Experience of practical nursing instructors who participated in a psychiatric nursing ethics conference: Contributions to students’ learning and effects on nursing practice

Abstract

The aim of this study was to clarify the experience of practical nursing instructors who attended a psychiatric nursing ethics conference and how it affected their nursing practice and contributions to students’ learning. Semi-structured interviews were conducted on five clinical training instructors with psychiatric nursing experience who participated in an ethics conference during psychiatric nursing practical training. As a result of qualitative descriptive analysis, nine categories were generated: “Recognizing the importance of learning ethics before the ethics conference,” “Anxiety about instruction at the ethics conference,” “Understanding students by exploring students’ ethical thinking,” “Remembering their original goals as a nurse by learning from students,” “Disclosure of clinical nurses’ ethical dilemmas,” “Narrative of nursing aimed at students from the bottom-up,” “Support students’ multifaceted thinking,” “Changes in patients with a deepening of the students’ relationship with patients after the ethics conference,” and “Utilization of teachings from the ethics conference in the clinical nursing setting.”