of Chicago had only five high schools. By 1990, the Chicago Board of Education had developed the Chicago Normal School, 15 high schools and 234 elementary schools. These schools provided not only education for students but also job opportunities for many individuals. This dramatic change opened up positions for 5,709 teachers (filled by 394 men and 5,315 women), who were paid about $325 per year. In 1990, there was a total of 255,861 students enrolled in public schools in Chicago. 244,962 of these were enrolled in elementary schools, 10,241 enrolled in high school, 497 in normal school and 188 in the school for the deaf. Average attendance that year was about 199,821. (School attendance officially became compulsory in every U.S. state in 1918.) In high schools, there was an average of 33.9 students per teacher. An average of 42.7 students per teacher characterized the elementary schools in the district. In June of 1990, 1,249 students graduated from Chicago public high schools. Maria Montessori opened the first Montessori school in 1907. She is credited as being a pioneer in the field of education for developing such tools as â€Å"classrooms without walls, manipulative learning materials, teaching toys and programmed instruction,†(Family Education 2004). In 1921, the National Education Association (together with the American Legion) sponsored the... ...virginia.edu/photo/education.html. Sandholtz, Judith Haymore. (2004). Teachers, Not Technicians: Rethinking Technical Expectations for Teachers. Teachers College Record. 106(3), 487-513. Retrieved April 21, 2004, from Academic Search/EBSCO database. Schugurensky, D. (March 2003). History of Education – Selected Moments of the 20th Century. Retrieved March 20, 2004 from http://fcis.oise.utoronto.ca/~daniel_schugurensky/assignment1/. Whitfield, Patricia. (2004). Teachers as â€Å"Healers†: 21st-Cenutry Possibility? Or Necessity? Multicultural Perspectives, 6(1), 43-51. Retrieved April 21, 2004, from Academic Search/EBSCO database. Whitley, Peggy. (2003, July) American Cultural History. Retrieved April 21, 2004 from http://kclibrary.nhmccd.edu/decade90.html
Saturday, January 11, 2020
Journey to Self-Awareness
Tiffany Rayside September 27, 2012 Dr. Lynne DeCicco, Eng. 112 Journey to Self-Awareness The term, â€Å"coming of age†signifies a growth in a person’s identity. It is a confusing phase in which one is on the cusp of adulthood and will experience pivotal moments that will shape character and lead to some sort of self-realization. Such moments may result in a loss of innocence, the destruction of hopes and dreams, the sense of imprisonment, and perhaps lessons learned. Two literary works that illustrate such concepts are Amy Tan’s â€Å"Two Kinds†and James Joyce’s â€Å"Araby. Both pieces are narrated by the main characters, as adults, reflecting upon and portraying a better understanding of their childhood experiences. Although the affairs and outcomes recounted in each differ greatly, â€Å"Two Kinds†and â€Å"Araby†embody the foolishness commonly displayed during adolescence, as well the maturity and insight the characters gain as the stories evolve. In Joyce’s â€Å"Araby,†the un-named main character is a thirteen year old boy living in a depressed society, worn-down and devoured by â€Å"†¦drunken men and bargaining women†¦Ã¢â‚¬ (Joyce 92).The boy brightens his days marveling over his best friend Mangan’s sister. The boy’s obsession becomes eerily clear as his daily ritual is revealed: When she came out on the doorstep my heart leaped. I ran into the hall, seized my books and followed her. I kept her brown figure always in my eye and, when we came near the point in which our ways diverged, I quickened my pace and passed her. This happened morning after morning. I had never spoken to her, except for a few casual words, and yet her name was like a summons to all my foolish blood. Her image accompanied me even in places the most hostile to romance (92). Rayside More often than not, the first step of the coming of age process is the loss of innocence, which is most co mmonly a result of disappointment. As the first true interaction occurs between the boy and Mangan’s sister, the preface for disappointment is shaped. The boy finds himself in the position to impress his fantasy girl when she asks if he will be attending the bazaar at Araby. Upon conveying her longing to attend the splendid event, the young lad seizes the moment and offers to bring her a present from the bazaar, a silent gesture of his love for her.The following days proved tedious as he is consumed with his trip to Araby. Finally, the sacred day arrives and, although he felt he took every precaution to ensure his success, his trip is delayed due to his uncle’s late return home. The narrator realizes that his uncle has forgotten his plans due to intoxication, â€Å"I heard him talking to himself and heard the hallstand rocking when it had received the weight of his overcoat. I could interpret these signs†(Joyce, P93). The reader is immediately presented with th e boy’s awareness of the harsh realities in his world and the discouragement that follows.The boy is of the age where one begins to acknowledge, but not quite understand, adult behavior. Likewise, Amy Tan explores the loss of innocence as an aftermath of childhood disappointment in â€Å"Two Kinds. †Tan portrays herself as a young, first-generation AmericanChinese girl, struggling with the seemingly unrealistic expectations of her mother. Amy, who, in the story is referred to by her Chinese name, Ni-Kan, is on a quest, imposed upon her by her mother, to discover her talent so she may become a child prodigy, comparable to Shirley Temple.After countless ‘talent tests’ given to her by her mother, Ni-Kan begins to accept