Showing 47 results for Student
Firooze Dadras, Esmat Nouhi,
Volume 12, Issue 0 (3-2019)
Abstract
Adherence to professional ethics based on spiritual intelligence is conducive to patient welfare and satisfaction. The purpose of this study was to determine the relationship between professional ethics and spiritual intelligence of Kerman University of Medical Sciences' students. In this descriptive co relational study, 150 undergraduate medical students were enrolled in the census. The tools used were spiritual intelligence and professional ethics questionnaires. Data were analyzed by SPSS version 22 using independent t-test, one-way ANOVA, and Pearson correlation coefficient. The mean and standard deviation of professional ethics score was 57.72±6.2 and the spiritual intelligence of students was 73.97±12 12.3. The lowest score of professional ethics was in the area of responsibility and the most in sympathy with others. There was also a significant positive relationship between professional ethics scores and students' spiritual intelligence (P = 0.001). This means that by educating and enhancing students 'spiritual intelligence during their studies, one can expect to increase students' professional ethics during clinical work and professional communication with the patient. To this end, teachers' emphasis on aspects of ethical applied education, especially during clinical education, as well as honoring spiritual patterns as the foundation of ethical education during college education seems necessary.
Hamed Fadaee, Fatah Jafarizadeh, Saeed Gholamzadeh, Abdolrasoul Malekpour, Mohammad Zarenezhad,
Volume 12, Issue 0 (3-2019)
Abstract
The criminal responsibility of physicians and assistants is a complex area of medical law. The purpose of this study was to investigate the responsibility of medical residents and medical students in performing diagnostic and therapeutic measures with case study of forensic medical files in Fars province from 2012 to 2017. In this study, 63 plaintiffs' cases were assessed, including 33 males (52.4%) and 30 females (47.6%). Most of the complainants were illiterate and under-graduate, and the least frequent was at doctoral level. Regarding the physical condition of the plaintiff (patient), the highest frequency was related to death ( 73%). Most of the complaints were from treatment group (95.2%) and physicians (4.8%). In terms of field of study, the field of obstetrics and gynecology (44.4%) included more complaints than other fields. In total, 26 (41.3%) cases were finally acquitted and 37 (58.7%) were convicted. The most common type of failure was neglect (91.9%). In this study, the highest frequency of associate education was related to senior resident (11.1%). Based on the results of the present study, medical errors were made by trainees (interns) and residents, specifying the criminal responsibilities of medical students and residents for errors and omissions and explaining their findings. Educational materials in each course are of particular importance. Additionally holding forensic courses and defining the legal and criminal responsibility for medical students are important for the improvement of treatment quality
Arefe Marzoghi, Hossein Mahmoodian,
Volume 13, Issue 0 (3-2020)
Abstract
The aim of this study was to evaluate cyber-ethics skills and behaviors of students of Shiraz University of Medical Sciences (SUMS) using descriptive and survey research. Three categories of students of Shiraz University of Medical Sciences was selected as statistical population in this study including medical, dentistry, and bachelor of nursing and midwifery in academic year of 2016-2017. A group of 200 students were selected using a simple random sampling method for the study. Data analyzed using SPSS software (22) and descriptive and inferential statistics. Results showed that students' cognitive skills and ethical behaviors are lower than acceptable level. Also, there was no significant difference between students based on demographic characteristics e.g. gender, field of study and educational level regarding their skills and ethical behaviors.
Sajjad Nemati, Dariush Rokh Afrooz, Nasrin Elahi, Mohammad Hossein Haghighizadeh,
Volume 13, Issue 0 (3-2020)
Abstract
Evaluating clinical performance of nursing students as a resource to determine educational needs and decision-making is essential to change the educational environment and improve the quality of education. The aim of this study was to evaluate the professional behavior of nursing students in the clinical environment with the Small Scale Professional Assessment Tool (P-MEX). This descriptive cross-sectional study was conducted with the participation of 86 nursing interns of Ahvaz University of Medical Sciences in 2019. Data collection tools were demographic information questionnaire and P-MEX Cruess evaluation form. The validity and reliability of this instrument was evaluated by observers and was determined with Cronbach's alpha coefficient of 76%. Data were analyzed using SPSS software version 20 and descriptive statistics, independent t-test, analysis of variance, and post hoc test. In professional skills, most participants in the first stage were 51.2% at the average and expected level and 48.8% above the expected level, and in the second stage, most were 84.9% at the average and expected level and 15.1% higher than they were as expected. In this study, based on the evaluation scores in two stages, although the average total clinical skills scores of most students were within the expected range of the 4-point Likert scale, the skill scores were lower in the special wards. Therefore, for the full development of professional skills, it is necessary to develop appropriate methods of planning and training in the field of professional behaviors.
