The purpose of this study is to gain a richer understanding of the experiences of
moral distress for nursing students within the context of psychiatric-mental health clinical
placements, examine strategies students use to effectively manage distress, and explore
student and instructor roles as agents of change to reduce the negative impact of moral
distress. Nursing students and instructors engaged in semi-structured interviews and
focus groups, respectively, to examine the complexities of this phenomenon. This study
utilized second-person action research based on Jürgen Habermas’ Theory of
Communicative Action. Findings indicated that nursing students experience moral
distress when they are powerless and lack role models to follow in taking action to
address situations that are “not right”. Nursing instructors acknowledge their
responsibility to prepare students for practice, but are also powerless as “guests” within
the practice setting and are powerless to effect change on a hierarchical medical system.
Findings indicate that both nursing education and health care institutions must make
changes in their approaches to practice if they wish to empower nursing professionals to
provide safe, competent, and ethical care to patients. / vii, 139 leaves ; 29 cm
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:ALU.w.uleth.ca/dspace#10133/3240 |
| Date | January 2012 |
| Creators | Wojtowicz, Bernadine |
| Contributors | Hagen, Brad |
| Publisher | Lethbridge, Alta. : University of Lethbridge, Faculty of Health Sciences, c2012, Health Sciences |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | en_US |
| Detected Language | English |
| Type | Thesis |
| Relation | Thesis (University of Lethbridge. Faculty of Health Sciences) |
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