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Groothuizen JE. Axiological reflection for nursing ethics education: The missing link in understanding value conflicts. Nurs Ethics 2024:9697330241295369. [PMID: 39445847 DOI: 10.1177/09697330241295369] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2024]
Abstract
Texts from various areas of the world highlight the importance of moral values like compassion and integrity in healthcare. Such values are held in high esteem by healthcare organisations and are actively 'taught' within nursing ethics education to ensure their presence within the future workforce. With such an emphasis, it is easy to overlook that moral values are not the only values that people, including nurses, hold. Other personal values - which may or may not conflict with moral values - are simultaneously present within individuals. Therefore, moral behaviour cannot be predicted solely by the presence/absence of certain moral values. Instead, it depends on how these integrate into an individual's broader values system.Using Schwartz's axiological Theory of Basic Human Values as a framework, I argue that moral values are but one part of an individual's greater personal values spectrum, which also includes, for instance, hedonism, achievement, and power. Within this spectrum, values are ordered hierarchically, influencing behaviour based on relative priority. When a conflict arises between moral and other personal values, the prioritisation of moral values is a requirement for moral behaviour.I discuss how socialisation in suboptimal clinical practice environments can cause moral values to be deprioritised and argue that the development of practical reasoning skills is paramount to learning to balance one's values and guide decision-making. I advocate for the integration of (meta-)axiological reflection - characterised by introspection and aimed at developing a deeper understanding of one's personal values spectrum - within nursing ethics education. This involves exploring the origin, meaning, and perceived relative importance of one's different personal values. By incorporating specific reflective exercises, students can increase self-awareness/insight and enhance their ability to recognise situations where conflicts between their moral values and other personal values may occur, which is likely to benefit moral decision-making in clinical practice.
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Liu J, Zhang H, Tao S, He J, Li S. Centrality and bridge connections between cognitive emotion regulation strategies and professional identity among Chinese undergraduate nursing students: A network analysis. Nurse Educ Pract 2024; 80:104151. [PMID: 39342734 DOI: 10.1016/j.nepr.2024.104151] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2024] [Revised: 09/07/2024] [Accepted: 09/23/2024] [Indexed: 10/01/2024]
Abstract
AIM To construct a network structure for cognitive emotion regulation among Chinese undergraduate nursing students and identify central nodes and to explore the bridge connections between cognitive emotion regulation strategies and professional identity from the perspective of network analysis. BACKGROUND Undergraduate nursing students are currently in a poor psychological condition and cognitive emotion regulation strategies can help them use positive approaches to regulate their emotions. There may be a link between cognitive emotion regulation strategies and professional identity. DESIGN This was a cross-sectional study that used network analysis. METHOD A total of 218 Chinese undergraduate nursing students were selected and surveyed using the Cognitive Emotion Regulation Questionnaire and the Professional Identity Questionnaire. A network analysis model was constructed and the related indices were calculated using R 4.3.0 software. RESULTS Network analysis showed that the central nodes of undergraduate nursing students' cognitive emotion regulation strategies were positive reappraisal, refocusing on planning and catastrophising; In the bridge network of cognitive emotion strategies and professional identity, professional self-concept, positive reappraisal, benefits of stay and risk of resignation and refocusing on planning were the nodes with the strongest bridge strength. CONCLUSION The salient central and bridge nodes can serve as potential targets for interventions aimed at improving the mental health of undergraduate nursing students. Nursing educators must be trained in cognitive emotion regulation and appropriately guided to use positive emotion regulation strategies in their studies and work. Educators should focus on the relation between cognitive emotion regulation and professional identity to improve the mental health of nursing students and stabilise the nursing workforce.
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Affiliation(s)
- Jingya Liu
- School of Nursing, Anhui Medical University, Hefei 230032, China
| | - Haoran Zhang
- School of Nursing, Anhui Medical University, Hefei 230032, China
| | - Siyu Tao
- School of Nursing, Anhui Medical University, Hefei 230032, China
| | - Jie He
- School of Nursing, Anhui Medical University, Hefei 230032, China
| | - Shuwen Li
- School of Nursing, Anhui Medical University, Hefei 230032, China.