Mr Farhad Khormaee, Khatoun Mahmoudnezhad,
Volume 14, Issue 0 (3-2021)
Abstract
Academic dishonesty is one of the important challenges of educational centers. In the present study, the role of moral disengagement mediators’ in the relationship between moral characters and academic dishonesty was investigated. The present study is a correlation study. The statistical population included all students of Shiraz University and the participants were 246 students selected by random cluster sampling. Moral disengagement and academic dishonesty scales and moral characters questionnaire were used to measure the research variables. Structural Equation Modeling was performed using AMOS software to analyze the research data. The results of the structural equation model showed that positive moral characters are directly related to academic dishonesty, also negative moral characters has a significant relationship with academic dishonesty directly and with mediating of moral disengagement. Moral disengagement has been directly predictor of academic dishonesty in students, too. According to the findings, it can be concluded that positive moral characters directly and negative moral characters directly and with mediating of moral disengagement can predict academic dishonesty. Moral disengagement was predictor of academic dishonesty in students, too.
Hadi Jalilvand, Mojtaba Abdi, Matineh Pourrahimi, Alireza Jalilvand , Dorsa Tanharo, Negin Vali, Hamed Abbasi Joshaty , Yaghoob Hassan , Somaye Norouzi , Mohaddeseh Alizadeh, Sahar Aghaee,
Volume 14, Issue 0 (3-2021)
Abstract
Human is spiritual dimensions that has legal status in health and disease. The purpose of this study was to evaluate the knowledge of nursing and midwifery students about patient rights in Iran Universities of Medical Sciences teaching hospitals’ in 2017. This study was a descriptive cross-sectional study in 2017 with convenience sampling method. Data was collected by a three-part questionnaire including demographic information, Knowledge about the Patient Rights Charter, and strategies for student information to deal with patient rights. Mann-Whitney and Spearman tests were used for data analysis. A total of 1219 undergraduate students participated in this study. The mean score of students' awareness of the Patient Rights Charter was 13.54±4.45 out of 29 points. 1007 students (82.61%) reported that education about patient right was sufficient. Direct correlation was between patient knowledge awareness score with pre-internship training (r = 0.461) and learning from instructor information (r = 0.512) and there was a negative correlation between self-education (r = -0.151) and other methods of information acquisition (r = -0.067). Given that most students did not consider the educational content taught in the field of patient rights to be effective, it can be concluded that these methods were ineffective and failed to convey the correct information. Therefore, revising of the Patient Rights Curriculum for Nursing and Midwifery students is recommended
Maasoumeh Barkhordari-Sharifabad, Seyedeh-Zahra Kaka-Tafti, Parnia Bastani, Farideh Mahmoudi-Hashemi,
Volume 15, Issue 1 (3-2022)
Abstract
Health care providers need moral sensitivity to provide effective ethical care Since spirituality is an integral part of morality, and spiritual intelligence is the basis of an individual's beliefs that affect his performance, this study was conducted to determine the role of spiritual intelligence in moral sensitivity of nursing students. This is a cross-sectional descriptive study that was conducted in 2021. The target population was nursing students studying in the first semester of 2021-2022 in Yazd, of which 153 people were selected by simple random sampling. In order to data gathering, questionnaire of King's spiritual intelligence and Lutzen's moral sensitivity was used. The validity and reliability of the instruments have been determined in previous research. Data were analyzed using descriptive statistics (mean and standard deviation, frequency distribution) and inferential statistics (Pearson correlation test and T test) by SPSS software version 16. Results indicated the mean of moral sensitivity (64.24 ±10.46) and the mean of spiritual intelligence of nursing students (53.90 ±34.13) were moderate. There was no statistically significant relationship between spiritual intelligence and moral sensitivity (P=0.245). Therefore, it is necessary to conduct studies to investigate the mediating factors that may affect these variables for a better and deeper understanding.
