Objective:

To explore the challenges associated with self-care training and its connection to moral distress.

Methodology:

qualitative approach, phenomenological method, descriptive scope. A sample of 45 participants was selected from a population of 475 nursing professionals with experience in the care area who participated in the validation of the Moral Distress Scale in the Colombian context. Data collection was carried out through semi-structured interviews. For data analysis, a categorical process was applied across four units associated with moral distress: a. professional experiences; b. cognitive, behavioral, and emotional expression; c. factors related to its management; and d. training processes and strategies related to self-care.

Results:

Participants report high levels of moral distress and revealed that nursing education still does not incorporate specific strategies to prepare students for the prevention and management of emotional regulation processes, ethical dilemma resolution, or self-care promotion, highlighting the need for more effective pedagogical strategies.

Conclusion:

There is a marked need for social support and clinical, educational, and institutional guidance to address experienced moral distress and design processes aimed at its prevention through nursing training strategies that encompass both self-care and ethical components.

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