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Resilience and Ethics in Nursing Education and Practice: Needs and Opportunities
Erin Wright1, Rita D'Aoust, Sandra M Swoboda
1Author Affiliations: Assistant Professor (Drs Wright, Hughes, and Hudson), Associate Professor (Dr D'Aoust), and Professor (Dr Rushton), Johns Hopkins School of Nursing, Baltimore, Maryland (Ms Swoboda), Johns Hopkins School of Nursing and Medicine, Baltimore, Maryland; and President (Ms Reller), Sojourn Communications, McLean, Virginia.
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 (R 3 ).
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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