Faculty of Health Studies, 87368VID Specialized University, Oslo and Centre for Medical Ethics, University of Oslo, Norway.
Faculty of Health Studies, 87368VID Specialized University, Vinderen, Oslo, Norway.
Nurs Ethics. 2022 Jun;29(4):927-937. doi: 10.1177/09697330221074013. Epub 2022 Feb 28.
Empathy and moral courage are important virtues in nursing and nursing ethics. Hence, it is of great importance that nursing students and nurses develop their ability to empathize and their willingness to demonstrate moral courage. The aim of this article is to explore third-year undergraduate nursing students' perceptions and experiences in developing empathy and moral courage. This study employed a longitudinal qualitative design based on individual interviews. Seven undergraduate nursing students were interviewed during or immediately following their final clinical placement. The Norwegian Social Science Data Services (NSD) approved the study. Participants were informed that their participation was voluntary and were assured confidentiality. They were informed that they could withdraw from the study at any time, without providing reasons. Affective empathy seemed to be strong among third-year undergraduate nursing students. However, they tried to handle the situations in a 'professional' way, and to balance their emotions. At the same time, they expressed how difficult it can be to show moral courage when confronted with poor patient care. In addition, they spoke about a lack of role models during clinical practice and supervision. Undergraduate nursing students are in a vulnerable position throughout their journey to become professional and to develop empathy and moral courage. The professional socialisation and forming of professional empathy and moral courage among nursing students, may be seen as a complex interaction of formal and hidden curriculum, where role models play an important role. We argue that the main theme 'Vulnerable students - a journey towards professional empathy and moral courage' may cover the longitudinal project as a whole. This vulnerability is something both teachers and supervisors should be aware of when following up with students in their clinical placements.
同理心和道德勇气是护理和护理伦理学中的重要美德。因此，护理学生和护士培养同理心的能力和表现道德勇气的意愿非常重要。本文旨在探讨三年级本科护生在发展同理心和道德勇气方面的认知和体验。本研究采用基于个人访谈的纵向定性设计。在最后一次临床实习期间或之后，对 7 名本科护理学生进行了访谈。挪威社会科学数据服务（NSD）批准了这项研究。参与者被告知他们的参与是自愿的，并保证了机密性。他们被告知可以随时退出研究，无需提供理由。情感同理心似乎在三年级本科护理学生中很强。然而，他们试图以“专业”的方式处理这些情况，并平衡自己的情绪。同时，他们还表达了在面对护理不佳的情况时表现出道德勇气的困难。此外，他们还谈到了在临床实践和监督中缺乏榜样。本科护生在成为专业人士并培养同理心和道德勇气的过程中处于弱势地位。护理学生的专业社会化和同理心和道德勇气的形成，可以被视为正式和隐性课程的复杂互动，其中榜样起着重要作用。我们认为，主题“弱势学生——走向专业同理心和道德勇气的旅程”可以涵盖整个纵向项目。这种脆弱性是教师和主管在跟进学生临床实习时应该意识到的。
