Evidence map›Paper›PMID 37665537›Full record

ArticleHealth care analysis : HCA : journal of health philosophy and policy2024

Moral Distress and Nursing Education: Curricular and Pedagogical Strategies for a Complex Phenomenon.

Sadie Deschenes, Cathryn van Kessel

Abstract read
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In one paragraph

Article in Health care analysis : HCA : journal of health philosophy and policy, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed.

  1. Article
  2. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

2 authors.

Sadie DeschenesFaculty of Nursing, University of Alberta, Level 3, Edmonton Clinic Health Academy, 11405 - 87 Avenue, Edmonton, AB, T6G 1C9, Canada. sdeschen@ualberta.ca.ORCID http://orcid.org/0000-0002-9712-5613
Cathryn van KesselCollege of Education, Texas Christian University, Fort Worth, USA.ORCID http://orcid.org/0000-0002-7450-5963

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Moral distress is a common phenomenon among nurses and is related to the complicated work environments and complex nature of ethical situations in day-to-day nursing practice. Moral distress impacts nurses as well as patient care and the health care system. Few strategies have been identified for instructors to effectively engage with learners when communicating about moral distress. We discuss two key curricular and pedagogical strategies that should be utilized when learning about moral distress: difficult knowledge' and 'terror management theory'. Whether it is with new nursing students or experienced nurses, there is necessary learning that needs to occur on moral distress. Difficult knowledge' and 'terror management theory', when implemented, can provide a starting point for both the learner and the instructor to discuss the emotionally difficult and complex topic of moral distress. Knowledge about moral distress has the potential to mitigate its negative effects, therefore it is vital to consider educational strategies to teach nurses about this complex phenomenon.

Indexed as

Education, NursingDelivery of Health CareHumansMoralsCurricular developmentEducational strategiesEducational theoriesMoral distressNursesPedagogy

Identifiers

PMID37665537

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.