Moral distress in undergraduate nursing students

2019 ◽  
Vol 26 (7-8) ◽  
pp. 2325-2339 ◽  
Author(s):  
Simoní Saraiva Bordignon ◽  
Valéria Lerch Lunardi ◽  
Edison Luiz Devos Barlem ◽  
Graziele de Lima Dalmolin ◽  
Rosemary Silva da Silveira ◽  
...  
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Moral Distress ◽  
Intensity Level ◽  
Linear Regression Models ◽  
Design Data ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Distress Scale

Background: Moral distress is considered to be the negative feelings that arise when one knows the morally correct response to a situation but cannot act because of institutional or hierarchal constraints. Objectives: To analyze moral distress and its relation with sociodemographic and academic variables in undergraduate students from different universities in Brazil. Method: Quantitative study with a cross-sectional design. Data were collected through the Moral Distress Scale for Nursing Students, with 499 nursing students from three universities in the extreme south of Brazil answering the scale. The data were analyzed in the statistical software SPSS version 22.0, through descriptive statistical analysis, association tests (t-test and analysis of variance), and linear regression models. Ethical considerations: Approval for the study was obtained from the Research Ethics Committee at Universidade Federal do Rio Grande. Findings: The mean intensity of moral distress in the constructs ranged from 1.60 to 2.55. As to the occurrence of situations leading to moral distress in the constructs, the frequencies ranged from 1.21 to 2.43. The intensity level of moral distress showed higher averages in the more advanced grades of the undergraduate nursing course, when compared to the early grades of this course (between 5 and 10 grade, average = 2.60–3.14, p = 0.000). Conclusion: The demographic and academic characteristics of the undergraduate nursing students who referred higher levels of moral distress were being enrolled in the final course semesters, were at a federal university, and had no prior degree as an auxiliary nurse/nursing technician.

Development and Validation of a Moral Distress Scale for Nursing Students

2020 ◽  
pp. JNM-D-19-00001
Author(s):  
Simoní Saraiva Bordignon ◽  
Valéria Lerch Lunardi ◽  
Edison Luiz Barlem ◽  
Graziele de Lima Dalmolin ◽  
Rosemary Silva da Silveira ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Nursing Students ◽  
Internal Consistency ◽  
Moral Distress ◽  
Methodological Study ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Development And Validation ◽  
Distress Scale ◽  
Scale Length

Background and PurposeThis study was aimed to develop and validate a scale to measure the frequency and the intensity of the moral distress experienced by nursing students.MethodMethodological study in which a guideline with eight steps: (a) to determine what to measure, (b) to produce items, (c) format to measure, (d) review by experts, (e) validation of items, (f) sample, (g) assessment (h) scale length was used to develop and validate a scale. The sample was composed of 499 undergraduate nursing students from three Brazilian universities.ResultsSix constructs were identified in the factor analysis. The instrument and dimensions presented satisfactory internal consistency, with Cronbach’s alpha coefficients equal to .97 and between .60 and .97, respectively.ConclusionThe developed scale is able to analyze the intensity and the frequency of Moral Distress in nursing students, in a valid and reliable way.

scholarly journals Stress and sociodemographic characteristics of undergraduate nursing students

2018 ◽  
Vol 12 (3) ◽  
pp. 701 ◽  
Author(s):  
Vivian Aline Preto ◽  
Marta De Souza Benevides ◽  
Bruna Geraldo Queiroz ◽  
Sandra Souza Pereira ◽  
Barbara Oliveira Prado Souza ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Marital Status ◽  
Undergraduate Students ◽  
Psychological Symptoms ◽  
Physiological Stress ◽  
Educational Institution ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

