Ethical Dilemmas for Nursing Students and Faculty: In Their Own Voices

Feeg, Veronica D.; Mancino, Diane J.; Rushton, Cynda Hylton; Mendez, Kyra Jennifer Waligora; Baierlein, Jennifer

doi:10.1097/01.nep.0000000000000730

Cited by 8 publications

(6 citation statements)

References 16 publications

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“…Issues and strategies relating to faculty burnout should be integrated into orientation and ongoing professional education so that well-being behaviors are embodied by faculty and integrated into existing nursing education curricula such as courses and content dealing with roles of the academic nurse educator and ethical dilemmas faced by nurse educators. [55] This can include demands unique to the type of institution, faculty track, and performance expectations and strategies for achieving balance and support. Furthermore, faculty and education programs should consider integrating well-being strategies in all levels of curricula.…”

Section: Discussionmentioning

confidence: 99%

An integrative review of burnout and related concepts in nursing faculty

D'Aoust,

Sarver,

Swoboda

et al. 2023

JNEP

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Introduction: It is essential to support the health and well-being of nursing faculty. Nurse well-being is imperative for promoting many outcomes in health care and education. In the presence of workplace stressors, nursing faculty may experience negative impacts, including burnout. This integrative review explored the literature on burnout and related concepts in nursing faculty.Methods: An integrative review guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses flow diagram was performed. Articles were identified from databases, including PubMed and CINAHL Plus, citation searching, and content expert referral. Key search terms included “nursing faculty”, “burnout”, and “nursing education”. 102 articles were identified and screened for established inclusion criteria and 23 were included in this review.Results: A total of 23 articles exploring burnout and other related concepts in nursing faculty were appraised. Emergent themes encompassing contributing factors, manifestations, impact, and strategies for decreasing faculty burnout and increasing faculty well-being are illustrated in this review. Although a variety of individual and organizational strategies for decreasing burnout were emphasized in the literature, multiple gaps were identified. These gaps include 1) lack of comprehensive programs to address faculty burnout, 2) integration of skills and practices into nursing education curricula, 3) impact of interventions on educational outcomes, 4) assessments examining faculty needs, and 5) absence of best practices replicated in nursing education.Conclusions: It is imperative to explore a comprehensive approach to decreasing burnout and supporting faculty and student well-being in nursing education and examine methodological challenges in defining related concepts and measures.

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Section: Discussionmentioning

confidence: 99%

An integrative review of burnout and related concepts in nursing faculty

D'Aoust,

Sarver,

Swoboda

et al. 2023

JNEP

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“…25 Nursing students report situations that produce moral distress for them that are different from the situations that their faculty experience. 13 In a systematic review, issues related to health care inequities, unproductive relationships with others, and specific student characteristics impact their perception of the nursing profession and health care delivery. 26 Other sources of moral distress are related to clinical practice situations where there is dissonance between idealized values and reality, patients lack decisional capacity, and unethical situations are not addressed.…”

Section: Discussionmentioning

confidence: 99%

“…12 In addition, research has indicated gaps in ethical competence of nurses to recognize and effectively address ethical issues through effective communication resulting in patterns of silence, avoidance, and distress. 12,13 Studies indicate that nurses can develop skills to mitigate the negative effects of ethical challenges by confronting moral adversity in everyday practice to foster moral resilience. 12 R3(Renewal, Resilience and Retention of Maryland Nurses) is an academic practice partnership to build statewide capacity among nursing faculty and nurse residency program (NRP) educators to deliver resilience and ethical practice content, skills, and tools to prelicensure nursing students and novice nurses.…”

Section: Introductionmentioning

confidence: 99%

“…Ethical practice has demonstrated a positive relationship with building resilience among frontline nurses 12. In addition, research has indicated gaps in ethical competence of nurses to recognize and effectively address ethical issues through effective communication resulting in patterns of silence, avoidance, and distress 12,13. Studies indicate that nurses can develop skills to mitigate the negative effects of ethical challenges by confronting moral adversity in everyday practice to foster moral resilience 12…”

Section: Introductionmentioning

confidence: 99%

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Resilience and Ethics in Nursing Education and Practice

Wright,

D'Aoust,

Swoboda

et al. 2023

Nurse Educ

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Background: Nursing faculty and clinicians are leaving the profession due to increased workload and burnout. Evidence-based interventions to build skills in resilience and well-being are encouraged; however, strategies to implement them in nursing curricula and nurse residency programs (NRPs) are not well known. Purpose: To understand the current state of resilience, well-being, and ethics content in the curriculum in schools of nursing and NRPs in the state of Maryland as part of a statewide initiative for Renewal, Resilience and Retention of Maryland Nurses (R3). Methods: A descriptive survey was distributed to leaders of all Maryland nursing schools and NRP directors. Results: Respondents (n = 67) reported minimal resilience, well-being, and ethics content. Teaching modalities included lecture, journaling, mindfulness, and the code of ethics. Barriers included lack of faculty knowledge, low priority, time constraints, and limited resources. Conclusion: Resilience, well-being, and ethics content is limited in nursing curricula. Developing educator skills and best practices to foster resilience and ethical practice are needed.

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“…Creating such a fully integrated ethical framework will require increasing the numbers of medical and nursing faculty with formal training in bioethics as well as adding to the repertoire of experiential teaching methods. 51 Health professional programs should invest in training faculty to be skillful facilitators to enhance the student experience and avoid potential negative consequences. Shifts in virtual learning environments, in particular, require special attention to create psychologically safe spaces for learners to name and explore challenges to their ethics, mental health, and well-being.…”

Section: Effective Learning and Engagement In Ethics And Well-beingmentioning

confidence: 99%

Ethics and Well-Being: The Health Professions and the COVID-19 Pandemic

Hughes

Rushton

2022

Academic Medicine

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The COVID-19 pandemic has had a profound impact on health professionals, adding to the moral suffering and burnout that existed prepandemic. The physical, psychological, and moral toll of the pandemic has threatened the well-being and integrity of clinicians. The narrative of self-sacrifice and heroism bolstered people early on but was not sustainable over time. For health professions students, the learning environment changed dramatically, limiting opportunities in direct patient care and raising concerns for meeting training requirements. Learners lost social connections and felt isolated while learning remotely, and they witnessed ethical tensions between patient-centered care and parallel obligations to public health. Worries about transmission of the virus and uncertainty about its management contributed to their moral suffering. Educators adjusted curricula to address the changing ethical landscape. Preparing learners for the realities of their future professional identities requires creation of interprofessional moral communities that provide support and help develop the moral agency and integrity of its members using experiential and relational learning methods. Investing in the well-being and resilience of clinicians, implementing the recommendations of the National Academy of Medicine, and engaging learners and faculty as cocreators of ethical practice have the potential to transform the learning environment. Faculty need to be trained as effective mentors to create safe spaces for exploring challenges and address moral adversity. Ethics education will need to expand to issues related to health systems science, social determinants of health, and public health, and the cultivation of moral sensitivity, character development, professional identity formation, and moral resilience.

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Ethical Dilemmas for Nursing Students and Faculty: In Their Own Voices

Cited by 8 publications

References 16 publications

An integrative review of burnout and related concepts in nursing faculty

An integrative review of burnout and related concepts in nursing faculty

Resilience and Ethics in Nursing Education and Practice

Ethics and Well-Being: The Health Professions and the COVID-19 Pandemic

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