Considering a growing nurse shortage and the need for qualified nurses to handle increasingly complex patient care situations, how ethical beliefs are influenced and the consequences that can occur when moral conflicts of right and wrong arise need to be explored. The aim of this study was to explore influencers identified by nurses as having the most impact on the development of their ethical beliefs and whether these influencers might impact levels of moral distress and the potential for conscientious objection. Nurses whose ethical beliefs were most influenced by their religious beliefs scored higher in levels of moral distress and demonstrated greater differences in areas of conscientious objection than did nurses who developed their ethical beliefs from influencers such as family values, life and work experience, political views or the professional code of ethics.
Spirituality and coworker relationships were positive coping strategies among oncology nurses to prevent emotional exhaustion. Nurses who rely on supportive social networks as a coping mechanism have lower levels of depersonalization. Age was inversely related to emotional exhaustion.
This study aimed to explore and compare expectations of syllabi between students and faculty in a university baccalaureate nursing department. Knowing what students expect from syllabi can lead to improved student success and may reduce faculty time in clarifying class policies. Faculty and nursing students from eight semesters volunteered to complete a survey exploring syllabi definitions, pertinent content, and the importance of student involvement in syllabi development. The findings suggest there are differences between faculty and student perceptions regarding important syllabi content. Students wanted syllabi that provided the nuts and bolts of how to accomplish each assignment and course requirement most efficiently. Faculty preferred information about student behavior, such as student conduct, participation, and attendance rules. Adult Learning Theory was used to explain these differences. This article points out that faculty may not be as in touch with the needs of adult learners as they claim to be.
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