RESUMOObjetivo: avaliar a presença de estresse e sua associação com o perfil sociodemográfico em universitários de enfermagem do último ano. Método: estudo quantitativo, investigação de corte transversal com 32 universitários de enfermagem do último ano em uma instituição particular de ensino. Foram utilizados formulário de informações sociodemográficas e o Inventário de Sintomas de Stress para adultos. Os resultados foram submetidos à análise estatística por meio do programa SPSS versão 17.0. Resultado: maioria (75%) dos universitários apresentou sintomas de estresse na fase de resistência (56,3%), com predomínio de sintomas psicológicos (53%). O estresse esteve associado à variável estado civil e à fase de resistência. Conclusão: número significativo de universitários está estressado. O estresse teve associação com a variável sociodemográfica estado civil e a fase de resistência. É relevante observar que a presença de estresse constatada neste estudo é preocupante considerando a saúde desses participantes e seu futuro profissional. Os dados contribuem cientificamente com o fornecimento de subsídios e destaca a necessidade de arranjos para a prevenção de agravos a saúde relacionada ao estresse em universitários de enfermagem. Descritores: Estresse Psicológico; Estresse fisiológico; Estudantes de Enfermagem; Educação em Enfermagem; Educação; Aprendizagem.ABSTRACTObjective: to evaluate the presence of stress and its association with the sociodemographic profile of undergraduate nursing students enrolled in the last year of the course. Method: quantitative, cross-sectional research with 32 nursing students in the last year of the course at a private educational institution. We used a form to collect sociodemographic information and the Stress Symptom Inventory for adults. The results were submitted to statistical analysis in the SPSS software version 17.0. Results: the majority (75%) of the students presented symptoms of stress in the resistance phase (56.3%) with a predominance of psychological symptoms (53%). Stress was associated with marital status and resistance phase. Conclusion: a significant number of undergraduate students are stressed. Stress was associated with the sociodemographic variable marital status and the resistance phase. It is relevant to note that the presence of stress found in this study is a cause of concern considering the health of these participants and their professional future. The present data contributes scientifically to the provision to support and highlights the need for arrangements for the prevention of stress-related health disorders in university nursing students. Descriptors: Psychological Stress; Physiological Stress; Nursing students; Nursing Education; Education; Learning.RESUMENObjetivo: evaluar la presencia de estrés y su asociación con el perfil sociodemográfico en universitarios de enfermería del último año. Método: estudio cuantitativo, investigación de cohorte transversal con 32 universitarios de enfermería del último año en una institución particular de enseñanza. Fueron utilizados un formulario de informaciones sociodemográficas y el Inventario de Síntomas de Estrés para adultos. Los resultados fueron sometidos al análisis estadístico por medio del programa SPSS versión 17.0. Resultado: la mayoría (75%) de los universitarios presentó síntomas de estrés en la fase de resistencia (56,3%) con predominio de síntomas psicológicos (53%). El estrés estuvo asociado a la variable estado civil y a la fase de resistencia. Conclusión: número significativo de universitarios está estresado. El estrés tuvo asociación con la variable sociodemográfica estado civil y la fase de resistencia. Es relevante observar que la presencia de estrés constatada en este estudio es preocupante considerando la salud de esos participantes y su futuro profesional. Los datos contribuyen científicamente con el fornecimiento de subsidios y destacan la necesidad de arreglos para la prevención de problemas a la salud relacionados al estrés en universitarios de enfermería. Descriptores: Estrés Psicológico; Estrés Fisiológico; Estudiantes de Enfermería; Educación em Enfermería; Educación; Aprendizaje.

scholarly journals Impact of Anxiety on Readiness for COVID-19 Vaccination among Polish Nursing Undergraduate Students: Nationwide Cross-Sectional Study

Vaccines ◽  
2021 ◽  
Vol 9 (12) ◽  
pp. 1385
Author(s):  
Joanna Gotlib ◽  
Mariusz Jaworski ◽  
Dominik Wawrzuta ◽  
Tomasz Sobierajski ◽  
Mariusz Panczyk
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Cross Sectional Study ◽  
Student Knowledge ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Huge Impact ◽  
Study Participants ◽  
The Relationship

The COVID-19 pandemic had a huge impact on the mental health of people around the world, and it increased the level of fear of infection and anxiety about the consequences of the disease caused by the SARS-CoV-2 virus. We examined the relationship between the level of anxiety among nursing students and their knowledge about COVID-19 vaccination. In addition, we explored the correlations among the level of anxiety, knowledge about vaccination, and the willingness to vaccinate against COVID-19. A total of 790 undergraduate nursing students participated in the study. The results demonstrated that the level of anxiety among the surveyed nursing students was low; 40% of the study participants did not report any anxiety at all, 30% reported mild anxiety, 20% reported moderate anxiety, and 9% reported severe anxiety. At the time of the study, 77.2% of the participants were already vaccinated against COVID-19. Student knowledge about vaccination against COVID-19 was high and anxiety levels were low, with no direct correlation between the knowledge of vaccination and the severity of anxiety.

scholarly journals Comparing formative and summative simulation-based assessment in undergraduate nursing students: nursing competency acquisition and clinical simulation satisfaction

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Oscar Arrogante ◽  
Gracia María González-Romero ◽  
Eva María López-Torre ◽  
Laura Carrión-García ◽  
Alberto Polo
Keyword(s):  
Nursing Students ◽  
Formative Evaluation ◽  
Clinical Performance ◽  
Summative Evaluation ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Validated Questionnaire ◽  
Evaluation Strategies

