Moral Professional Personhood: ethical reflections during initial clinical encounters in nursing education

2004 ◽  
Vol 11 (2) ◽  
pp. 122-137 ◽  
Author(s):  
Chryssoula Lemonidou ◽  
Elizabeth Papathanassoglou ◽  
Margarita Giannakopoulou ◽  
Elisabeth Patiraki ◽  
Danai Papadatou
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Lived Experience ◽  
Moral Agency ◽  
Personal Values ◽  
Moral Awareness ◽  
Written Narratives ◽  
Clinical Encounters ◽  
Ethical Conflicts ◽  
Ethical Reflections

Moral agency is an important constituent of the nursing role. We explored issues of ethical development in Greek nursing students during clinical practice at the beginning of their studies. Specifically, we aimed to explore students’ lived experience of ethics, and their perceptions and understanding of encountered ethical conflicts through phenomenological analysis of written narratives. The process of developing an awareness of personal values through empathizing with patients was identified as the core theme of the students’ experience. Six more common themes were identified. Development of the students’ moral awareness was conceptualized as a set of stages, commencing with empathizing with patients and nurses, moving on to taking a moral stand and, finally, concluding by becoming aware of their personal values and showing evidence of an emerging professional moral personhood. The notions of empathy, caring and emotion were in evidence throughout the students’ experience. Implications for practice and nurse education are discussed.

The development of moral sensitivity of nursing students: A scoping review

2020 ◽  
pp. 096973302097245
Author(s):  
Ankana Spekkink ◽  
Gaby Jacobs
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Scoping Review ◽  
Educational Interventions ◽  
Two Dimensions ◽  
The Other ◽  
Clear Understanding ◽  
Moral Awareness ◽  
Moral Sensitivity ◽  
Starting Point

Moral sensitivity is known to be the starting point for moral competence and even is a core concept in the curricula for bachelor’s-level nursing students in the Netherlands. While the development of moral sensitivity in nursing is commonly agreed to be important, there is no clear understanding of how to develop moral sensitivity through nursing education and what components of nursing education contribute to moral sensitivity. Studies on educational interventions could build knowledge about what works in developing moral sensitivity and how to achieve this outcome. Therefore, the aim of this study is to explore if and how educational interventions contribute to the development of moral sensitivity in nursing students. A scoping review was conducted. Four electronic databases were searched: CINAHL, PubMed, MEDLINE and SpringerLink. Articles that were not about formal or initial nursing education and that had no link to moral development or moral sensitivity were excluded. After the final selection on educational interventions, 10 articles out of the initial 964 resources were included in the review. Three different but related dimensions of moral sensitivity emerged from the literature: (1) raising moral awareness, (2) providing the ability to frame and name ethical issues and (3) improving moral reasoning ability. Half of the studies used quantitative measures to evaluate the educational intervention, in particular the Moral Sensitivity Questionnaire; the other half used diverse qualitative evaluation methods. None of the studies presented teaching methods that included all three dimensions of moral sensitivity. Moral awareness of self appears to be more loosely connected to the other two dimensions, which raises the question of whether it can be seen as a prerequisite for them. To encompass all dimensions of moral sensitivity, a mix of quantitative and qualitative measures seems most appropriate to study that topic.

scholarly journals A student’s journey: Examining the efficacy of the academic preparation of BSN students and readiness to enter practice

2019 ◽  
Vol 4 (1) ◽  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Lived Experience ◽  
Academic Preparation ◽  
Hospitalized Patients ◽  
Nursing Profession ◽  
Clinical Practices ◽  
New Graduates ◽  
Generic Qualitative ◽  
Theory Practice Gap

Background: The nursing profession is under more pressure than ever to hire clinicians that exhibit critical thinking (CT) skills. A review of the literature has identified a divide between bedside clinicians and nursing faculty resulting in the separation of academic educators from current clinical practices [1]. New graduates enter the clinical setting inadequately prepared to meet the clinical needs and demands of today’s hospitalized patients [2]. Method: A generic qualitative approach sought to explore the lived experience of BSN graduate nurses transition into clinical practice and to gain insight into how successful the nursing profession is training nursing students to meet the clinical demands of today’s hospitalized patients. Results: The results identified four themes: clinical rotation; didactic content and academia; transition to practice; and simulation. Conclusion: A theory-practice gap continues to exist in nursing education.

scholarly journals Nursing – why? Students’ motives for choosing nursing as a field of education