Leila Razeghian Jahromi, Safoura Sadeghi Mazidi, Ali Farhangdoost,
Volume 15, Issue 1 (3-2022)
Abstract
An increase in the incidence of chronic and incurable diseases and the lack of facilities to care for patients raises the issue of prioritization in the allocation of facilities and the selection of patients to use the facilities and the choice between life and death. Discussion of termination of life and cessation of treatment is one of the challenges in the field of medicine and ethics. The demand for euthanasia has increased in recent years, and future physicians will face this issue. This cross-sectional study was performed on 200 interns and medical residents in 1400. All participants completed the Demographic Information Questionnaire, Beck Depression Questionnaire, and Attitude to Euthanasia Questionnaire. In the present study, 67.5% of participants agreed with euthanasia. The mean score of attitudes to euthanasia was higher in men than women (P = 0.023) and higher in single people (P = 0.045). As religious beliefs increased in individuals, the mean score of attitudes toward euthanasia decreased and opposition to it increased (P> 0.001). Positive attitudes toward euthanasia were associated with depression and its severity (P> 0.001). Depression and its severity are significantly associated with more physicians' desire for euthanasia. On the other hand, the stronger the religious beliefs, the greater the anti-euthanasia. Support for euthanasia in men and single people was also higher than in other groups.
Mohammad Ali Mohagheghi, Seyed Mahmoud Tabatabaee, Narges Tabrizchi, Seyed Jamaleddin Sajjadi Jazi, Bagher Larijani, Seyed Mahdi Seyedi, Nasser Simforoosh, Maryam Khayamzadeh, Nazafarin Ghasemzadeh, Mina Mobasher,
Volume 16, Issue 0 (11-2023)
Abstract
Academic faculty members play the most influential role in realizing the goals and ideals of higher education and community health. In the contemporary period, the cultural and educational role of professors, in the most crucial mission of higher education, has not received the required and necessary attention, and neglecting it has resulted in irreparable damages and adverse consequences. This study attempted to identify the prominent cultural roles of professors in relation to students (with an emphasis on higher health education), while explaining the necessity and importance, and effective solutions were examined and proposed. The present study was conducted using a descriptive-analytical method and a focus group discussion. Selected views of expert professors and data from authentic local scientific articles and related topics in upstream documents were utilized. The findings of the study were classified into five main themes and forty categories. “Cultural goals and ideals”; “general mission of professors for the cultural education of all students” and “special mission of professors of higher health education”; “authentic methods”; and “requirements for cultural education of students” were identified and recommended under the eight selected topics in each axis in order of priority. University Professors play a central role in the cultural and ideological education of students. It is appropriate to develop this responsibility in an objective manner and with suitable scientific methods and observe its excellence and realization in the education system.
Samireh Abedini, Elham Imani,
Volume 16, Issue 1 (3-2023)
Abstract
Face many ethical challenges during this course. Since ethics is an important factor in providing health services to clients, this study was designed to explain the ethical challenges in training in viewpoint of medical students. This qualitative study was conducted with content analysis approach. Purposeful sampling was performed and data were collected using in-depth, face-to-face and semi-structured individualized interviews. Data analysis was done simultaneously with qualitative content analysis using inductive approach according to Elo and Kingaz (2008). In this study, information was gathered after interviewing 40 students of Hormozgan University of Medical Sciences. The mean age of participants was 22/67±1/22 years. After analyzing the text of the interviews, two themes and seven categories were finally obtained. Themes were named under the headings: ethical challenges in clinical field and ethical challenges in clinical training supervisors. According to the results of interviews with different students, it is imperative that the faculty members pay special attention to the ethical challenges in hospitals and clinics and consider the necessary steps to familiarize students with ethical issues, how to deal with these issues and how to make decisions in ethical situations.