Abstract Background Formative and summative evaluation are widely employed in simulated-based assessment. The aims of our study were to evaluate the acquisition of nursing competencies through clinical simulation in undergraduate nursing students and to compare their satisfaction with this methodology using these two evaluation strategies. Methods Two hundred eighteen undergraduate nursing students participated in a cross-sectional study, using a mixed-method. MAES© (self-learning methodology in simulated environments) sessions were developed to assess students by formative evaluation. Objective Structured Clinical Examination sessions were conducted to assess students by summative evaluation. Simulated scenarios recreated clinical cases of critical patients. Students´ performance in all simulated scenarios were assessed using checklists. A validated questionnaire was used to evaluate satisfaction with clinical simulation. Quantitative data were analysed using the IBM SPSS Statistics version 24.0 software, whereas qualitative data were analysed using the ATLAS-ti version 8.0 software. Results Most nursing students showed adequate clinical competence. Satisfaction with clinical simulation was higher when students were assessed using formative evaluation. The main students’ complaints with summative evaluation were related to reduced time for performing simulated scenarios and increased anxiety during their clinical performance. Conclusion The best solution to reduce students’ complaints with summative evaluation is to orient them to the simulated environment. It should be recommended to combine both evaluation strategies in simulated-based assessment, providing students feedback in summative evaluation, as well as evaluating their achievement of learning outcomes in formative evaluation.

scholarly journals Learning in the informal spaces and re-signification of the existence of undergraduate students of nursing

2014 ◽  
Vol 22 (5) ◽  
pp. 731-738 ◽  
Author(s):  
Isabel Silva de Jesus ◽  
Edite Lago da Silva Sena ◽  
Luana Machado Andrade
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Professional Training ◽  
Public University ◽  
Metropolitan Region ◽  
Undergraduate Nursing Students ◽  
Construction Of Knowledge ◽  
Undergraduate Nursing ◽  
Teaching Learning ◽  
The University

OBJECTIVE: to describe the perception of lecturers and undergraduate nursing students regarding the dialogic experience in the informal spaces and its relationship with training in health.METHOD: experiential descriptions were collected in the context of a public university in the non-metropolitan region of the state of Bahia, Brazil, using open interviews. These descriptions were analyzed according to the principles of the phenomenology of Maurice Merleau-Ponty.RESULTS: it was revealed that the informal spaces contribute significantly to the construction of knowledge and professional training strengthening teaching and promoting the re-signification of the subjects' experience.CONCLUSION: it is evidenced that the dialogic experience has relevancy for rethinking the teaching-learning process in the university, such that the informal spaces should be included and valued as producers of meanings for the personal and academic life of lecturers and students, with the ability to re-signify existence.

scholarly journals Comparing formative and summative simulation-based assessment in undergraduate nursing students: nursing competency acquisition and clinical simulation satisfaction

2021 ◽  
Author(s):  
Oscar Arrogante ◽  
Gracia María González-Romero ◽  
Eva María López-Torre ◽  
Laura Carrión-García ◽  
Alberto Polo
Keyword(s):  
Nursing Students ◽  
Formative Evaluation ◽  
Cross Sectional Study ◽  
Summative Evaluation ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Validated Questionnaire ◽  
Critical Patients

Abstract BackgroundFormative and summative evaluation are widely employed in simulated-based assessment. The aims of our study were to evaluate the acquisition of nursing competencies through clinical simulation in undergraduate nursing students and to compare their satisfaction with this methodology using these two evaluation strategies.Methods218 undergraduate nursing students participated in a cross-sectional study, using a mixed-method. MAES© (self-learning methodology in simulated environments) sessions were developed to assess students by formative evaluation. Objective Structured Clinical Examination sessions were conducted to assess students by summative evaluation. Simulated scenarios recreated clinical cases of critical patients. Students´ performance in all simulated scenarios were assessed using checklists. A validated questionnaire was used to evaluate satisfaction with clinical simulation. Quantitative data were analysed using the IBM SPSS Statistics version 24.0 software, whereas qualitative data were analysed using the ATLAS-ti version 8.0 software.ResultsMost nursing students showed adequate clinical competence. Satisfaction with clinical simulation was higher when students were assessed using formative evaluation. The main students’ complaints with summative evaluation were related to reduced time for performing simulated scenarios and increased anxiety during their clinical performance.ConclusionThe best solution to reduce students’ complaints with summative evaluation is to orient them to the simulated environment. It should be recommended to combine both evaluation strategies in simulated-based assessment, providing students feedback in summative evaluation, as well as evaluating their achievement of learning outcomes in formative evaluation.

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