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Showing 21 results for Nursing Student
Mohammad Zirak, Sima Moghaddsiyan, Farahnaz Abdollahzadeh, Azad Rahmani,
Volume 4, Issue 4 (7-2011)
Volume 4, Issue 4 (7-2011)
Abstract
Nurses are confronted with numerous situations calling for moral decision-making in their workplace every day. Nursing students should therefore attain a satisfactory level of moral development during their university years. The present study was conducted to determine nursing students’ level of moral development, as there seems to be a shortage of similar studies throughout the country. This descriptive, correlational research was performed in 2010 study samples were 115 junior and senior students of the Department of Nursing and Midwifery of Tabriz University of Medical University who were selected by census. These students’ level of moral development was evaluated through the Nursing Dilemma Test (NDT), which has been created based on Kohlberg’s theory of ethical development. NDT assesses nurses’ moral development in three levels: pre-conventional, conventional and post-conventional, and evaluates their observance of clinical considerations at the same time. A number of the participants’ sociodemographic characteristics were also collected through a questionnaire. Data analysis was performed using SPSS statistical software, and descriptive and inferential statistics. According to the findings of this study, 13 students (11.3%) were in the pre-conventional, 33 (28.7%) in the conventional, and 55 (47.8%) in the post-conventional level, and 14 (12.1%) took clinical considerations into account more than others. There seemed to be no meaningful statistical relationship between the students’ moral development and their age (P = 0.49), sex (P = 0.21), marital status (P = 0.79), place of education (P = 0.32), and year of education (P = 0.92). These results showed that although approximately half of the students under study were in the post-conventional level, which is an acceptable level of moral development, a great percentage were still in the lower levels. This means that those in administrative positions in nursing departments need to pay more attention to the moral education of nursing students.
Sima Moghadasian, Farahnaz Abdollahzadeh, Azad Rahmani, Farmisk Paknejad, Hamid Heidarzadeh,
Volume 6, Issue 5 (12-2013)
Volume 6, Issue 5 (12-2013)
Abstract
Do not resuscitate order (DNR) is one of the most challenging issues in end of life care. The attitude of health care providers has an important role in legalization of this procedure. The aim of the present study was to investigate the viewpoints of nursing students on DNR orders. One hundred and eighty six nursing students from Tabriz University of Medical Sciences (TUOMS) and Kurdistan University of Medical Sciences (KUMS) participated in the present study. Data collection was performed by Attitude on DNR Order Questionnaire that consisted of 25 items. The results showed that nursing students have a negative attitude toward many aspects of DNR orders, had many misconceptions about this procedure and tended to acquire more information about it. Also, students reported a negative attitude about passive euthanasia and reported that cultural and religious factors are important in their attitude toward DNR orders. Moreover, there was no statistical difference between the attitudes of nursing students from these two universities with two different cultural and religious backgrounds (P > 0.05).Considering the lack of knowledge of nursing students about DNR orders it is suggested that nursing students should be educated on the subject. Due to little research evidence conducting further studies is recommended.
Hadi Jafari Manesh, Mehdi Ranjbaran, Katayon Vakilian, Reza Tajik, Amir Almasi-Hashiani,
Volume 6, Issue 6 (2-2014)
Volume 6, Issue 6 (2-2014)
Abstract
Assessing nursing students’ level of respect for ethical codes of nursing is essential as these students are the future health care providers. There is a need to check observance of ethics codes among students, because that will determine ethics education and training needs. This study aimed to assess nursing students’ compliance with professional ethical codes and some of the relevant factors.This is a descriptive-analytic and cross-sectional study performed by census on 118 nursing students who were training in hospitals of Shahid Beheshti University of Medical Sciences. The data gathering tool consisted of a questionnaire including demographic information, and another questionnaire which was developed by the researcher based on studies in Iran and throughout the world.The ethical codes that were respected most included "principles of conflict management" and then "respect for the medical staff". "Respect for patients' rights" and "patient education" received less consideration. Grade point average, gender, marital status, interest in nursing and likelihood to work in nursing had significant association with respect for ethics codes.The results of this study can be used in developing courses on nursing ethics and educating nurses on the subject, and could be of special interest to health planners and policy makers.