Khadije Nasiryani, Najme Zamani, Ahdiye Bahri, Seyedeh Elham Fazljoo,
Volume 16, Issue 1 (3-2023)
Abstract
Considering the importance of learning ethical intelligence in nursing students as the future builders of this field and the valuable role that teaching ethical principles in the narrative way, as well as considering the practicality of virtual education in all disciplines, especially medical sciences, the study aimed at determining the effectiveness of virtual teaching of ethical principles in the narrative way on the moral intelligence of nursing students. the present study was of a semi-experimental type, with 40 nursing students entering the study in the available method. Before the intervention, immediately, after and two months after the intervention, participants completed the Lennick and Kiel's moral intelligence scale. Virtual training was held in 16 training sessions. The data was analyzed with the SPSS version 18 software. The Findings showed the present study involved 40 nursing students with an age range of 18-23 years. Comparison of the average overall score of moral intelligence before intervention (155/45±17/81) immediately after intervention (161/50±17/89) and two months after intervention (162/97±15/41) indicates an increase in this score during the study, which was statistically significant(P=0/02).the present study showed that the average overall score of moral intelligence in students increased immediately after and two months after the intervention, and differed from before the intervention, which is statistically significant. Studies show that optimal moral intelligence can portray a good perspective on people's success and progress. Therefore, it is necessary for university administrators to pay special attention to ethical education with new methods, along with clinical education.
Arman Latifi, Seyyed Sadegh Hosseini, Sara Rahimi, Vahid Rahmani, Atefeh Esfandiari, Hedayat Salari,
Volume 16, Issue 1 (3-2023)
Abstract
Professional commitment is described as a set of attitudes, values, behaviors, and relationships that serve as the foundation of a health professional's contract with society. The present study was conducted with the aim of determining the attitude of medical students of Bushehr University of Medical Sciences towards professional commitment in 2022. The research population of this descriptive study included 254 students of the last 3 years of the Faculty of Medicine of Bushehr University of Medical Sciences who were included in the study by census. The standard questionnaire of attitude towards the professional commitment of doctors was used for data gathering. Data were analyzed using SPSS software version 25. Descriptive tests, Spearman's correlation test, linear regression and Mann-Whitney test were used to analyze the data. The mean and standard deviation of the age of the students participating in the study was 24.69±2.25 years. The mean and standard deviation of the attitude score towards professional commitment were 67.12±12.72 out of 100. There was a statistically significant relationship between the variables of age, academic semester and experience of participating in training courses related to professional ethics with the mean attitude score (p < 0.05), but there was no relationship between gender and the attitude score towards professional commitment. There was no statistical significance (p > 0.05). Educational centers and its professors, as the most influential force on the formation of students' morals, should revise and implement the educational program well in the field of medical professionalism, considering professional needs
Homa Sadeghi Avval Shahr,
Volume 17, Issue 0 (12-2024)
Abstract
Effective medical education requires the cultivation of essential professional attributes, including ethical reasoning, communication skills, empathy, and professionalism. Traditional teaching methods often fall short in adequately developing these crucial aspects. Reflection-based learning, with its emphasis on self-analysis and critical thinking, presents a promising pedagogical approach to address these limitations. This review study examined the literature on reflection in medical education. A comprehensive search of the Web of Science, PubMed, Scopus, and Google Scholar databases was conducted using keywords such as "education," "reflection," "professionalism," "professional behavior," and "medical students" from 2010 to 2024. Eighteen relevant articles were selected and analyzed for their type, focus, and conceptual implications. Different approaches to integrating reflection into professionalism education were then categorized and analyzed. The reviewed literature highlights a multifaceted approach to incorporating reflection into medical education. Key strategies include contextual reflection, linking reflections to specific clinical experiences; utilizing structured frameworks such as the Gibbs Cycle to guide the reflective process; fostering peer-to-peer learning through discussions, peer feedback, and mentorship; and seamlessly integrating reflection as an ongoing and assessed component of the medical curriculum. Findings suggest that an educational approach emphasizing practical application, experiential learning, and structured reflection opportunities can significantly enhance students' understanding of professional behavior. This approach is anticipated to lead to improvements in communication skills, ethical reasoning, empathy, and self-awareness, ultimately contributing to better patient care and a stronger medical workforce. Reflection-based learning offers a valuable strategy for developing professional competence in medical education. This approach necessitates the active integration of reflection into clinical learning activities, utilizing structured frameworks, and providing ample opportunities for peer and faculty support. Future research should rigorously investigate the impact of specific reflective activities on tangible improvements in clinical skills and behaviors.