2020 ◽  
Vol 19 (1) ◽  
pp. 22-28
Author(s):  
Agnieszka Lemiecha ◽  
Anna Leńczuk-Gruba
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Personal Values ◽  
Good Health ◽  
First Choice ◽  
Good Material ◽  
The Will ◽  
Mental Fitness ◽  
Material Conditions ◽  
Medical University

AbstractIntroduction. The decision on a course of study related to the profession of choice is a milestone in many people’s life. The choice of nursing is determined by various reasons and values which can influence both the involvement and satisfaction of students with their education and later, professional life.Aim. To learn the reasons and values behind choosing nursing education.Material and methods. The survey was performed in January 2019 on a group of 223 1st grade nursing students at the Medical University of Warsaw. The survey used an original questionnaire and the standardized List of Personal Values (PVL) by Z. Jurczyński.Results. Within the group of participating students – 34.1% chose nursing as their first recruitment choice of studies. The majority justified their choice with the will to help others and the need to acquire higher education. The personal values declared by the students were mostly love, friendship and good health, physical and mental fitness. The meaning of ”good material conditions” as a token of personal happiness (p=0.005) was more often declared by students for whom nursing was not the first choice of education.Conclusions. Only a third of the respondents chose nursing education consciously. The most commonly declared reason behind the choice of nursing profession was the will to help other people. Students, who chose nursing as their one and only education less frequently declared the importance of good material conditions as a symbol of personal happiness.

Caring for Dying Patient and Their Families

2017 ◽  
Vol 32 (3-4) ◽  
pp. 127-133 ◽  
Author(s):  
Lorenza Garrino ◽  
Claudia Contratto ◽  
Patrizia Massariello ◽  
Valerio Dimonte
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Lived Experience ◽  
End Of Life ◽  
Undergraduate Students ◽  
End Of Life Care ◽  
Student Nurses ◽  
Life Care ◽  
School Of Nursing ◽  
Qualitative Phenomenological

Background: The literature from recent decades persistently suggests that nurses are not adequately trained in caring for the dying. Numerous studies call for enhanced education in end-of-life care. Objective: To explore student nurses’ experience of caring for dying persons and their families and how this experience was influenced by their undergraduate education, with a view to improving end-of-life training. Methods: Narrative interviews were administered to a purposive sample of 18 undergraduate students at Turin University’s School of Nursing and analyzed following Giorgi’s qualitative phenomenological methodology. Results: The students’ accounts featured 4 main themes: emotions and feelings, reactions and coping strategies, growth in personal and professional awareness, and the professional nursing model. Students reporting positive experience of end-of-life care in clinical settings displayed the expected learning outcomes for undergraduate nursing education. Conclusion: This study’s strength lies in the fact that it draws on student nurses’ lived experience to assess training in end-of-life care. It confirms the need to invest in targeted end-of-life education and support for nursing students.

The Lived Experience of Clinical Simulation of Novice Nursing Students

2010 ◽  
Vol 14 (2) ◽  
pp. 8-14 ◽  
Author(s):  
Mary Ann Cordeau,
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Lived Experience ◽  
Learning Strategies ◽  
Nursing Student ◽  
Learning Strategy ◽  
Clinical Simulation ◽  
Hermeneutic Phenomenological ◽  
Novice Nursing Students ◽  
Teaching Learning

To effectively use clinical simulation for nursing education, the phenomenon must be understood from the perspective of the nursing student so learner centered teaching/learning strategies can be implemented to achieve desired outcomes. This study examined the lived experience of graded clinical simulation for novice nursing students. Using van Manen’s (1990) method for hermeneutic phenomenological investigation, the written descriptions of 19 novice nursing students were examined. Five thematic clusters; perceived anxiety, seeking and imagining, performing-in-the-moment, critiquing-the-performance, and preparing-for-nursing-practice emerged from the student descriptions of their lived experience of graded clinical simulation. Through understanding students’ perceptions and meanings of clinical simulation when designing, implementing, evaluating individual clinical simulations, this teaching/learning strategy will better meet student needs and learning outcomes.