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Díaz-Narváez VP, Huberman-Casas J, Nakouzi-Momares JA, Alarcón-Ureta C, Jaramillo-Cavieres PA, Espinoza-Retamal M, Klahn-Acuña BP, Epuyao-González L, Leiton Carvajal G, Padilla M, Vilca LW, Reyes-Reyes A, Reyes-Reyes F. Levels of Empathy in Students and Professors with Patients in a Faculty of Dentistry. Behav Sci (Basel) 2024; 14:817. [PMID: 39336033 PMCID: PMC11429460 DOI: 10.3390/bs14090817] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2024] [Revised: 08/27/2024] [Accepted: 09/05/2024] [Indexed: 09/30/2024] Open
Abstract
BACKGROUND Empathy is an attribute that plays an essential role in the dentist-patient therapeutic relationship, clinical care, and treatment adherence, along with providing other benefits. The main objective of this research was to establish the validity, reliability, and invariance of the Jefferson Scale of Empathy and then characterize the empathy levels of students and teachers at a dental school. MATERIALS AND METHODS An observational and cross-sectional study analyzed a sample of undergraduate students and professors from the Universidad Andrés Bello Faculty of Dentistry (Chile) (n = 1727 and n = 267, respectively). The Empathy Scale for Health Professionals (HP) and the same scale for students (HPS) were applied. RESULTS The Jefferson Empathy Scale presents adequate psychometric properties. The empathy measure has adequate reliability and construct validity, confirming a fit of the three-factor empathy model to the data. The measurement is invariant within the university campus, the sex of the student, and between teacher and student. Teachers present greater empathy than students except in the Perspective Adoption dimension. CONCLUSIONS The Jefferson Empathy Scale is reliable, valid, and invariant among Chilean dental students and professors. Students do not differ from their professors in the cognitive component of empathy, but they present a lower score in the affective component and global empathy. It is inferred that students can develop the affective component of empathy in their interactions with their professors, increasing their overall empathy. Understanding and fostering empathy in dental students and professors can significantly improve patient care and treatment adherence and increase patient and dentist satisfaction.
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Affiliation(s)
- Víctor P. Díaz-Narváez
- Research Department, School of Dentistry, Faculty of Dentistry, Universidad Andres Bello, Santiago 8370133, Chile; (J.H.-C.); (J.A.N.-M.); (C.A.-U.); (P.A.J.-C.); (M.E.-R.); (B.P.K.-A.); (L.E.-G.); (G.L.C.)
| | - Joyce Huberman-Casas
- Research Department, School of Dentistry, Faculty of Dentistry, Universidad Andres Bello, Santiago 8370133, Chile; (J.H.-C.); (J.A.N.-M.); (C.A.-U.); (P.A.J.-C.); (M.E.-R.); (B.P.K.-A.); (L.E.-G.); (G.L.C.)
| | - Jorge Andrés Nakouzi-Momares
- Research Department, School of Dentistry, Faculty of Dentistry, Universidad Andres Bello, Santiago 8370133, Chile; (J.H.-C.); (J.A.N.-M.); (C.A.-U.); (P.A.J.-C.); (M.E.-R.); (B.P.K.-A.); (L.E.-G.); (G.L.C.)
| | - Chris Alarcón-Ureta
- Research Department, School of Dentistry, Faculty of Dentistry, Universidad Andres Bello, Santiago 8370133, Chile; (J.H.-C.); (J.A.N.-M.); (C.A.-U.); (P.A.J.-C.); (M.E.-R.); (B.P.K.-A.); (L.E.-G.); (G.L.C.)
| | - Patricio Alberto Jaramillo-Cavieres
- Research Department, School of Dentistry, Faculty of Dentistry, Universidad Andres Bello, Santiago 8370133, Chile; (J.H.-C.); (J.A.N.-M.); (C.A.-U.); (P.A.J.-C.); (M.E.-R.); (B.P.K.-A.); (L.E.-G.); (G.L.C.)
| | - Maricarmen Espinoza-Retamal
- Research Department, School of Dentistry, Faculty of Dentistry, Universidad Andres Bello, Santiago 8370133, Chile; (J.H.-C.); (J.A.N.-M.); (C.A.-U.); (P.A.J.-C.); (M.E.-R.); (B.P.K.-A.); (L.E.-G.); (G.L.C.)