Maryam Sina, Zahra Keshtkaran, Zinat Mohebbi, Naeimehossadat Asmarian,
Volume 17, Issue 0 (12-2024)
Abstract
Nurses, as the largest healthcare provider group, play a crucial role in patient care and treatment teams. To provide professional and appropriate care, nursing students must possess both clinical and moral competencies. Moral sensitivity, defined as the ability to recognize and understand moral situations, is paramount. It fosters trust and responsiveness to individual patient needs while equipping nurses to navigate ethical challenges within clinical settings. This study aimed to assess the moral sensitivity of nursing students and investigate its relationship with demographic characteristics. This descriptive-cross-sectional study involved 112 third- and fourth-year nursing students. Data were collected using demographic questionnaires and Lutzen's moral sensitivity scale. Data analysis was performed using SPSS version 23, employing descriptive and analytical statistical tests. The highest mean score for moral sensitivity was observed in the area of "honesty in decision-making" (14.71 ± 6.25), while the lowest mean was found in the area of "professional knowledge" (3.70 ± 2.12). The overall mean score for moral sensitivity was 15.87 ± 8.54, indicating a moderate level. Analysis of the relationship between demographic variables, including age, GPA, gender, marital status, living situation, current semester, family financial status, and parental education, revealed a significant positive correlation between moral sensitivity and family economic status only in the area of "experience with moral issues" (P=0.046). The findings of this study underscore the critical need for the development and implementation of structured programs designed to enhance the moral sensitivity of nursing students. Furthermore, this study highlights the importance of considering influential social factors, such as economic conditions, in fostering moral experiences and strengthening ethical sensitivity.
Mina Gaeeni, Hamid Asayesh, Ahmad Parizad, Zahra Abedini,
Volume 17, Issue 0 (12-2024)
Abstract
Clinical education constitutes the cornerstone of nursing education. Enhancing students' theoretical and practical knowledge within the psychiatric department is crucial for improving their attitudes, acceptance, and delivery of care. The outcomes of effective clinical learning encompass the development and refinement of professional competencies, including communication and professional ethics, the cultivation of critical thinking for clinical judgment and decision-making, the enhancement of ethical sensitivity, and the fostering of effective team and group performance. Recognizing the significance of these factors, this study aimed to "explain the experiences of nursing students based on narrative writing-reflection during their first encounter with psychiatric clients." This qualitative study was conducted during the psychiatric nursing internship at the Faculty of Nursing, Qom University of Medical Sciences, over two consecutive semesters. Purposive sampling was employed, and data were collected through 10 semi-structured individual interviews and 2 face-to-face and virtual focus groups (n=5 per group). Data collection continued until data saturation was reached. Data analysis was conducted using a qualitative content analysis approach with the assistance of MAXQDA20 software. The clinical experiences of students during their initial psychiatric nursing training course, as reflected in their narrative writing-reflections, revealed a primary theme: "encouraging ethical and spiritual communication in nursing." This overarching theme encompassed four sub-themes: "enhancing empathetic communication," "enhancing ethical sensitivity," "respecting the dignity of clients," and "listening to the voice of clients' feelings." The experiences gained through the reflective method within the clinical education setting, particularly in specialized clinical environments such as psychiatric wards and during initial encounters with clients in these departments, can provide valuable insights into students' attitudes and perspectives towards these clients and their families. These rich experiences can be effectively utilized to cultivate and strengthen communication and professional ethics among medical science students.
