Ethical challenges perceived by students and their learning during psychiatric nursing practice: A descriptive content analysis

Abstract

To clarify the learning effects of conferences on ethical challenges, which are held with clinical instructors participating during psychiatric nursing practice, student records related to such challenges were qualitatively inductively analyzed, and 9 categories were identified: 〈(assessing) the necessity of care based on information regarding pathological conditions, behavioral restrictions, or other important items and evidence〉, 〈understanding of appropriate attitudes to consider and respect patients’ thoughts and feelings〉, 〈support for patients to exercise their right to decision-making with hope and confidence〉, 〈influences of mental symptoms and patient-family-community connections as key to discharge support〉, 〈interprofessional collaboration and cooperation with respect which are indispensable for care〉, 〈nurses’ practices focusing on both patients’ needs and risks〉, 〈nurses who persistently seek the best solutions during values conflicts〉, 〈promoted ethical sensitivity and awareness development about problems〉, and 〈thoughts that are deepened with multiple perspectives from nurses/students〉. The results indicate that students’ ethical sensitivity and ethical competence are promoted through dialogues, and clinical instructors’ participation in conferences is indispensable.