| | - Blanca Patricia Klahn-Acuña
- Research Department, School of Dentistry, Faculty of Dentistry, Universidad Andres Bello, Santiago 8370133, Chile; (J.H.-C.); (J.A.N.-M.); (C.A.-U.); (P.A.J.-C.); (M.E.-R.); (B.P.K.-A.); (L.E.-G.); (G.L.C.)
| | - Leonardo Epuyao-González
- Research Department, School of Dentistry, Faculty of Dentistry, Universidad Andres Bello, Santiago 8370133, Chile; (J.H.-C.); (J.A.N.-M.); (C.A.-U.); (P.A.J.-C.); (M.E.-R.); (B.P.K.-A.); (L.E.-G.); (G.L.C.)
| | - Gabriela Leiton Carvajal
- Research Department, School of Dentistry, Faculty of Dentistry, Universidad Andres Bello, Santiago 8370133, Chile; (J.H.-C.); (J.A.N.-M.); (C.A.-U.); (P.A.J.-C.); (M.E.-R.); (B.P.K.-A.); (L.E.-G.); (G.L.C.)
| | - Mariela Padilla
- Department of Education, School of Dentistry, University of Southern California, Los Angeles, CA 90007, USA;
| | - Lindsay W. Vilca
- Department of Education, South American Center for Education and Research in Public Health, Universidad Norbert Wiener, Lima 15108, Peru;
| | - Alejandro Reyes-Reyes
- Department of Psychology, Faculty of Social Sciences and Communications, Universidad Santo Tomás, Concepción 8320000, Chile;
| | - Fernando Reyes-Reyes
- Department of Psychology, Institute of Socio-Emotional Well-Being, Faculty of Psychology, Universidad del Desarrollo, Concepción 4070001, Chile;
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Goodwin J, White S, O’Malley M, Hurley E, O’Donovan A, Kelly P. 'It's good to have the knowledge and the confidence': Mental health student nurses' views of a medication workshop. Int J Ment Health Nurs 2022; 31:1011-1020. [PMID: 35567299 PMCID: PMC9325031 DOI: 10.1111/inm.13012] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 04/18/2022] [Indexed: 11/17/2022]
Abstract
The administration of medication in a safe manner is a key nursing role and nursing regulatory bodies mandate that it is part of undergraduate training. However, it has been noted that qualified nursing staff are dissatisfied with the knowledge demonstrated by students. As such, a 2-day evidence-based workshop on medication management for final-year nursing students was facilitated to address knowledge deficits. Content was delivered by academics and practicing nurses. The aims of this study were to evaluate internship mental health student nurses' experiences of a 2-day medication management workshop. A qualitative descriptive design was adopted. Three focus group interviews were held with student nurses who partook in the workshop. Data were analysed using reflexive thematic analysis. Three themes were identified: Developing Confidence around Medication Management, Reflections on Learning Gained from the Workshop, and Enhancing Awareness and Vigilance of Medication Errors. Overall, participation in the workshop was identified as having a positive impact on students' knowledge, competence, and confidence in relation to becoming a safe practitioner. Students reported that the timing of the workshop - during internship - was appropriate for their knowledge needs. Findings indicate that the right amount of information was delivered by the right people, at the right time, in the right way. This study has highlighted the positive impact of a 2-day workshop delivered in the final year of mental health student nurse training, on their confidence and competence in the area of medication management. It provides some insight into how a practical collaborative approach to this type of education between academics and clinicians can help students bridge the theory-practice gap.
