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Showing 8 results for Ethical Principles
Evaluation of the impact of teaching nursing ethics on nurses' decision making in Kerman social welfare hospitals in 1389
Majid Hassanpoor, Mohammadali Hosseini, Massod Fallahi Khoshknab, Abbas Abbaszadeh,
Volume 4, Issue 5 (10-2011)
Abstract
Making decisions for recipients of health care while offering clinical care is an important part of nurses’ responsibilities. In order to ensure patient satisfaction, nurses are obligated to observe ethical standards in the decision-making process. This paper aimed to determine the effect of teaching professional ethical principles on ethical sensitivity in nurses’ decision-making. In this semi-empirical study, 80 Social Security nurses were selected through purposive sampling and were then randomly placed in two groups of 40 each, the intervention group and the control group. Research tool was the Ethical Sensitivity Scale Questionnaire for decision-making, the validity of which was assessed using content validity, and whose reliability was confirmed with a Cronbach’s alpha coefficient of 0.83 for internal consistency. At first the ethical sensitivity in decision-making was evaluated in both groups, and then an educational workshop on nursing ethics was held for the intervention group every other week the workshop consisted of 4 three-hour sessions, and upon completion of this workshop, both groups filled in the questionnaire once more, and data were analyzed using SPSS software. There was no significant difference between the average ethical sensitivity in decision-making of the two groups before the intervention after the intervention, however, the difference was meaningful (P = 0.001). Moreover, the average ethical sensitivity in decision-making of the intervention group was significantly different after the intervention (P = 0.001). Based on the findings of this study, teaching nursing ethical principles has a positive effect on nurses’ ethical sensitivity in decision-making. It is therefore recommended that this educational program be offered to nursing students and health care staff.
Revision of the guideline for ethical use of animals
Mina Mobasher, Paradis Sasani, Seyed Javid Al-E-Davood, Kiarash Aramesh, Bagher Larijani,
Volume 5, Issue 1 (3-2012)
Abstract
Although we have diverse methods in laboratory studies, such as cellular and molecular sciences, understanding many issues related to human health requires research on animals. An ethical duty of every researcher is to respect animal rights. In our country, educational and research activities are carried out frequently on animals. Therefore, guidelines for ethical use of animals in Iran were developed in 2004 after a review of international resources and considering the needs of researchers working with animals. This guideline was written in four sections, including animal transportation, facilities, animal care personnel, and research users. However, some studies show that researchers need comprehensive and easy to use instructions on the ethical use of laboratory animals. On the other hand, inadequate knowledge about ethics principles in research on laboratory animals have revealed the need to update guideline to be more practical, applicable, and in line with researchers' requirements. In this study, the above mentioned guideline was revised and completed in five parts, including transportation, facilities, animal care personnel, research users, and the use of animals in experimental procedures. In the first section, points on transport of animals and facilities, including location, cage, ventilation, humidity, light, temperature, noise, water and food are presented. The new revision, contains additional paragraphs, and some previous paragraphs are split. Another part of the findings is presented in terms of fundamental duties and ethical performance of persons who work in laboratory animals' houses and researchers working with animals. The final section of the findings is related to the use of animals in laboratory processes which are not presented in the previous formulation of the guideline, and includes basic ethical issues in regard to categorizing, anesthesia, surgery, and euthanasia. Therefore, the guideline was revised to be much more practical, more applicable, and should lead to some form of researchers' training in this field.
Ethical principles in education
Masoumeh Imanipour,
Volume 5, Issue 6 (12-2012)
Abstract

Every organization has ethical codes and behavioral standards suited to its professional structure that are referred to as professional ethics. Higher education is a professional system and the faculty should be aware of ethical standards of teaching considering their role in developing students and their obligation to them. Applying professional ethics in education ensures the right teaching-learning process in higher education institutions and can result in more commitment to students' needs.The aim of this review article, which is based on literature and related books and articles, is to examine the professional ethics of faculty as teachers and their role in the education and moral development of their students in view of ethical standards. In order to do this, samples of Islamic ethical issues related to the subject and some educational ethical rules of other countries have been investigated. Based on the professional ethics of teaching, teachers should pledge to ethical principles in two dimensions: firstly, they should behave decently considering their role in the students' moral development, and should be aware that the most effective method to characterize positive values in students is being actual role models. Secondly, because of the teachers' responsibility in meeting the educational needs of their students, they should have maximal commitment to ethical principles to perform professional tasks in the best way possible.


