Moral Distress and Associated Factors Among Baccalaureate Nursing Students: A Multisite Descriptive Study.

AIM: The three study aims were to assess moral distress among senior baccalaureate nursing students, describe ethical dilemmas contributing to their moral distress in practice settings, and identify reasons for inaction when encountering dilemmas. BACKGROUND: Previous studies have linked postlicensure nurses' moral distress to compassion fatigue, frustration, and turnover. Little is known about this phenomenon in students. METHOD: This study employed a descriptive cross-sectional survey design to measure moral distress and reasons for not taking action across three academic sites (N = 267). Content analysis was used to identify themes of distressing clinical situations. RESULTS: Aggregate mean moral distress rating was 3.12. Content analysis revealed compromised best practices, disrespect for human dignity, perceived constraints, and navigating personal values. The most frequent reasons for inaction were subordinate role, relationship preservation, incomplete knowledge, and uncertainty about speaking up. CONCLUSION: Results help educators prioritize strategies to prevent and manage moral distress among students.

Student, Preceptor, and Faculty Perceptions of Three Clinical Learning Models.

BACKGROUND: Nursing faculty members strive to use optimal clinical learning environments that educate students for clinical competence and sense of salience. The purpose of this study was to offer insight into the perceptions of students, preceptors, and faculty in three clinical models: traditional, precepted, and a hybrid blend. METHOD: One hundred fifty students, seven preceptors, and 12 faculty members responded to open-ended survey questions about their experience in one of the models. Conventional content analysis revealed themes for each group and theme intersections across groups. RESULTS: The students' themes included Making Connections (traditional), The Land of Opportunity (precepted), and The Total Package (hybrid). Preceptor themes included Giving of Self and Reflection on Practice. The Value of the Nurse theme emerged from faculty responses across all models. Students desired additional skill performance, and preceptors suggested improved communication and role clarity. CONCLUSION: Clinical models that maximize faculty and preceptor expertise should be formalized and studied. [J Nurs Educ. 2017;56(5):281-286.].

The Lived Experience of Nursing Faculty in a Dedicated Education Unit.

BACKGROUND: The dedicated education unit (DEU) was developed as an innovation to increase enrollment capacity and secure stable clinical placement sites in units that provide an optimal learning environment. The purpose of this multisite study was to describe, interpret, and offer insight into the meanings of the lived experiences of nursing faculty who had transitioned to teaching in a DEU. METHOD: Semistructured private interviews were conducted using an interpretive phenomenological approach. RESULTS: The three themes that emerged were Preparing for, Adapting to, and Sustaining a New Synergy of Learning. Each theme had two to four subthemes. CONCLUSION: New DEU faculty may face decisions about physical presence, the nature of their interactions with staff nurse clinical instructors and students, and tactful approaches to managing practice issues. This study informs faculty how they can best prepare for success and promote sustainability. [J Nurs Educ. 2016;55(12):669-674.].