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Hopeck P. Socialized to care: Nursing student experiences with faculty, preceptors, and patients. Nurs Inq 2024; 31:e12596. [PMID: 37622348 DOI: 10.1111/nin.12596] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2022] [Revised: 07/05/2023] [Accepted: 08/13/2023] [Indexed: 08/26/2023]
Abstract
Effective socialization of nurses has led to positive outcomes for both hospitals and nurses, including higher retention and greater job satisfaction. The importance of faculty, preceptors, and patients in the socialization of nursing students has been documented extensively in the literature. The research presented in this article examines data from qualitative, longitudinal interview transcripts of 15 students as they progressed through a 2-year nursing program to determine how these three types of influence socialize nursing students, and at which points in their education. Using multiple perspective qualitative longitudinal interviews, I interviewed participants every semester of nursing school about their experiences. From the data, these three parties have an impact at different points in their socialization, starting with faculty who socialize students to nursing school by helping them think like nurses. Next, preceptors can be barriers or facilitators of learning by demonstrating how to act like nurses and providing insight about how and why nurses may act the way that they do. Finally, patients help students put everything together by applying classroom lessons to clinical settings. The research concludes with implications for research, practice, and policy.
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Affiliation(s)
- Paula Hopeck
- Department of Communication Studies, Commonwealth University, Bloomsburg, Pennsylvania, USA
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2
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Abstract
BACKGROUND Moral courage is a recognized virtue. In the context of the COVID-19 pandemic, the master's students of nursing (MSNs) in China have shown tenacious moral courage. OBJECTIVE This study elaborates on the moral courage of Chinese MSNs through their experiences of volunteering during the pandemic. RESEARCH DESIGN Descriptive qualitative, interview-based. PARTICIPANTS AND RESEARCH CONTEXT Participants were nursing postgraduate students who participated in the prevention and control of the COVID-19 pandemic selected by purposeful sampling. The sample size was determined by data saturation, which was reached with 10 participants. Data were analyzed using a deductive method of content analysis. Because of the isolation policy, telephone interviews were adopted. ETHICAL CONSIDERATIONS After obtaining the approval of the ethical institution of the author's school (No. 138, 30 August 2021), verbal consent was obtained before the interview with the participants. All data were processed anonymously and confidentially. In addition, we recruited participants through MSNs' counselors, and obtained their phone numbers with their permission. RESULTS Data analysis resulted in 15 subcategories that were subsequently grouped into 3 major categories including proceed without hesitation, the outcome of practicing moral courage, and develop and maintain moral courage. CONCLUSION This qualitative study is based on the special background of the COVID-19 pandemic, and the MSNs in China have shown tenacious moral courage in the work of epidemic prevention and control. Five factors led them to take action without hesitation, and six possible outcomes followed. Lastly, this study provides some suggestions for nurses and nursing students to enhance their moral courage. To better develop and support moral courage in the future, it is necessary to use different methods and multidisciplinary approaches to study moral courage.
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Affiliation(s)
- Mingtao Huang
- School of Health Management, Fujian Medical University, China; Research Centre for Medical Humanities, Fujian Medical University, China
| | - Wenhong Dong
- School of Health Management, Fujian Medical University, China; Research Centre for Medical Humanities, Fujian Medical University, China
| | - Qianqian Zhao
- School of Health Management, Fujian Medical University, China; Research Centre for Medical Humanities, Fujian Medical University, China
| | - Nan Mo
- School of Marxism, Fujian Medical University, China; Research Centre for Medical Humanities, Fujian Medical University, China
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Namadi F, Shahbaz A, Jasemi M. Nurses' Lived Experiences of Moral Courage Inhibitors: A Qualitative Descriptive Study. SAGE Open Nurs 2023; 9:23779608231157326. [PMID: 36844423 PMCID: PMC9944332 DOI: 10.1177/23779608231157326] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/18/2022] [Accepted: 01/29/2023] [Indexed: 02/23/2023] Open
Abstract
Introduction Moral courage (MC) has been characterized among the vital strategies, adopted by nurses, for dealing with moral distress; even though there are some factors hindering the development of this behavior in clinical settings. Objective The present study accordingly aimed to shed light on Iranian nurses' lived experiences regarding MC inhibitors. Methods This qualitative descriptive study was fulfilled, using conventional content analysis. For this purpose, the participants comprised of 15 nurses were recruited purposively from teaching hospitals in Iran. As well, in-depth, individual semistructured interviews in a face-to-face mode were held for data collection. The data were further analyzed by Graneheim and Lundman's method. Results The analysis of the interviews revealed some MC inhibitors, including the individual factors (viz., personality traits, fear of job loss, poor scientific/practical skills, lack of ethical knowledge, and phobia of unpleasant experience recurrence), and the organizational ones (namely, no reward system, lack of power at work and physician dominance, inadequate organizational support, and suppressive environment). Conclusion The study findings demonstrated that the MC inhibitors in the nursing practice could be split into two general themes, that is, the individual and organizational ones. Accordingly, organizations could motivate nurses to make ethical decisions courageously, using supporting strategies, such as giving importance to nurses and empowering them, applying appropriate evaluation criteria, and appreciating ethical performance in these frontline healthcare workers.
