Moral suffering among nurse educators of technical courses in nursing

Abstract

these situations have an impact on experiences of moral suffering by nurse educators, and show a need for rethinking their practice, relationships, and educational spaces, and implementing strategies to favor the confrontation of dilemmas and conflicts experienced in educational practice in technical courses in nursing.

Teaching strategies: promoting the development of moral competence in undergraduate students

“…In this perspective, it is possible to understand that nurses' training cannot be thought without the visualization of the ethical and moral perspectives that form the basis of their moral development (14) . By using teaching strategies, the professor contributes to increase the quality of teaching and the production of knowledge, encouraging the active participation of students in the teachinglearning process, allowing them to develop competences for the exercise of a reflective and critical assistance practice committed to the care (15)(16) , evidenced in the practice of realistic simulation, which provides the student with the opportunity to seek knowledge and skills by boosting rapid thinking and teamwork, providing space for creativity, for the development of actions and moral attitudes (17) . It is necessary to use strategies that can give the student moments with active participation in the discussion of ideas, boosting reasoning, problem-solving, the relationship between theory and practice, in order to transform learning spaces into environments with possible solutions for problems based on and founded in dialogue and joint construction, recognizing the critical capacity of the student and enabling the development of moral values (13,16) .…”

“…By using teaching strategies, the professor contributes to increase the quality of teaching and the production of knowledge, encouraging the active participation of students in the teachinglearning process, allowing them to develop competences for the exercise of a reflective and critical assistance practice committed to the care (15)(16) , evidenced in the practice of realistic simulation, which provides the student with the opportunity to seek knowledge and skills by boosting rapid thinking and teamwork, providing space for creativity, for the development of actions and moral attitudes (17) . It is necessary to use strategies that can give the student moments with active participation in the discussion of ideas, boosting reasoning, problem-solving, the relationship between theory and practice, in order to transform learning spaces into environments with possible solutions for problems based on and founded in dialogue and joint construction, recognizing the critical capacity of the student and enabling the development of moral values (13,16) . Reflective nursing education, being critical and attentive to the realities lived in the daily life of the profession brings the student closer to the professional reality and facilitates the theory-practice link, so important for the training of professionals trained to experience the profession, besides to enable the development of moral values, essential for care assistance (16) .…”

“…It is necessary to use strategies that can give the student moments with active participation in the discussion of ideas, boosting reasoning, problem-solving, the relationship between theory and practice, in order to transform learning spaces into environments with possible solutions for problems based on and founded in dialogue and joint construction, recognizing the critical capacity of the student and enabling the development of moral values (13,16) . Reflective nursing education, being critical and attentive to the realities lived in the daily life of the profession brings the student closer to the professional reality and facilitates the theory-practice link, so important for the training of professionals trained to experience the profession, besides to enable the development of moral values, essential for care assistance (16) . The simulation of a real setting for the exercise of care is the main space for ethical training, since it requires knowledge of how to deal with feelings and, with adversity, promoting the ability to work as a team and contributing to the construction of environments ethical issues where everyone can have an active voice (18) , creating opportunities for the solution of ethical and moral problems and conflicts in order to obtain effective results, attitudes that make a difference for those involved and contribute to the development of clinical reasoning (19) .…”

“…The simulation of a real setting for the exercise of care is the main space for ethical training, since it requires knowledge of how to deal with feelings and, with adversity, promoting the ability to work as a team and contributing to the construction of environments ethical issues where everyone can have an active voice (18) , creating opportunities for the solution of ethical and moral problems and conflicts in order to obtain effective results, attitudes that make a difference for those involved and contribute to the development of clinical reasoning (19) . When the professor mobilizes the clinical reasoning through active methodologies, the student can perceive the moral commitment as essential in his/her formation, allowing the reflections made to contribute to the internalization of values, with positive reflexes not only in their behaviors, but also in the care provided; and nonetheless, in the construction of an autonomous and ethical health worker with theoretical-practical knowledge and professional competence, recognizing and valuing human care as part of the scientific world (16)(17)(18)(19)(20) . As students rescue their sensitivity to care, attending to the needs of the users through clinical reasoning and with awareness of the need to issue critical thinking based on knowledge, they can develop a humanized and ethical care (20) .…”

Moral distress and professors of nursing: A cluster analysis

“…Moral distress may result if a person’s ability to fulfill her or his ethical commitment is somehow restricted or compromised. 9,10…”