Zahra Abdollahi, Marzieh Barahooei Noori, Mohammad Hossein Khani, Mohammad Hossein Taklif, Negin Farid,
Volume 17, Issue 0 (12-2024)
Abstract
Moral intelligence encompasses an individual's ability to discern right from wrong, possess ethical values, and demonstrate ethical behavior in practice. Clinical competence, a crucial aspect of nursing practice, encompasses a combination of knowledge, skills, and attitudes, including adherence to ethical principles. This systematic review aimed to investigate the relationship between moral intelligence and clinical competence among nurses and nursing students. A comprehensive literature search was conducted using keywords related to "moral intelligence," "clinical competence," "nurses," and "nursing students" in major international databases, including Web of Science Core Collection, PubMed/Medline, Scopus, and Google Scholar, as well as national databases such as Irandoc, SID, and Magiran. The search included publications in Persian and English with no time limitations. After removing duplicates and screening the initial 150 identified studies, five studies met the inclusion criteria. Ethical considerations, including minimizing bias in the selection, extraction, and analysis of evidence, were adhered to throughout the review process. The abstract adheres to PRISMA guidelines for reporting systematic reviews. The review revealed a significant positive correlation between moral intelligence and clinical competence across various dimensions. Studies demonstrated that higher levels of moral intelligence were associated with improved clinical competence, including ethical reasoning and clinical self-efficacy. Factors such as age, work experience, educational status, and individual rank were found to influence this relationship. Additionally, some studies indicated that moral intelligence could predict clinical competence scores, while others demonstrated that it could be a significant predictor of clinical competence alongside other factors such as Grade Point Average (GPA). This systematic review provides evidence for a significant positive relationship between moral intelligence and clinical competence among nurses and nursing students. Enhancing moral intelligence through targeted educational interventions can contribute to improved clinical competence and ultimately enhance the quality of patient care. Future research should focus on developing and evaluating educational programs designed to enhance moral intelligence in nursing education and practice.
Pooriya Samadzadehshahri, Reza Mohammadpourhodki, Zahra Delir,
Volume 17, Issue 0 (12-2024)
Abstract
Nursing students, as future healthcare professionals, must develop not only clinical competencies but also ethical competencies to deliver appropriate and professional care. Moral sensitivity is a critical aspect of professional competence, enabling nurses to recognize and respond sensitively to ethical situations as patient advocates. Consequently, fostering moral sensitivity should be prioritized from the beginning of nursing education to ensure quality care. This study aimed to examine the characteristics and effectiveness of educational interventions designed to improve the moral sensitivity of nursing students. In this systematic review, articles were retrieved using Persian and English keywords from international databases, including PubMed, Web of Science, and Scopus, as well as Persian databases such as SID and Magiran, from inception until October 2024. Keywords used in the search included "moral sensitivity," "ethical sensitivity," "nursing students," "ethics," and "moral sensitivity in nursing students." A total of 2,321 articles were identified in the initial search. References for each study were also manually reviewed. Based on inclusion criteria, experimental and quasi-experimental studies published in Persian and English focusing on effective interventions to improve the moral sensitivity of undergraduate nursing students were selected for analysis. Ultimately, six articles met the criteria for thorough review, and relevant data were extracted. Two researchers independently extracted the data and assessed the quality of the studies using the Joanna Briggs Institute (JBI) checklist. A total of 190 nursing students from six selected studies participated in the research, with 60% in intervention groups. The six educational interventions identified included:
- Two studies on nursing ethics workshops.
- A nursing ethics workshop conducted through a seminar.
- A motivational ethical education program.
- A virtual narrative ethics workshop.
- Problem-based learning.
However, the nursing ethics workshop conducted through a seminar was not effective in improving the moral sensitivity of nursing students. Evidence suggests that while the positive effects of educational interventions on the moral sensitivity of nursing students are limited, they are nonetheless encouraging. This review highlights various approaches to ethics education and moral sensitivity development. The findings can be utilized to enhance students' preparedness and ability to navigate ethically challenging work situations. However, further research is necessary to confirm the effectiveness of these interventions in fostering moral sensitivity among nursing students.