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Affiliation(s)
- Farideh Namadi
- Patient Safety Research Center, Urmia University of Medical
Sciences, Urmia, Iran
| | - Azam Shahbaz
- Department of Nursing, School of Nursing and Midwifery,
Urmia
University of Medical Sciences, Urmia,
Iran,Azam Shahbaz, Faculty of Nursing and
Midwifery, Urmia University of Medical Sciences, Campus Nazlu, 11 KM Road Seru,
Urmia, West Azerbaijan, Iran.
| | - Madineh Jasemi
- School of Nursing and Midwifery, Urmia University of Medical
Sciences, Urmia, Iran
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Sukhera J, Kulkarni C, Taylor T. Structural distress: experiences of moral distress related to structural stigma during the COVID-19 pandemic. PERSPECTIVES ON MEDICAL EDUCATION 2021; 10:222-229. [PMID: 33914288 PMCID: PMC8082743 DOI: 10.1007/s40037-021-00663-y] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/22/2021] [Revised: 03/17/2021] [Accepted: 03/30/2021] [Indexed: 05/14/2023]
Abstract
INTRODUCTION The COVID-19 pandemic has taken a significant toll on the health of structurally vulnerable patient populations as well as healthcare workers. The concepts of structural stigma and moral distress are important and interrelated, yet rarely explored or researched in medical education. Structural stigma refers to how discrimination towards certain groups is enacted through policy and practice. Moral distress describes the tension and conflict that health workers experience when they are unable to fulfil their duties due to circumstances outside of their control. In this study, the authors explored how resident physicians perceive moral distress in relation to structural stigma. An improved understanding of such experiences may provide insights into how to prepare future physicians to improve health equity. METHODS Utilizing constructivist grounded theory methodology, 22 participants from across Canada including 17 resident physicians from diverse specialties and 5 faculty members were recruited for semi-structured interviews from April-June 2020. Data were analyzed using constant comparative analysis. RESULTS Results describe a distinctive form of moral distress called structural distress, which centers upon the experience of powerlessness leading resident physicians to go above and beyond the call of duty, potentially worsening their psychological well-being. Faculty play a buffering role in mitigating the impact of structural distress by role modeling vulnerability and involving residents in policy decisions. CONCLUSION These findings provide unique insights into teaching and learning about the care of structurally vulnerable populations and faculty's role related to resident advocacy and decision-making. The concept of structural distress may provide the foundation for future research into the intersection between resident well-being and training related to health equity.
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Affiliation(s)
- Javeed Sukhera
- Departments of Psychiatry/Paediatrics and Centre for Education Research and Innovation, Schulich School of Medicine and Dentistry, Western University, London, Ontario, Canada.