Mohammad Zirak, Hadi Hasankhani, Naser Parizad,
Volume 7, Issue 6 (3-2015)
Volume 7, Issue 6 (3-2015)
Abstract
The principal objective of the nursing profession is to provide evidence-based and competent care mainly based on humanitarian and ethical principles. Ethical care is contingent on a proper level of moral reasoning, which can be categorized into pre-conventional, conventional and post-conventional reasoning. At the pre-conventional level, individuals are mostly self-oriented and prefer obedience to avoid blame. At the conventional level people apply laws and social principles to decision-making, and at the post-conventional level they try to guide their actions and behaviors with regard to ethical principles and make humanist and ethical decisions. This study aimed to assess the level of moral reasoning in nurses and nursing students by providing an analysis of the existing literature on moral reasoning.For the purpose of this study, we conducted an extensive search of the papers published between 1980 and 2014 on international electronic databases including Scopus, Google scholar, Science Direct, PubMed, Proqust and Elsevier. We also reviewed papers published between 1985 and the autumn of 2014 on Persian electronic databases Sid, Magiran and Iran Medex. A broad range of search keywords were used such as: ethical growth, moral growth, ethical development, moral development, ethical reasoning, moral reasoning, nurse, and nursing student. In total, 35 studies were reviewed at this stage.Based on the results of the above-mentioned studies, most nursing students and nurses reason at the conventional and post-conventional level, and nursing students reason at a higher ethical level in comparison with nurses. We also found that teaching ethical concepts helps improve ethical reasoning, and that an inverse relationship exists between clinical experiences and ethical reasoning.Although in most studies, the level of moral reasoning in nursing students and nurses was found to be at the conventional and post-conventional level, this is not enough to provide superior professional care. It is therefore essential to apply the necessary measures such as improving clinical environments and the ethical education system to further promote the reasoning ability of nurses and nursing students, so that they can make their decisions based on ethical principles and at the post-conventional level
Azam Pourama, Mansoureh Azizzadeh Forouzi, Azar Asadabadi,
Volume 7, Issue 6 (3-2015)
Volume 7, Issue 6 (3-2015)
Abstract
Values in the nursing profession improve the quality of patient care and enhance job satisfaction among nurses. Therefore, promoting professional nursing values is an important aspect of nursing education. The purpose of the present study was to evaluate the professional values among nursing students in their last semester in nursing schools across Kerman province.A total of 152 students in their last semester in five schools of nursing across Kerman province (cities of Kerman, Bam, Jiroft, Zarand and Rafsanjan) participated in this cross-sectional study. Data were collected using a two-part questionnaire that included demographic variables and Nursing Professional Values Scale - Revised (NPVS-R) in five dimensions (caring, activism, trust, professionalism and justice). The reliability of the questionnaire using Cronbach's alpha coefficient was calculated at 0.91. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential non-parametric statistical tests (Mann-Whitney and Spearman’s rho correlation coefficient) in SPSS 18.Of the five dimensions of professional values, the highest mean score (37.8 ± 4.6) pertained to the caring dimension and the lowest mean score (12.68 ± 1.92) was related to the justice dimension. There was a significant negative correlation between age and professional values (r = - 0.02, P = 0.01). Results of the Mann-Whitney test showed a statistically significant difference between the mean scores of the justice, activism, trust and professionalism dimensions and sex (P < 0.05) and between the total mean score of professional values and the place of education (P = 0.003).From the perspective of students, the dimensions of professional values were prioritized in the following order: caring, trust, activism, professionalism and justice. Nevertheless, the majority of students were not aware of the importance of some dimensions of professional values. Therefore, appropriate planning and teaching methods and strategies are required to enhance all dimensions of professional values.
Maryam Karimi Noghondar, Nasrin Tavakoli, Fariba Borhani, Mohaddeseh Mohsenpour,
Volume 8, Issue 5 (2-2016)
Volume 8, Issue 5 (2-2016)
Abstract
In the nursing profession, ethical practice is contingent upon the nurses’ ability to determine the ethical issues in their vocation, and their sensitivity to these issues in the nurse-patient relationship. In order for the health system to have a strong and solid foundation, this sensitivity must be formed in nursing students during the early stages of their education. Educational environment and clinical experience each affect ethical sensitivity in their own way. The purpose of this study was to determine and compare the ethical sensitivity of third and fourth year nursing students and nurses in Islamic Azad University, Mashhad branch during 2014.