Sepide Ghavidel, Sajedeh Ghaani, Seyedehghodsieh Bahreinitousi, Mohaddeseh Mohsenpour,
Volume 17, Issue 0 (12-2024)
Abstract
Moral distress is a common topic in medical ethics, referring to a state where individuals, despite possessing knowledge and the ability to act ethically, are unable to perform the right ethical actions due to external constraints. Ethical courage is a crucial virtue for conscientious performance by healthcare providers, particularly nurses and nursing students. It facilitates the delivery of nursing care and is especially important in today’s healthcare environment, where factors such as increased patient awareness, evolving health needs, social justice issues, and access to healthcare services have contributed to heightened levels of moral distress among nurses and nursing students. This study aims to investigate the relationship between ethical courage and moral distress in nursing students. This descriptive, cross-sectional study was conducted in 2023 in Mashhad, Iran. The study population consisted of third-semester nursing students at Mashhad University of Medical Sciences. A total of 40 third-semester nursing students, both male and female, participated in the study. Data were collected using two questionnaires: the Moral Distress Scale (Corley) and the Ethical Courage Questionnaire (designed by Sekerka and colleagues). The data were analyzed using SPSS version 25, employing descriptive statistics and Pearson correlation tests. The majority of the students were female (51.2%), while 36.6% were male. The average age of the participants was 21.14 years. Among the students, 75.6% were single, and 4.9% were married. The findings revealed a weak, non-significant negative correlation between moral distress and ethical courage (r = -0.055, p > 0.05). The average moral distress score was 75.34 ± 10.81 (range: 12–16), while the average ethical courage score was 85 ± 9.33 (range: 60–103). The study found a weak, non-significant negative correlation between moral distress and ethical courage among nursing students. Based on these findings, it is recommended to implement workshops focused on ethical motivation and educational programs designed to reduce moral distress and enhance ethical courage among nursing students. Additionally, the non-significant correlation may be attributed to the small sample size. Therefore, future studies with larger sample sizes are suggested to validate these findings.
Mandana Arash, Nadergholi Ghourchian, Parivash Jafari, Akhtar Jamali ,
Volume 17, Issue 0 (12-2024)
Abstract
Professional commitment is a key indicator of success in the nursing profession. Nursing schools play a critical role in fostering this commitment by instilling the values and responsibilities associated with the profession. Developing a culture of commitment and integrating it as a societal value is essential for cultivating professional behavior in students. This study aimed to identify strategies for enhancing and developing socio-cultural factors that influence professional commitment among nursing students. This applied research employed a qualitative approach. Twenty professional experts were selected through purposive sampling in 2021. Data were collected using semi-structured interviews, guided by the principle of theoretical saturation, and analyzed using content analysis. Six major components were identified as influential strategies: 1. Participation of communication media in the cultural and scientific advancement of the profession; 2. Attention to cultural differences between universities and healthcare centers; 3. Promotion of a culture of commitment in universities and clinical settings; 4. Attention to the alignment between individual culture and professional culture; 5. Attention to ensuring the profession benefits from social support; 6. Attention to the promotion of a culture of work and effort in society. These components were reflected in 20 specific indicators, including: raising awareness, instilling a sense of need, fostering concern among academic communities, educating nurses, resolving cultural conflicts, creating conducive educational environments, employing committed faculty, embedding commitment in the culture and as a duty, aligning individual and professional cultures, promoting social prestige and recognition of the profession, addressing local cultural aspects and gender roles, and enhancing flexibility and participation in social interactions.
The development of professional commitment in nursing students can be significantly enhanced through the promotion of ethical and professional principles and the establishment of a supportive socio-cultural environment. Embedding professional commitment within cultural frameworks contributes to students’ sense of responsibility and its sustainability in professional practice.
Mitra Bahrami, Mohadeseh Shaygan Jamal, Maryam Afshari, Omid Najm Roshan,
Volume 17, Issue 1 (3-2024)
Abstract
Research ethics is a branch of professional ethics that deals with the ethical principles guiding the research process from the beginning to the end. Ignoring ethical issues in research sometimes occurs unintentionally and simply due to a lack of awareness regarding professional research ethics. Therefore, this study aimed to identify facilitators and inhibitors of adherence to ethics in research conducted by postgraduate students at Hamadan University of Medical Sciences. This qualitative study was conducted using an inductive content analysis approach. The target population included postgraduate students at Hamadan University of Medical Sciences. Data were collected through semi-structured interviews with 29 students who were selected using purposive sampling. Data were analyzed using the method proposed by Diekelmann et al. For data validation, Strauss and Corbin’s method was utilized. Factors influencing adherence to research ethics included individual and personality traits (accuracy and ethical conduct of students and professors and having sufficient information about research ethics) and environmental factors (information dissemination and familiarity with research methods, the professors’ interactions with students, confidentiality of information, strictness of professors, having a clear framework from the university, respecting students’ rights, and establishing deterrent regulations). Strengthening facilitators and mitigating inhibitors of adherence to research ethics requires joint efforts from students, professors, and the university. Students need to develop accuracy and awareness, and professors should serve as ethical role models. University officials are required to create and propose clear frameworks for adhering to ethics, to be followed by all individuals involved in research.