| | - Chetana Kulkarni
- Hospital for Sick Children (SickKids), Department of Psychiatry, University of Toronto, Toronto, Canada
| | - Taryn Taylor
- Department of Obstetrics and Gynecology and Centre for Education Research and Innovation, Schulich School of Medicine and Dentistry, Western University, London, Ontario, Canada
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Jack K, Levett-Jones T, Ion R, Pich J, Fulton R, Ylonen AM, Hamshire C. 'She would wash the patients as if she was scrubbing a dirty plate in the sink': Exploring nursing students experiences of care delivery. NURSE EDUCATION TODAY 2020; 90:104444. [PMID: 32445985 DOI: 10.1016/j.nedt.2020.104444] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/23/2019] [Revised: 03/05/2020] [Accepted: 04/14/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND While much is known about nursing students' clinical placement experiences in general, less has been reported about their specific encounters with poor care delivery. A few small-scale qualitative studies have been undertaken, which suggest that nursing students do witness poor care but often decide not to act on what they see. This study sought to explore a wider international perspective on this issue. AIMS To explore nursing students' experiences of the care delivery practices witnessed during clinical placements and to provide descriptions of poor care. SETTING AND PARTICIPANTS Nursing students from undergraduate pre-registration nursing programmes across three universities, two in the United Kingdom (UK) and one in Australia. DESIGN AND ANALYSIS A qualitative/quantitative survey design was utilised, and data were descriptively analysed. RESULTS Two hundred and sixty-five students participated in the study. Overall the results were positive. Nevertheless, the participants did provide multiple and recurring examples of poor nursing care which related to a lack of compassion, poor communication, unkind and indifferent provision of personal care, and patient safety. Reporting of poor care was viewed as difficult and many participants highlighted potential repercussions should they take this course of action. CONCLUSION This research provides contemporary international insights into care delivery practices from the perspective of a large number of nursing students. The results, although mainly positive, outline multiple examples of poor and ineffective practice. While the precise prevalence of these remains unknown, educators, practitioners and students should consider how best to address them when they occur.
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Affiliation(s)
- Kirsten Jack
- Faculty of Health, Psychology and Social Care, Manchester Metropolitan University, Brooks Building, Birley Campus, 53 Bonsall Street, Manchester M15 6GX.
| | - Tracy Levett-Jones
- University of Technology Sydney 15, Broadway, Ultimo, NSW 2007, Australia
| | - Robin Ion
- Senior Lecturer, University of the West of Scotland, School of Health & Life Sciences, Paisley Campus, High Street, Paisley, Scotland PA1 2BE
| | - Jacqueline Pich
- University of Technology Sydney 15, Broadway, Ultimo, NSW 2007, Australia
| | - Roberta Fulton
- Lecturer University of Dundee, 11 Airlie Place, Dundee, Scotland DD1 4HN
| | - Anna Mari Ylonen
- Faculty of Health, Psychology and Social Care, Manchester Metropolitan University, Brooks Building, Birley Campus, 53 Bonsall Street, Manchester M15 6GX
| | - Claire Hamshire
- Faculty Head of Education, Faculty of Health, Psychology & Social Care, Manchester Metropolitan University, Brooks Building, Birley Campus, 53 Bonsall Street, Manchester M15 6GX
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Professionalism dilemmas experienced by health professions students: a cross-sectional study. J Interprof Care 2019; 34:259-268. [PMID: 31516056 DOI: 10.1080/13561820.2019.1649645] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Health professions students will invariably confront professionalism dilemmas. These early encounters significantly influence future professional attitudes and behaviours. Heretofore, studies concerning professionalism dilemmas experienced by health professions students across disciplines have been limited. To address this issue, we recruited 56 students with clinical experience from the National Taiwan University College of Medicine in the nursing, dentistry, pharmacy, medical technology, occupational therapy, and physiotherapy programs to participate in this research to compare health professions students' understandings of professionalism and their experiences of professionalism dilemmas. We used group interviews to uncover students' experiences of professionalism dilemmas. We identified the six most commonly reported professionalism dilemmas and found that interprofessional dilemmas were the dominant workplace professionalism dilemma for health professions students. We also identified significant disciplinary differences regarding dilemma types and frequencies. We employed the framework of dual identity development to better understand the role of professional and interprofessional identities in interprofessional dilemmas. The professionalism dilemmas that individual students encountered were shaped by disciplinary differences. Our findings suggest that the development of a sense of belonging to both their own profession and a broader interprofessional care team in health professions students can increase the effectiveness of interprofessional healthcare teams.