the notion that she may not have a distinct talent, that she may never be a prodigy: â€Å"But sometimes the prodigy in me became impatient†(Tan 384). With this revelation came a sense of failure and 2 Rayside disappointment in hersel f, in contrast to the narration of â€Å"Araby. †Ni-Kan confesses: â€Å"And after seeing my mother’s disappointed face once again, something inside of me began to die†(Tan 384). This admission results in a change in outlook that marks the beginning of Ni-Kan’s transition into adulthood, a self-realization.Her innocent belief in her mother’s prodigy theories and eagerness to achieve such perfection has come to a halt. In this moment, Ni-Kan decides to be the person she now believes she was meant to be, and not the obedient prodigy her mother and everyone else expected her to be, however it is clear to the reader that she has not yet attained the maturity to make such resolutions. The journey through the character’s development continues as Joyce and Tan introduce the destruction of childhood dreams. As a child, one tends to believe that anything is possible because he or she is blind to possible hindrances.When obstacles present themselves , a person may suffer a disheartening loss of faith or hope, which ultimately chips away at the belief that one’s dreams will come true. Joyce delivered an unspoiled example of this evolution through the narration of â€Å"Araby,†which is consumed with daydreams about â€Å"a romantic quest to purchase the gift for Mangan’s sister†(Fargnoli and Gillespie 2). Disenchantment struck upon the boy’s late arrival to the Bazaar, finding the exhibit nearly empty and the attendants not interested in his patronage.In that instance, the boy appreciates that his romantic fantasy was not worth all of his troubles, which indicates a significant emotional growth of the character. Fargnoli and Gillespie also note: â€Å"†¦and Araby’s tawdry wares unacceptable for the portentous mission that he has undertaken†(2), further conceding to the discontent the boy felt as he identifies the items available for purchase substandard and unsuitable for h is purpose. 3 Rayside Disparate to the boy in â€Å"Araby,†the character in Tan’s â€Å"Two Kinds†served as the catalyst that led to the ruin of her dreams through her resistance to learning how to play the piano.When the time came for her to perform at the recital, she began to believe that she was going to play well, despite her lack of practicing. She childishly imagined the reaction of her family and audience, â€Å"It was as if I knew, without a doubt, that the prodigy side of me really did exist†(Tan 388). Tan went on to describe how she, â€Å"envisioned people jumping to their feet and Ed Sullivan rushing up to introduce me to everyone on TV†(388). Ni-Kan was admittedly surprised when she heard herself playing all of the wrong notes, and shamed of the embarrassment her parents must have felt as she played so poorly.While the boy in â€Å"Araby†was disillusioned by forces beyond his control, Ni-Kan’s experience could have been avoided had she taken her lessons seriously. Also dissimilar to â€Å"Araby,†Tan explores the issues on a deeper level by relating NiKan’s reaction to her recital to that of her mother. Ni-Kan ‘s childhood dream of pleasing her mother by finding her inner prodigy would not come to fruition on that day, but the true destruction was that of her mother’s dream for her daughter to be a success: â€Å"But my mother’s expression was what devastated me: a quiet, blank look that said she had lost everything.I felt the same way, and it seemed as if everybody were now coming up, like gawkers at the scene of an accident, to see what parts were actually missing†(Tan 389). It is clear that Ni-Kan’s mother was terribly embarrassed and frustrated by the ordeal, especially since she boasted about her gifted daughter to the other parents regularly, posing the idea that the mother learned a valuable lesson on that day. 4 Rayside Moreover, a sense of imprisonment, bitterness, and resentment is felt by the characters in â€Å"Araby†and â€Å"Two Kinds. The presence of captivity is tremendous in Joyce’s depiction of the world surrounding the boy as he speaks of the mood in the house and the unpleasantness in the air which, in itself, spawns a feeling of hopelessness. However, these feelings are not internalized until later in the story, when the reader is presented with the groundwork for disaster: â€Å"As he was in the hall I could not go into the front parlour and lie at the window. I left the house in bad humour and walked slowly towards the school.The air was pitilessly raw and already my heart misgave me†(Joyce 93). The boy already senses his upcoming failure, and that sense is only heightened by a feeling of entrapment once he returns home that evening to find his uncle has not yet arrived, â€Å"I sat staring at the clock for some time and, when its ticking began to irritate me, I left the room †(93). The growing torture the boy is experiencing is clearly indicated as he recalls having to endure unbearable gossip which only seems to make the wait even longer, â€Å"I had to endure the gossip at the tea-table.The meal was prolonged beyond an hour and still my uncle did not come†(93). Once the uncle does arrive home, the boy barely greets him and immediately asks for money to go to the Bazaar, refusing to smile when the uncle refers to how late in the evening it was, which points out his antipathy towards the delay in his plans. The boy’s showing of resentment is mild, yet resounding. Alternatively, Ni-Kan’s caging and animosity in â€Å"Two Kinds†are exhibited as bold outcries.While her surroundings appear to have more pleasantries than the boy’s in â€Å"Araby,†Ni-Kan is held captive by the traditions