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Volume 5, Issue 9 (3-2013)
Abstract

Bioethical principles and medical futility
Saeedeh Saeedi Tehrani1, Mansoureh Madani,
Volume 7, Issue 6 (3-2015)
Abstract
Medical futility refers to diagnostic, treatment, and rehabilitation interventions that are unlikely to produce any positive outcome for patients. Doctors should beware of such actions due to their professional commitments. There are ambiguities in the definition of futility that have been the subject of many studies. In this paper, relevant literature was reviewed to find a definition for futility from the perspective of the four bioethical principles.Determining the futility of an action, whether it is the request of the patient, their family or service providers, is a highly sensitive matter that can lead to unethical decisions in the medical profession.Autonomy is a concept that is related to the diverse views on treatment objectives. In this paper we investigated the issues of physician and patient autonomy, and the differences between the values of the people involved. We have also discussed the concept of palliative care with an attempt to clarify the difference between this type of care and futile care, and to determine the boundaries. Another focus of our study was situations where physicians and other health care providers deliver futile treatment for various purposes. Such cases involve factors that may influence the judgment of physicians, and some of them are unethical due to incentives such as financial gain.Finally, ethical decision-making in this area is only possible through clarification of the different aspects of the issue and prioritization by experts and professionals. In order to do so, all circumstances need to be taken into account, including allocation of scarce resources within the health care system and fairness. Moreover, medical staff should have access to the necessary information so that they can make ethical decisions in different situations.
Conflict of Jurisprudential Rules and the Obligation of Self-Preservation with Ethical Standards in the Care and Management of Patients with Coronary Heart Disease
Behnam Ghanbarpour ,
Volume 14, Issue 0 (3-2021)
Abstract
Common sense, according to rules such as no harm and no harm, the obligation to repel probable harm, the denial of embarrassment, the sanctity of induction in motion, the repulsion of harm from oneself is rationally and religiously obligatory, whether harmful or rationally possible; on the other hand in the teachings Islamic ethics embodies concepts such as self-sacrifice, compassion, cooperating, patience, benevolence, and the preservation of human dignity. The question that arises is whether physicians and caregivers are allowed to leave, according to the holy verse, "I should not leave until I die." Will their mission be to manage contagious diseases such as Corona virus infection? The present study, which has been organized by analytical and descriptive methods in order to combine the ethical principles of caring for infectious patients on the one hand and the rules related to protecting one's life from stagnation and eliminating self-harm, does not reflect the patient leaving in these conditions. Considers it against human dignity; therefore, it is appropriate for physicians and nurses, apart from their job duties, while strengthening the spirit of self-sacrifice and compassion in themselves, based on the rules of the medical system and the ethical principles governing the rules of jurisprudence, with strict and complete observance of health instructions. The rule of "Al-Misr Lightrak Bal-Masour" while protecting their health to care for and treat patients with coronary heart disease.

The Impact of Virtual Teaching of Ethical Principles in the Narrative Way on the Moral Intelligence of Nursing Students
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.

Exploring the Concept of Patient Advocacy
Reza Negarandeh ,
Volume 17, Issue 0 (12-2024)
Abstract
Patient advocacy is a cornerstone of ethical healthcare practice, encompassing actions that protect patient rights, uphold their autonomy, and ensure they receive high-quality care. Nurses are often seen as being in the best position to play this vital role. This conference abstract aims to provide a comprehensive understanding of patient advocacy and identify strategies for enhancing advocacy practices in healthcare settings. In this comprehensive review, scientific literature, including peer-reviewed articles, professional guidelines, and relevant policies, was retrieved and reviewed. Data extracted from the literature were synthesized using quantitative content analysis to identify different forms of patient advocacy, including clinical advocacy and systemic or workplace advocacy, as well as strategies to improve the necessary skills for each. Clinical advocacy involves ensuring patient safety, supporting informed decision-making, and advocating for appropriate pain management. Improving clinical advocacy requires a multifaceted approach that prioritizes building trust and rapport with patients to foster effective communication and shared decision-making. Encouraging patient participation in their care, supporting self-management strategies, fostering effective communication within the healthcare team, and staying informed about relevant ethical, legal, and policy developments are essential components. Workplace or systemic advocacy, on the other hand, focuses on addressing broader issues within the healthcare system that impact patient care. Improving systemic advocacy involves identifying and analyzing systemic issues, such as healthcare disparities, resource limitations, and policy barriers, through data collection, stakeholder engagement, and thorough analysis. Strategies to address these issues include policy advocacy, improved resource allocation, and quality improvement initiatives. Building strong partnerships with other healthcare professionals, community organizations, and policymakers is key. Additionally, promoting education and awareness within both the healthcare workforce and the public is crucial. Leveraging technology to enhance data collection, communication, and mobilization efforts can further support systemic advocacy initiatives. By implementing these strategies, healthcare professionals can effectively advocate for systemic change, improve the quality of care for all patients, and create a more equitable healthcare system. Patient advocacy is a dynamic and multifaceted role that requires continuous learning and adaptation. By embracing the principles outlined in this synthesis, nurses can effectively champion patient rights, improve the quality of care, and contribute to a more equitable healthcare system.

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