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Hanifi N, Moqaddam M, Ghahremani Z. Factors Related to Moral Courage of Nursing Students in Zanjan. PREVENTIVE CARE IN NURSING AND MIDWIFERY JOURNAL 2019. [DOI: 10.29252/pcnm.9.1.22] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022] Open
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Guinea S, Andersen P, Reid-Searl K, Levett-Jones T, Dwyer T, Heaton L, Flenady T, Applegarth J, Bickell P. Simulation-based learning for patient safety: The development of the Tag Team Patient Safety Simulation methodology for nursing education. Collegian 2019. [DOI: 10.1016/j.colegn.2018.09.008] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
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Bickhoff L, Sinclair PM, Levett-Jones T. Moral courage in undergraduate nursing students: A literature review. Collegian 2018; 24:71-83. [PMID: 29218965 DOI: 10.1016/j.colegn.2015.08.002] [Citation(s) in RCA: 58] [Impact Index Per Article: 9.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Aim The aim of this review was to explore factors which facilitate or inhibit undergraduate nursing students’ willingness to demonstrate moral courage when confronted by poor patient care. Methods Included papers were those that met the criteria of being qualitative research that explored undergraduate nursing students’ depictions of situations where moral courage was or was not demonstrated during clinical placements, with a particular focus on situations that impacted or had the potential to impact the quality of patient care.Papers were reviewed using the Critical Appraisal Skills Programme Qualitative Research Checklist. The 15 papers included in the review were then thematically analysed. Findings The literature reports, despite feeling a moral obligation to act, most nursing students lack the moral courage to intervene or speak up when faced with poor practice. While students may subsequently report the behaviour, at the time of the event, they often remain passive spectators and sometimes even active participants. The major themes identified in the literature were: just a student, don’t rock the boat, fear of consequences, mentor–student relationship, and patient advocate identity. The literature also identified that nursing students suffer ongoing moral distress when they do not have the courage to confront poor practice. Conclusion There is a need for further research to explore positive examples of how nursing students demonstrate moral courage when undertaking clinical placements. These narratives have the potential to influence future students’ attitudes, values and behaviours by providing stimulus materials for teaching.
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Bickhoff L, Levett-Jones T, Sinclair PM. Rocking the boat - nursing students' stories of moral courage: A qualitative descriptive study. NURSE EDUCATION TODAY 2016; 42:35-40. [PMID: 27237350 DOI: 10.1016/j.nedt.2016.03.030] [Citation(s) in RCA: 38] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/04/2015] [Revised: 03/14/2016] [Accepted: 03/18/2016] [Indexed: 06/05/2023]
Abstract
AIM This paper profiles a qualitative study that examined how undergraduate nursing students demonstrate moral courage when confronted with clinical situations that negatively impact the quality of patient care and/or patient experience and the factors that encouraged or inhibited their willingness to speak up when they identified poor practice. BACKGROUND Clinical placements are an essential component of nursing programmes. However, placements are a reported source of stress for students, with many witnessing, or feeling compelled to participate in, poor practice. In these instances, nursing students require the moral courage to raise concerns in order to protect patient safety and dignity. METHODS This was a qualitative descriptive study. Nine nursing students and one nursing graduate from one semi-metropolitan university in Australia were interviewed and the data were thematically analysed. FINDINGS Four key themes emerged: (1) patient advocate identity, which had two sub-themes of knowing one's own moral code and previous life experiences; (2) consequences to the patient and to the participant; (3) the impact of key individuals; and (4) picking your battles. CONCLUSION This study demonstrates the importance of undergraduate nursing students identifying as patient advocates, the multitude of consequences students face when questioning the practice of a registered nurse, and the influence supervising nurses and clinical facilitators have on a student's decisions to intervene to protect patient safety. Further research is required to examine the factors, both intrinsic and extrinsic, that influence nursing students' moral courage and their decisions to intervene when poor practice is witnessed.
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Affiliation(s)
- Laurie Bickhoff
- Hunter New England Local Health District, John Hunter Hospital, Lookout Rd, New Lambton, NSW 2308, Australia.
| | - Tracy Levett-Jones
- School of Nursing and Midwifery, The University of Newcastle, Callaghan, NSW 2308, Australia.
| | - Peter M Sinclair
- School of Nursing and Midwifery, The University of Newcastle, Callaghan, NSW 2308, Australia.
