Date Created

2014

Abstract

Introduction/Background: Moral distress and related concepts surrounding morality and ethical decision-making have been given much attention in nursing. Despite the general consensus that moral distress is an affective response to being unable to act morally, the literature attests to the need for increased clarity regarding theoretical and conceptual constructs used to describe precisely what the experience of moral distress involves. The purpose of this study is to understand how student nurses experience morally distressing situations when caring for patients with different values and beliefs than their own in the clinical environment Methods: This study is based on secondary analysis of participant data. The stories of eight student nurses who completed the original study were reviewed following Yin’s multiple-case study design. Results: Findings suggest there is a subtle form of moral distress that has been under appreciated in the literature and differs from Jameton’s classic definition. While traditional institutional triggers to moral distress are pervasive, personal conflict as a result of differing value systems may be a moral challenge faced by nursing students working with culturally diverse patients. Conclusion: Ethics education is needed in nursing school to reduce moral distress in the clinical environment. Nursing students need opportunities to develop moral reasoning skills in addition to their clinical skills. A philosophical approach to ethics education may be needed to prevent and alleviate moral distress.

Publication Title

Journal of Nursing Education and Practice

Document Type

Article

ISSN

1925-4040

Volume

4

Issue

10

First Page

133

Last Page

140

DOI

10.5430/jnep.v4n10p133

Keywords

Nursing; Moral distress; Cultural diversity; Value systems; Ethics education

Extent

8 pages

Digital Origin

Born digital

Local Identifiers

student nurses_jnep.pdf

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