Exploring the Relationships Among Moral Distress, Moral Courage, and Moral Resilience in Undergraduate Nursing Students

2020 ◽  
Vol 59 (7) ◽  
pp. 392-395
Author(s):  
Erin Gibson ◽  
Gloria Duke ◽  
Danita Alfred
Keyword(s):  
Nursing Students ◽  
Moral Distress ◽  
Moral Courage ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Moral Resilience

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.

Moral distress among undergraduate nursing students who question the choice of professional career

2014 ◽  
Vol 1 (1) ◽  
pp. 63-69 ◽  
Author(s):  
S.S. Bordignon ◽  
V.L. Lunardi ◽  
E.L.D. Barlem ◽  
W.D. Lunardi Filho ◽  
J.G. Tomaschewski-Barlem ◽  
...  
Keyword(s):  
Nursing Students ◽  
Moral Distress ◽  
Undergraduate Nursing Students ◽  
Professional Career ◽  
Undergraduate Nursing

Moral sensitivity, moral distress, and moral courage among baccalaureate Filipino nursing students

2016 ◽  
Vol 25 (4) ◽  
pp. 458-469 ◽  
Author(s):  
Rowena L Escolar-Chua
Keyword(s):  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Healthcare Professionals ◽  
Moral Distress ◽  
Baccalaureate Nursing Students ◽  
Moral Courage ◽  
Healthcare Team ◽  
Moral Sensitivity ◽  
Best Interest ◽  
Undergraduate Nursing

Background: Moral distress, moral sensitivity, and moral courage among healthcare professionals have been explored considerably in recent years. However, there is a paucity of studies exploring these topics among baccalaureate nursing students. Aim/objective: The purpose of this study was to explore the relationship between and among moral distress, moral sensitivity, and moral courage of undergraduate baccalaureate nursing students. Research design: The research employed a descriptive-correlational design to explore the relationships between and among moral distress, moral sensitivity, and moral courage of undergraduate nursing students. Participants and research context: A total of 293 baccalaureate Filipino nursing students who have been exposed to various clinical areas participated in the study. Ethical considerations: Institutional review board approval was sought prior to the conduct of the study. Self-determination was assured and anonymity and confidentiality were guaranteed to all participants. Findings: Results indicate that a majority of the nursing students in the clinical areas encounter morally distressing situations that compromise quality patient care. However, despite the fact that they want to do what is in the best interest of their patients, their perception of being the inexperienced among the healthcare team drives the majority of them to ignore morally distressing situations to avoid conflict and confrontation. Another interesting finding is that 79.20% of the respondents hardly consider quitting the nursing profession even if they frequently encounter morally distressing situations. Analysis also shows associations between moral distress intensity and frequency ( r = 0.13, p < 0.05) and moral distress intensity and moral sensitivity ( r = 0.25, p < 0.05). The dimensions of moral courage are also related to both moral distress and moral sensitivity. Conclusion: Results of the study imply that moral distress is a reality among all healthcare professionals including nursing students and requires more consideration by nurse educators.

scholarly journals Moral Resilience in Nursing Education: Exploring Undergraduate Nursing Students Perceptions of Resilience in Relation to Ethical Ideology

2021 ◽  
Vol 7 ◽  
pp. 237796082110177
Author(s):  
Ebin J. Arries-Kleyenstüber
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Pearson Correlation ◽  
Demographic Variables ◽  
Future Research ◽  
Policy Statement ◽  
Ethical Ideology ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Moral Resilience