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Affiliation(s)
- John Goodwin
- School of Nursing and MidwiferyUniversity College CorkCorkIreland
| | | | - Maria O’Malley
- School of Nursing and MidwiferyUniversity College CorkCorkIreland
| | - Emma Hurley
- School of Nursing and MidwiferyUniversity College CorkCorkIreland
| | - Aine O’Donovan
- School of Nursing and MidwiferyUniversity College CorkCorkIreland
| | - Peter Kelly
- School of Nursing and MidwiferyUniversity College CorkCorkIreland
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Dobrowolska B, Whelan J, Timmins F. Managing Holistic Nursing Practice - the Need for Spiritual Care Competence in Healthcare Practice. J Nurs Manag 2021; 30:1083-1086. [PMID: 34964532 DOI: 10.1111/jonm.13538] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2021] [Accepted: 12/24/2021] [Indexed: 11/27/2022]
Affiliation(s)
- Beata Dobrowolska
- Faculty of Health Sciences, Medical University of Lublin, Lublin, Poland
| | - Jacqueline Whelan
- School of Nursing and Midwifery, Trinity College Dublin, Dublin 2, Ireland
| | - Fiona Timmins
- School of Nursing, Midwifery & Health Systems, University College Dublin, Ireland
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Batterbee RA. Current teaching of psychology in undergraduate adult and comprehensive nursing curricula. ACTA ACUST UNITED AC 2019; 28:848-856. [PMID: 31303033 DOI: 10.12968/bjon.2019.28.13.848] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
The need for nurses to understand human behaviour in the context of effective caring has long been established; however, there is no consensus over the teaching and learning of psychology. Recent reported failures in compassionate care have prompted academics and clinicians to revisit this discussion and examine the challenges this poses to education. The author therefore recognises the need to take stock to see if we are any closer to answering the critical question of how to help students use psychology to understand themselves and the people they will be caring for. A literature review was conducted to examine current research and texts that address the teaching of psychology to undergraduate adult nursing students. The aim was to frame recent discussion in the context of current pre-registration education, rather than revisit the historic argument. Three common themes emerged from the review: the content of psychology taught; the methods of teaching psychology to nurses; and the application of psychological theory to nursing practice. These themes became the focus of further content analysis. A consensus is emerging from the traditionally opposed skills and theory camps that psychological literacy is essential to caring. Psychological content must not be diluted, neglected or eroded, and the essentials of this need to be defined and taught in a manner that is simple to understand and can be applied to real people. In undergraduate education, there is an increasing emphasis on structured reflection, which is used to forge links between student cognition, emotion and behaviour to reinforce theoretical psychological concepts. The similarities between models of reflection and cognitive behavioural psychological conceptualisation are a possible area for future investigation.
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Affiliation(s)
- Robert A Batterbee
- Lecturer, Generalist and Mental Health Nursing, Second-Year Undergraduate Coordinator, College of Science, Health, Engineering and Education Professions, Murdoch University, Western Australia
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Markey K, Tilki M, Taylor G. Resigned indifference: An explanation of gaps in care for culturally and linguistically diverse patients'. J Nurs Manag 2019; 27:1462-1470. [DOI: 10.1111/jonm.12830] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2018] [Revised: 06/13/2019] [Accepted: 07/09/2019] [Indexed: 11/29/2022]
Affiliation(s)
- Kathleen Markey
- Department of Nursing and Midwifery University of Limerick Limerick Ireland
| | - Mary Tilki
- School of Health and Social Sciences Middlesex University London UK
| | - Georgina Taylor
- School of Health and Social Sciences Middlesex University London UK
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Groothuizen JE, Callwood A, Allan HT. The 'values journey' of nursing and midwifery students selected using multiple mini interviews: Evaluations from a longitudinal study. Nurs Inq 2019; 26:e12307. [PMID: 31240793 DOI: 10.1111/nin.12307] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2019] [Revised: 05/17/2019] [Accepted: 05/18/2019] [Indexed: 11/29/2022]
Abstract
Values-based practice is deemed essential for healthcare provision worldwide. In England, values-based recruitment methods, such as multiple mini interviews (MMIs), are employed to ensure that healthcare students' personal values align with the values of the National Health Service (NHS), which focus on compassion and patient-centeredness. However, values cannot be seen as static constructs. They can be positively and negatively influenced by learning and socialisation. We have conceptualised students' perceptions of their values over the duration of their education programme as a 'values journey'. The aim of this hermeneutic longitudinal focus group study was to explore the 'values journey' of student nurses and midwives, recruited through MMIs, across the 3 years of their education programme. The study commenced in 2016, with 42 nursing and midwifery students, originally recruited onto their programmes through multiple mini interviews. At the third and final point of data collection, 25 participants remained. Findings indicate that students' confidence, courage and sense of accountability increased over the 3 years. However, their values were also shaped by time constraints, emotional experiences and racial discrimination. We argue that adequate psychological support is necessary as healthcare students embark on and progress through their values journey, and propose a framework for this.