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Cooper J, Courtney-Pratt H, Fitzgerald M. Key influences identified by first year undergraduate nursing students as impacting on the quality of clinical placement: A qualitative study. NURSE EDUCATION TODAY 2015; 35:1004-1008. [PMID: 25828091 DOI: 10.1016/j.nedt.2015.03.009] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/15/2014] [Revised: 02/23/2015] [Accepted: 03/17/2015] [Indexed: 06/04/2023]
Abstract
BACKGROUND Despite the fact that high quality clinical placement is an integral component of pre-registration nursing education for the development of the future nursing workforce, the literature identifies an ongoing struggle to 'get it right'. OBJECTIVE To examine qualitative data gathered through the Quality Clinical Placements Evaluation project to identify what pre-registration nursing students deemed helpful and not helpful influences on their first year Professional Experience Placement. DESIGN A total of 553 first year undergraduate nursing students from 2010 to 2012 were enrolled in the programme and all were invited to complete a validated survey to measure the quality of their first clinical placement. A total of 361 completed surveys were returned. This paper examines the data provided through open-ended questions within the survey related to most helpful and least helpful aspects of their clinical experience. METHODS An inductive analysis approach using NVIVO allowed inherent areas to emerge from the raw data forming three key themes that influenced the experience of students. RESULTS Feeling welcomed, individual versus team attitudes, and student expectations of supervising ward nurses were the themes identified that were perceived by the student as important to the success of learning and the quality of the experience overall. CONCLUSION The findings echo previous research into the student experience of clinical placement; however the focus regarding the need for students to have a quality relationship with the supervising nurse is an area that warrants further exploration. Furthermore, we argue that students should be purposely engaged in the tertiary sector and provided guidance and strategies related to forming and maintaining relationships with those that supervise their clinical placement, in order to ensure consistent positive experiences. The outcomes from this study suggest that a missing component is teaching undergraduates how to manage relationships in clinical settings.
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Affiliation(s)
- John Cooper
- School of Nursing and Midwifery, University of Tasmania, Private Bag 135, Hobart, Tas 7001, Australia.
| | - Helen Courtney-Pratt
- School of Nursing & Midwifery, University of Newcastle, Richardson Wing, University Drive, Callaghan, NSW, 2308, Australia.
| | - Mary Fitzgerald
- School of Nursing, Midwifery and Indigenous Health, Charles Sturt University, Australia.
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Monrouxe LV, Rees CE, Dennis I, Wells SE. Professionalism dilemmas, moral distress and the healthcare student: insights from two online UK-wide questionnaire studies. BMJ Open 2015; 5:e007518. [PMID: 25991457 PMCID: PMC4442195 DOI: 10.1136/bmjopen-2014-007518] [Citation(s) in RCA: 72] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/30/2022] Open
Abstract
OBJECTIVE To understand the prevalence of healthcare students' witnessing or participating in something that they think unethical (professionalism dilemmas) during workplace learning and examine whether differences exist in moral distress intensity resulting from these experiences according to gender and the frequency of occurrence. DESIGN Two cross-sectional online questionnaires of UK medical (study 1) and nursing, dentistry, physiotherapy and pharmacy students (study 2) concerning professionalism dilemmas and subsequent distress for (1) Patient dignity and safety breaches; (2) Valid consent for students' learning on patients; and (3) Negative workplace behaviours (eg, student abuse). PARTICIPANTS AND SETTING 2397 medical (67.4% female) and 1399 other healthcare students (81.1% female) responded. MAIN RESULTS The most commonly encountered professionalism dilemmas were: student abuse and patient dignity and safety dilemmas. Multinomial and logistic regression identified significant effects for gender and frequency of occurrence. In both studies, men were more likely to classify themselves as experiencing no distress; women were more likely to classify themselves as distressed. Two distinct patterns concerning frequency were apparent: (1) Habituation (study 1): less distress with increased exposure to dilemmas 'justified' for learning; (2) Disturbance (studies 1 and 2): more distress with increased exposure to dilemmas that could not be justified. CONCLUSIONS Tomorrow's healthcare practitioners learn within a workplace in which they frequently encounter dilemmas resulting in distress. Gender differences could be respondents acting according to gendered expectations (eg, males downplaying distress because they are expected to appear tough). Habituation to dilemmas suggests students might balance patient autonomy and right to dignity with their own needs to learn for future patient benefit. Disturbance contests the 'accepted' notion that students become less empathic over time. Future research might examine the strategies that students use to manage their distress, to understand how this impacts of issues such as burnout and/or leaving the profession.
