Bridging the Phenomenological Gap: Body Mapping as an Art-Based Reflection on Nursing Students' Moral Distress and Embodied Empathy During Simulation.

Abstract

The primary objective of this qualitative study was to explore the phenomenological experiences of nursing students following a high-fidelity labor and delivery simulation, utilizing body mapping as an art-based reflective intervention. While simulation education bridges theoretical knowledge and clinical practice, it exposes students to psychological stressors, vicarious trauma, and moral distress that traditional cognitive debriefing cannot adequately resolve. Thirty-four nursing students participated in the study, creating visual artifacts and completing in-depth interviews. Data were analyzed using Colaizzi's phenomenological method. The analysis identified four distinct themes: shattered illusions and embodied shock, helplessness and moral distress, holistic empathy for maternal ambivalence, and reflective growth, preparedness, and competence. The results demonstrate that body mapping effectively externalizes pre-linguistic distress, enabling students to shift from an objectified perception of care to recognizing the patient as a lived body. This process facilitates the recovery of practical intention-the intrinsic capability to act purposefully amidst patient suffering-and cultivates moral integrity. The findings highlight a necessary evolution in nursing pedagogy. Integrating embodied, art-based reflective strategies offers a foundational framework to develop emotionally resilient, humanistic practitioners prepared for the complex demands of holistic clinical care.