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Affiliation(s)
| | - Alison Callwood
- School of Health Sciences, University of Surrey, Guildford, UK
| | - Helen Therese Allan
- Centre for Critical Research in Nursing and Midwifery, School of Health and Education, Middlesex University, London, UK
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Markey K, Okantey C. Nurturing cultural competence in nurse education through a values-based learning approach. Nurse Educ Pract 2019; 38:153-156. [PMID: 31284218 DOI: 10.1016/j.nepr.2019.06.011] [Citation(s) in RCA: 36] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2018] [Revised: 04/19/2019] [Accepted: 06/14/2019] [Indexed: 11/24/2022]
Abstract
Global reports of cultural insensitivity continue despite the growing evidence highlighting the importance of nurturing cultural competence development in nurse education and practice. With the widening sociocultural diversification of the patient population, it is now imperative that nurse educators establish cultural competence as a graduate capability. The recent focus on revisiting and recommitting to core nursing values is welcomed, however further consideration is needed to ensure such values are lived in nurses behaviours, when engaging with culturally diverse patients. Undergraduate nurse education needs to embrace opportunities to engrain values based learning in curriculum design and utilise innovative learning and teaching approaches that ensure cultural competence is more explicitly developed. This paper discusses the importance of providing opportunities for students to critically review approaches to care, whilst ensuring cultural competency is a more visible responsibility of the future registered nurse in delivering quality care. The authors outline some practical approaches to examining core values underpinning nursing practice in the context of cultural competence development.
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Affiliation(s)
- Kathleen Markey
- Department of Nursing and Midwifery, University of Limerick, Castletroy, Limerick, Ireland.
| | - Christiana Okantey
- Department of Adult Health, School of Nursing and Midwifery, University of Cape Coast, Cape Coast, Ghana.
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Abdollahpour S, Khosravi A. Relationship between Spiritual Intelligence with Happiness and Fear of Childbirth in Iranian Pregnant Women. IRANIAN JOURNAL OF NURSING AND MIDWIFERY RESEARCH 2018; 23:45-50. [PMID: 29344046 PMCID: PMC5769185 DOI: 10.4103/ijnmr.ijnmr_39_16] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
Abstract
Background: Spiritual intelligence is a person's ability to feel a connection to a higher power and a sacred entity. With regard to its relation with happiness, it can have an important effect on the mental health of pregnant women. Therefore, this study aimed to investigate the relationship between spiritual intelligence and happiness and fear of childbirth in pregnant women. Materials and Methods: This cross-sectional study was conducted on 245 low-risk pregnant women from June till September 2015. Using random cluster sampling method, the subjects were selected among the women who referred to health care centers in Shahroud (Northeast of Iran). After obtaining informed consent, the researchers evaluated the spiritual intelligence, happiness, and fear of childbirth. Data were analyzed using STATA12 and Chi-square test, t-test, analysis of variance, and Strucrural Equation Model. Results: In this study, the spiritual intelligence mean (SD) score was 64.43(16.51). Comparison between mothers with and without fear of childbirth showed there was a significant difference between the spiritual intelligence score and happiness mean scores in these two groups. There is a negative correlation between spiritual intelligence and happiness with fear of childbirth (−0.73 and −0.69, respectively). Conclusions: Increased level of spiritual intelligence in pregnant women can lead to an increase in their happiness and reduce their fear of childbirth. The fear of childbirth can be prevented via trainings to pregnant women about the components of spiritual intelligence; moreover, training the techniques to achieve more happiness can help mothers to reduce their fear of childbirth and hence promote natural childbirth.
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Affiliation(s)
- Sedigheh Abdollahpour
- Department of Midwifery, School of Nursing and Midwifery, Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran
| | - Ahmad Khosravi
- Center or Health Related Social and Behavioral Sciences, Shahroud University of Medical Sciences, Shahroud, Iran
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