In this cross-sectional study Lutzen’s Moral Sensitivity Questionnaire was used, and its validity and reliability was confirmed. According to the formula for sample size, 110 persons were sampled in each group. Sampling was performed randomly among the third and fourth year students, and in two stages among the nurses: first cluster, and then randomly. Data were analyzed using descriptive and analytical statistics by SPSS software.
The mean and standard deviation of moral sensitivity was 3.33 ± 0.36 in nursing students, and 3.27 ± 0.35 in nurses, and the independent t-test showed no significant difference between the two groups (df = 218, t = -1.06, P > 0.05). Moreover, there was no statistically significant difference between the mean scores of moral sensitivity based on demographic characteristics.
It was concluded that the ethical sensitivity of nurses and nursing students of Islamic Azad University, Mashhad branch was satisfactory, which can be considered as a point of strength for policy makers of the health system.
Marjan Sadat Arshiha, Khazar Layegh Talari, Fatemeh Noghani, Naser Sedghi Goyaghaj, Taraneh Taghavi Larijani,
Volume 9, Issue 3 (10-2016)
Volume 9, Issue 3 (10-2016)
Abstract
Moral intelligence is the ability to utilize principal criteria that can lead to effectiveness of individual reactions. The aim of this study was to determine the relationship between moral intelligence and communication skills among bachelor’s students in nursing at Tehran University of Medical Sciences, Iran, in 2016-2017.
This was a descriptive-correlational study. The study population consisted of all nursing students studying at the School of Nursing and Midwifery of Tehran University of Medical Sciences. Among the study population, 204 subjects were selected through convenience sampling method and based on the inclusion criteria (direct acceptance in the field of nursing, absence of any illness, and willingness to participate). The data collection tools consisted of a demographic characteristic questionnaire, the Moral Intelligence Scale (Lennick & Kiel), and the Communication Skills Inventory (Jerabek). The validity and reliability of both instruments had been approved in similar studies in the country using Cronbach's alpha coefficient (α = 0.88 and α = 0.71, respectively). The reliability of the two questionnaires was calculated in the current research using Cronbach's alpha (α = 0.85 and α = 0.81, respectively). Data were analyzed using descriptive (average and standard deviation) and inferential statistics (t-test, Pearson correlation coefficient, and ANOVA test) in SPSS software. The mean moral intelligence score was 71.98±7.12 and ranged from 20 to 100 and mean communication skills score was 114.9±9.67 and ranged from 34 to 170. Pearson correlation coefficient revealed a significant and positive relation between moral intelligence and communication skills of nursing students (r=0.54, P ≤ 0.001). Thus, the communication skills of students can be improved by strengthening their moral intelligence. Therefore, it is suggested that the grounds for the strengthening of moral intelligence among nursing students be provided.
Mansoureh Ashghali Farahani, Tahmine Salehi, Zahra Arab Ameri, Fatemeh Hajibabaee, Agha Fatemeh Hosseini, Fatemeh Ghaffari,
Volume 9, Issue 4 (10-2016)
Volume 9, Issue 4 (10-2016)
Abstract
Empathy is a necessary condition for an effective nursing care. An empathetic relationship between nurse and patients leads to positive treatment outcomes and moral sensitivity among students in clinical and educational environments. This study was conducted in 2014 to determine the level of empathy among nursing students and its relationship with their demographic data. A cross-sectional study (Descriptive analysis) was undertaken using paper-based versions of the Jefferson Scale of nursing Empathy. By using stratified random sampling, 320 undergraduate students from the first to forth-year of their program in Tehran University of Medical Sciences were selected.
The result shows that participants reported good empathy levels, and the average of empathy score was 103 ±11. Empathy scores increased with increasing academic year. There was a significant relationship between sex and empathy. Students who did not passed the effective communication course scored higher than their counterparts. Empathy score increased with age, and older students recorded higher scores than their younger colleagues. Single and employed students recorded higher empathy scores than married and unemployed students.
There were no significant differences between the place of living (dormitory versus personal house), Interest in nursing education as well as their marks.
Regarding the relationship between empathy with students’ academic years, the finding offers insights into the importance of incorporating and promoting empathy in nursing curricula from the first year of training.
In addition, it is necessary to pay more attention to teaching empathy to male students.