Introduction Moral resilience has recently been proposed as one strategy to address moral distress in nurses and nursing students. Central to nursing students’ capacity for moral resilience is how they understood and enact resilience with an element of realism, suggesting an ethical, ideological influence. Resilience is shown to differ significantly across students, and possibly because of a disconnect between a students’ perceived resilience and their ethical ideology. Yet, resilience seldom has been explored in relation to ethical ideology. Objective This study aims to explore self-reported resilience in relation to ethical ideology in undergraduate nursing students, compare differences in scores, and explore relationships between study variables and selected demographic characteristics. Methods A descriptive cross-sectional research design was followed. An online encrypted survey was conducted among a convenient sample of nursing undergraduates who met the eligibility criteria and provided implied informed consent. This study complied with ethical principles outlined in the Canadian Tri-Council Policy Statement for research with human subjects. Ethical approval was secured from the University’s Research Ethics Board. Data were analyzed using mean scores, standard deviations, independent sample t-test, variance analysis with post hoc–testing, and Pearson correlation to explore differences in perceptions and associations between study and selected demographic variables. Results Undergraduate students have a high level of self-reported resilience. Statistically significant differences in self-reported resilience across selected demographic variables were observed. The association between resilience and ethical ideology was not significant. Ethical relativism was significantly correlated with age and year of study. Conclusion Findings suggest that faculty cultivating resilience in nursing students pays attention to gender’s influence discourses in students’ perceptions of resilience and ethical ideology and provides students with opportunities for ethical self-reflection and dialogue to critically examine their ethical ideological perspectives and the influence these may have on moral resilience development. Implications for future research are discussed.

Moral distress in undergraduate nursing students

2016 ◽  
Vol 23 (5) ◽  
pp. 523-534 ◽  
Author(s):  
Loredana Sasso ◽  
Annamaria Bagnasco ◽  
Monica Bianchi ◽  
Valentina Bressan ◽  
Franco Carnevale
Keyword(s):  
Nursing Students ◽  
Research Design ◽  
Clinical Experience ◽  
Professional Education ◽  
Moral Distress ◽  
Organizational Factors ◽  
Individual Characteristics ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
The Impact

Background: Nurses and nursing students appear vulnerable to moral distress when faced with ethical dilemmas or decision-making in clinical practice. As a result, they may experience professional dissatisfaction and their relationships with patients, families, and colleagues may be compromised. The impact of moral distress may manifest as anger, feelings of guilt and frustration, a desire to give up the profession, loss of self-esteem, depression, and anxiety. Objectives: The purpose of this review was to describe how dilemmas and environmental, relational, and organizational factors contribute to moral distress in undergraduate student nurses during their clinical experience and professional education. Research design: The research design was a systematic literature review. Method: The search produced a total of 157 articles published between 2004 and 2014. These were screened with the assessment sheet designed by Hawker and colleagues. Four articles matched the search criteria (one quantitative study and three qualitative), and these were separately read and analyzed by the researchers. The process of review and analysis of the data was supervised by a colleague experienced in moral distress who provided an independent quality check. Ethical consideration: Since this was a systematic review, no ethical approval was required. Findings: From the analysis, it emerged that inequalities and healthcare disparities, the relationship with the mentor, and students’ individual characteristics can all impact negatively on the decisions taken and the nursing care provided, generating moral distress. All these factors condition both the clinical experience and learning process, in addition to the professional development and the possible care choices of future nurses. Conclusion: Few studies dealt with moral distress in the setting of nurse education, and there is a knowledge gap related to this phenomenon. The results of this review underline the need for further research regarding interventions that can minimize moral distress in undergraduate nursing students.

Learning Style Preferences of Undergraduate Nursing Students: A Systematic Review

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Tonderai Washington Shumba ◽  
Scholastika Ndatinda Iipinge
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Academic Success ◽  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Nursing Students ◽  
Learning Style Preferences ◽  
Undergraduate Nursing ◽  
Style Preferences

This study sought to synthesise evidence from published literature on the various learning style preferences of undergraduate nursing students and to determine the extent they can play in promoting academic success in nursing education of Namibia. A comprehensive literature search was conducted on electronic databases as a part of the systematic review. Although, kinaesthetic, visual and auditory learning styles were found to be the most dominant learning style preferences, most studies (nine) indicated that undergraduate nursing students have varied learning styles. Studies investigating associations of certain demographic variables with the learning preferences indicated no significant association. On the other hand, three studies investigating association between learning styles and academic performance found a significant association. Three studies concluded that indeed learning styles change over time and with academic levels. The more nurse educators in Namibia are aware of their learning styles and those of their students, the greater the potential for increased academic performance.

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