and expectations of her mother and heritage, and her torment is evident throughout: â€Å"I hated the tests, the raised h opes and failed expectations†(Tan 384). It is at this point when Ni-Kan makes the decision to be her own type of prodigy, one that 5 Rayside was â€Å"angry and powerful†(384), with thoughts filled with lots of won’ts. â€Å"I won’t let her change me, I promised myself. I won’t be what I’m not†(384).Clearly, Ni-Kan was going to do everything in her power to end her mother’s quest for perfection, to â€Å"put a stop to her foolish pride†(387), but soon finds that her mother’s determination was stronger than she imagined and her bitterness and resentment turns to pure anger and vengefulness: â€Å"Then I wish I weren’t your daughter. I wish you weren’t my mother! †(389). Ni-Kan, encouraged, by her mother’s growing anger, only becomes more verbal and cruel: â€Å"And that’s when I remembered the babies she had lost in China, the ones we never talked about. Then I wish I’ d never been born! I wish I were dead like them†(390).Ni-Kan’s animosity towards becoming a prodigy blinded her from the reality of the pain she caused her mother: â€Å"It was as if I said the magic words, Alakazam†(390). In Ni-Kan’s child eyes, she won the battle of wills, but has yet to recognize all that was lost due to her harsh testimonials. Undoubtedly, the characters â€Å"Araby†and â€Å"Two Kinds†learned important life lessons, however varied in acceptance. It appears that the boy in â€Å"Araby†learned his lessons immediately after his trials. He quickly understands that he, alone, idealized his world, and reality could be cruel and hard to bear if unprepared.It is palpable that from this day forth, he will see things from a much more pragmatic perspective and will be better prepared to manage the pitfalls. While Joyce implies that the boy instantly surrenders and accepts this lesson as a part of life, Tan’s char acter does not acknowledge her life lessons until much later, as an adult. Ni-Kan continues her stubborn rebellion throughout her adolescent years and it isn’t until the passing of her mother that she finally realizes the underlying truth of her mother’s constant pursuit of 6 Rayside perfection.It took Ni-Kan more than half of her life to concede that her mother truly saw a prodigy, and she alone stood in the way of her own success. In a nutshell, â€Å"Araby†and â€Å"Two Kinds†highlight how important the seemingly insignificant events that occur during adolescence are to the development of oneself. James Joyce and Amy Tan explore the changes in perspective gained as each protagonist matures into a more enlightened adult. Innocence is lost and displeasures of reality become evident early in life. It is the time when one comprehends that he or she faces substantial pain and emptiness in the future.The irony is that the coming of age never ends; people c ontinue to â€Å"grow up†far beyond the stage of adulthood. 7 Rayside Works Cited Joyce, James, â€Å"Araby†(91-95). Abacarian, Richard and Marvin Klotz. Eds. Liturature: The Human Experience. Shorter 9th ed. Boston: Bedford. 2007. Print. Tan, Amy, â€Å"Two Kinds†(383 – 391) Abacarian, Richard and Marvin Klotz. Eds. Liturature: The Human Experience. Shorter 9th ed. Boston: Bedford. 2007. Print. Fargnoli, A. Nicholas and Michael Patrick Gillespie â€Å"Araby. †Critical Companion to James Joyce: A Literary Reference to His Life and Work, Critical Companion. New York: Facts On File, Inc. , 2006. 8
Friday, January 3, 2020
Ethical Dilemmas For Clinical Placements - 2386 Words
Introduction Nurses are faced with ethical dilemmas or ethical distress every day, each situation being unique and requiring nurses to set aside their own values and beliefs in order to provide proper care for their patients (Ramos, Brehmer, Vargas, Trombetta, Silveira, Drago, 2015). Ethical dilemmas allow nurses to learn more about themselves and help shape their morals and values (Potter Perry, 2014). An ethical dilemma arises in a situation in which no solution seems completely satisfactory (Drumwright, 2012). The purpose of this paper is to give the reader a clear idea that how nursing students on clinical placements as part of their professional training are routinely faced with situations involving ethical conflicts. According†¦show more content†¦I explained with what techniques I overcame to the moral distress situation and left with moral residue. Lastly, I concluded that what I learned from this ethical issue and how I would be able to apply the knowledge gained from this situation during my future practice. Discussion At the clinical site, being a student nurse, I witnessed issues such as a lack of respect for a patient, including inappropriate ways of speaking and behaving to the patient by nurses, and inadequate explanations by nurses to the patient. The nurse in charge displayed an uncaring attitude toward an independent, but cognitively impaired wandering patient with the use of inappropriate speech to this elderly patient. There was no respect and dignity for the patient in the nurse in charge behavior and words. Furthermore, I felt that the nurse was not following the values and responsibilities stated by the code of ethics such as providing safe, compassionate, competent, and ethical care, and preserving dignity regardless of the patient’s condition (Potter Perry, 2014). As a result, the patient did not receive satisfactory and consistent care. Moreover, ethical responsibilities of nurses mentioned in the Canadian Nurses Association (CNA, 2008) is, â€Å"Nurses engage in compassionate care through their speech and body language and through their efforts to understand and care about others’ health care needs†(p.
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