Mahrokh Keshvari, Negar Farajzadeh, Mohsen Shahriari, Mohammad Azadmanesh, Aliasghar Jamalinasab,
Volume 17, Issue 0 (12-2024)
Abstract
Nursing and midwifery professors play a crucial role in transmitting societal norms, providing cultural experiences, shaping students' behavior, beliefs, and attitudes, and cultivating moral virtues. As significant influencers on students' moral development during their academic journey, careful attention to this aspect is essential. This study aimed to elucidate the ethical challenges encountered by faculty members within the Faculty of Nursing and Midwifery. This qualitative study employed content analysis. Purposive sampling was utilized to select 23 faculty members from the Faculty of Nursing and Midwifery at Isfahan University of Medical Sciences, with data collection spanning eight months. Data were collected through semi-structured interviews and analyzed using conventional qualitative content analysis. Continuous and comparative data analysis revealed three primary categories of ethical challenges perceived by faculty members: discrimination and injustice, low professional commitment, and unprofessional behavior.
· Discrimination and injustice: This category encompassed three subcategories: disparities in rule implementation across faculties and groups, unfair financial compensation, and inequitable distribution of academic units and points.
· Low professional commitment: This category included two subcategories: educational underselling and non-adherence to established rules by faculty members.
· Unprofessional behavior: This category comprised two subcategories: unhealthy competition among faculty members and inappropriate student evaluations.
The experiences of faculty members in this study highlighted the presence of numerous challenges, with ethical issues significantly impacting their performance and motivation. The identified ethical challenges primarily revolved around discrimination and injustice, low professional commitment, and unprofessional behavior. Given the pivotal role of faculty members in teaching ethical principles and actively addressing ethical challenges, it is imperative for administrators and officials to acknowledge these concerns and implement strategies to mitigate these issues.
Zahra Dehghani, P Farhad Khormaei, Seyed Mehdi Poorseyed,
Volume 18, Issue 1 (3-2025)
Abstract
This study aimed to investigate the effectiveness of character education on wisdom, academic hope, and prosocial behavior among university students. The study employed a quasi-experimental design with a post-test and a control group. Participants included two groups of students from Shiraz University who were randomly assigned to experimental and control groups. The experimental group participated in a twelve-session program focused on developing etiquette-based professional conduct, and at the end, both groups completed the questionnaires on wisdom, academic hope, and prosocial behavior. The validity and reliability of these instruments for use in Iranian culture have been found to be satisfactory. The results of multivariate analysis of variance (MANOVA) revealed that etiquette-based character education had a significant effect on all three variables of wisdom, academic hope, and prosocial behavior. A key implication of these findings is the importance of paying attention to character education in educational settings.