Personal Values Required for Ethical Best Practice during Intrapartum Care

2018 ◽  
Vol 20 (2) ◽  
Author(s):  
Jacobeth Mmabyala Louisa Malesela
Keyword(s):  
Nursing Education ◽  
Best Practice ◽  
Personal Values ◽  
Self Control ◽  
Intrapartum Care ◽  
Performance Reviews ◽  
Qualitative Research Design ◽  
Selection Processes ◽  
The Individual ◽  
Recruitment And Selection

Women bring into the birthing unit values which include preferences, concerns and expectations that are involved in decision-making during intrapartum care. When midwives fail to meet the women’s values, they experience such care as being inhumane and degrading, thus affecting the childbirth outcomes. The inhumane and degrading care includes a lack of sympathy and empathy, as well as a lack of attention to privacy and confidentiality. Midwives’ possession of the required personal values and the ability to integrate women’s values are vital to enhance ethical best practice during intrapartum care. The aim of the study was to explore and to describe the midwives’ personal values that are required for ethical best practice during intrapartum care. The birthing unit at a public hospital in the Gauteng province of South Africa formed the context of the study. A qualitative research design that was explorative, descriptive and contextual in nature was used. The following personal values emerged: (1) respect, trust and dignity; (2) justice, equality and fairness; (3) freedom of choice and autonomy; (4) integrity, honesty and consistency; (5) good character and personality; (6) self-control and rapport; and (7) open-mindedness and flexibility. The midwives’ personal values form a strong precursor that is crucial for ethical best practice during intrapartum care. The individual midwives, nursing education institutions and health facilities can use the study findings in areas such as reflective midwifery practice, the midwifery curriculum, recruitment and selection processes, and as part of key performance areas and indicators in performance reviews.

HUBUNGAN PENGETAHUAN TERHADAP KOMPETENSI MAHASIWA PROFESI NERS DALAM PENERAPAN EVIDENCE BASED PRACTICE

2018 ◽  
Vol 14 (1) ◽  
Author(s):  
Hasniatisari Harun ◽  
Yusshy Kurnia Herliani ◽  
Anita Setyawati
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Quantitative Research ◽  
Evidence Based Practice ◽  
Sampling Technique ◽  
Nursing Program ◽  
Evidence Based ◽  
Professional Nursing ◽  
Professional Nurses ◽  
High Competence

Professional nurses could be prepared through professional nursing programs. Professional nursing program is part of the nursing education program. One of the competencies required to be professional nurses is implementing evidence-based practice (EBP) to explore the best nursing interventions for patients to get optimal outcome. Nursing students have learned EBP during bachelor degree by analysis case using the EBP method. However, evaluation related  students' understanding of the method and its application of EBP to the clinical practice was none. The purpose of this study was to determine the relationship of knowledge with student competency in the implementation of evidence based practice (EBP) to managed patients in the medical surgical nursing stage. This research is quantitative research. The sample in this study was 120 nursing students who were at professional nursing program that were recruited using total sampling technique. The instrument used is the Evidence Based Practice Questionnaire (EBPQ) questionnaire. The results showed that more than half of the respondents had high knowledge (68%), and high competence (49%). This study shows a meaningful relationship between knowledge of student competence in applying EBP (r = .6070, p <0.01). The findings of this study are important for recommendations related to developing teaching materials in nursing education related to for providing the best service for patients.

The Effectiveness of Using a Mobile Messenger as an Educational Supporting Tool among Nursing Students

2020 ◽  
Vol 4 (1) ◽  
pp. 67-77
Author(s):  
Rohimah Ismail ◽  
Chong Mei Chan ◽  
Wan Muhammad Azly W. Zulkafli ◽  
Hasnah Zani ◽  
Zainab Mohd Shafie
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Decision Making ◽  
Intervention Group ◽  
Great Influence ◽  
Control Group ◽  
P Value ◽  
Significant Difference ◽  
Supporting Tool ◽  
Nursing College

                The evolution of information technology has exerted great influence on nursing education via new pedagogy of knowledge delivery without time and place restriction. Mobile technology revolutionises nursing education and clinical practice via empowering skills of critical thinking and clinical decision-making through learning. The aim of this study is to evaluate the effectiveness of using mobile messenger (Whatsapp) as an educational supporting tool among nursing students. The study design used is a Cluster Randomized Control Trail. Two nursing colleges were selected. Sample size was 93 participants, 48 from the Kuala Terengganu Nursing College Kuala Terengganu as the intervention group while the control group were recruited among 45 participants from UniSZA Nursing College. There is a significant difference in the level of knowledge between pre and posttest among intervention group (mean difference was -8.70 with a standard deviation 8.42, p-value< 0.001) and 93.8 percent of the respondents perceived the usefulness of using WhatsApp mobile messenger to enhance learning. This demonstrates that learning through mobile messenger (WhatsApp) enhances learning and is well received as a new method of learning by almost all students.   Keywords: Mobile learning, WhatsApp messenger, Social Interaction

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