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Affiliation(s)
- Lynn V Monrouxe
- Institute of Medical Education, Cardiff University, Cardiff, UK
| | - Charlotte E Rees
- Centre for Medical Education, Medical Education Institute, School of Medicine, University of Dundee, Dundee, UK
| | - Ian Dennis
- School of Psychology, Portland Square, Plymouth University, Plymouth, UK
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Rees CE, Monrouxe LV, McDonald LA. 'My mentor kicked a dying woman's bed…' analysing UK nursing students' 'most memorable' professionalism dilemmas. J Adv Nurs 2014; 71:169-80. [PMID: 24916272 DOI: 10.1111/jan.12457] [Citation(s) in RCA: 45] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/10/2014] [Indexed: 12/01/2022]
Abstract
AIM To provide depth and breadth in the analysis of nursing students' written narratives of 'most memorable' professionalism dilemmas. BACKGROUND While nursing students are taught professionalism through formal curricula, they commonly experience workplace-based professionalism dilemmas. Although non-UK studies have begun to explore students' lived experiences of dilemmas, they lack detail about when and where dilemmas occur, who is involved, what students do and why and how students feel. DESIGN Online survey of healthcare students including 294 nursing students from 15 UK nursing schools. METHOD Nursing students provided a written narrative of their most memorable dilemma (December 2011-March 2012) as part of a survey examining the impact of professionalism dilemmas on moral distress. We conducted thematic and discourse analysis of all narratives and narrative analysis of one exemplar. FINDINGS The most common themes were patient care dilemmas by healthcare personnel or students, student abuse and consent dilemmas. Of the dilemmas, 49·6% occurred over 6 months previously, 76·2% occurred in hospitals and 51·9% of perpetrators were nurses. 79·3% of students reported acting in the face of their dilemma. Of the narratives, 88·4% contained negative emotion talk and numerous significant relationships existed between types of emotion talk and dilemmas. Our narrative analysis demonstrates the impact of dilemma experiences through emotion talk and more subtle devices like metaphor. CONCLUSION Findings extend previous research with nursing and medical students. Nurse educators should help students construct emotionally coherent narratives to make sense of their experiences, actions and identities and to better prepare them for future professionalism dilemmas.
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Affiliation(s)
- Charlotte E Rees
- Education Research/Centre for Medical Education, College of Medicine, Dentistry and Nursing, University of Dundee, Scotland, UK
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Picardo JM, López-Fernández C, Hervás MJA. The Spanish version of the Emotional Labour Scale (ELS): a validation study. NURSE EDUCATION TODAY 2013; 33:1130-1135. [PMID: 23306722 DOI: 10.1016/j.nedt.2012.12.008] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/12/2012] [Revised: 12/01/2012] [Accepted: 12/06/2012] [Indexed: 06/01/2023]
Abstract
AIM To validate the Spanish version of the Emotional Labour Scale (ELS), an instrument widely used to understand how professionals working with people face emotional labor in their daily job. METHOD An observational, cross-sectional and multicenter survey was used. Nursing students and their clinical tutors (n=211) completed the self-reported ELS when the clinical practice period was over. First order and second order Confirmatory Factor Analyses (CFA) were estimated in order to test the factor structure of the scale. CONCLUSIONS The results of the CFA confirm a factor structure of the scale with six first order factors (duration, frequency, intensity, variety, surface acting and deep acting) and two larger second order factors named Demands (duration, frequency, intensity and variety) and Acting (surface acting and deep acting) establishing the validity of the Spanish version of the ELS.
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Affiliation(s)
- Juan M Picardo
- Facultad de Enfermería y Fisioterapia, Universidad de Cádiz, Spain; Laboratorio de Inteligencia Emocional, Universidad de Cádiz, Spain.
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Hassan H, Das S. Commentary on Bailey C, Murphy R & Porock D (2011) Professional tears: developing emotional intelligence around death and dying in emergency work. Journal of Clinical Nursing 20, 3364-3372. J Clin Nurs 2012; 21:1492-3. [PMID: 22494424 DOI: 10.1111/j.1365-2702.2011.04060.x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Affiliation(s)
- Hamidah Hassan
- Department of Nursing, Universiti Kebangsaan Malaysia Medical Centre, Kuala Lumpur, Malaysia
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