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A vulnerable journey towards professional empathy and moral courage
Anne Kari Tolo Heggestad1, Anne-Sophie Konow-Lund2, Bjørg Christiansen3
1Faculty of Health Studies, 87368VID Specialized University, Oslo and Centre for Medical Ethics, University of Oslo, Norway.
Nursing Ethics
|February 28, 2022
Summary
Third-year nursing students show empathy but struggle with moral courage due to a lack of role models. Developing these virtues involves navigating a complex curriculum, highlighting student vulnerability.
Area of Science:
- Nursing Education
- Bioethics
- Qualitative Research
Background:
- Empathy and moral courage are crucial virtues in nursing practice and ethics.
- Developing these qualities is essential for nursing students and professionals.
- This study focuses on the development of empathy and moral courage in undergraduate nursing students.
Purpose of the Study:
- To explore third-year undergraduate nursing students' perceptions and experiences.
- To understand how students develop empathy and moral courage during their final clinical placement.
Main Methods:
- Longitudinal qualitative design utilizing individual interviews.
- Seven third-year undergraduate nursing students participated during or after their final clinical placement.
Main Results:
- Students demonstrated strong affective empathy but aimed for professional emotional regulation.
- Challenges in exhibiting moral courage were reported, particularly concerning poor patient care.
- A lack of role models and adequate supervision during clinical practice was identified.
Conclusions:
- Undergraduate nursing students are in a vulnerable phase during professional development.
- Professional socialization for empathy and moral courage involves formal and hidden curricula, with role models being significant.
- Educators and supervisors must acknowledge and support student vulnerability in clinical placements.
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