Talieh Khalifi, Naimeh Seyedfatemi, Marjan Mardani - Hamooleh, Hamid Haghani,
Volume 11, Issue 0 (3-2018)
Volume 11, Issue 0 (3-2018)
Abstract
Spiritual health (SH) is a supernatural force and endeavor to achieve perfection and peace of mind in life.When it is endangered, a person experiences loss of meaning in life. In nursing, caring services and SH are related to each other. It is necessary to promote the SH of nurses so that patients will receive better care. The study aim was the effect of spiritual education on SH of nursing students. In this quasi-experimental study, 76 of undergraduate nursing students were selected using random simple sampling method and divided into experimental group (EG) and control group (CG) (n= 38) with random allocation method. Educational intervention was done for the EG for a period of 4 weeks, a 60-minute session per week, but no intervention was performed for the CG. Four weeks after the intervention, the post-test was taken in 2 groups. Data were collected using the SH scale by Paloutzian and Ellison. Independent t-test didn’t indicate any difference before the intervention in the mean score of SH in 2 groups (t=-0.49, p=0.62), while in the post-test, the independent t-test indicated the mean score of SH was higher in the EG than in the CG (t=-2.14, p<0.03). After the intervention, there was a significant increase in the SH (t=-4.39, p<0.001) in the EG. The paired t-test indicated no difference in the SH in the CG compared to the pre and post-test (t=-0.25, p<0.79). Spritual education influenced SH of nursing students. It is recommended that spiritual education be considered as one of the strategies for promoting SH in students.
Marjan Mardani - Hamooleh, Masoomeh Ahmadi, Naimeh Seyedfatemi, Hamid Haghani,
Volume 11, Issue 0 (3-2018)
Volume 11, Issue 0 (3-2018)
Abstract
Empathy is considered an essential prerequisite for a nurse to effectively care for a patient. Also, spirituality is an important component in nurse-patient relationships. The aim of this study was to determine the relationship between empathy and spiritual attitude among nursing students. In this descriptive and correlation study, the samples consisted of 272 nursing students that were studying in 3 Medical Sciences Universities in Tehran, 2017. Samples were selected through convenience sampling method. Data were collected by demographics’ data form, validated and reliable scales of empathy and spiritual attitude. Data were analyzed by descriptive and analytical (Pearson Coefficient, Independent T test, and ANOVA) statistics. The students had a mean empathy score of 106.982 ± 14.65 that this was more than median scores of scale (60). Furthermore, they had a spiritual attitude score of 115.79 ± 15.8 that this was more than median scores of scale (86). Findings indicated that a significant relationship between empathy and spiritual attitude among nursing students (r=.265, p=.0001). Gender, educational level, interest in nursing, work status, and the average score of the previous term had significant relationships with empathy (P < 0.05). Interest in nursing and work status had significant relationships with spiritual attitude (P < 0.05).Research findings support the hypothesis of association between empathy and spiritual attitude. Since empathy has a significant relationship with spiritual attitude, it seems that nursing students’ empathy will increase by promoting their spiritual attitude.
Zohre Kohansal, Nosrat Avaznejad, Behnaz Bagherian, Faezeh Jahanpour,
Volume 11, Issue 0 (3-2018)
Volume 11, Issue 0 (3-2018)
Abstract
Nurses need to be familiar with the ethical issues of nursing and its sensitivity to all communications and interventions with patients. This sensitivity as a basis for nursing ethics should be considered from the beginning of nursing education. This study aimed to investigate the moral sensitivity of nursing students of Bushehr University of Medical Sciences. This descriptive cross-sectional study was conducted to determine the ethical sensitivity of 73 nursing students using standard questionnaire of ethical sensitivity of nurses in decision-making. Its validity and reliability were confirmed in previous studies (α=0.8). Dimensions of the questionnaire were: amount of respect for patient independence, level of knowledge about the relationship with the patient, level of professional knowledge, experience of difficulties and ethical conflicts, and the use of ethical concepts in ethical decision-making, honesty and benevolence. 0-50 were considered as low moral sensitivity, 50-75 as moderate, and 75-100 as high. All nursing students of the third and eighth semester were enrolled in the census in 2016. The average students' moral sensitivity was moderate (68.15±13.99). The highest average was for "honesty and benevolence", and the least for "professional knowledge" and "the use of ethical concepts in moral decision-making". The average moral sensitivity of the eighth semester students was higher than the third semester. There was a significantly relationship between students' moral sensitivity and academic term (p=0.000). Low ethical sensitivity in nurses leads to inappropriate decision-making; therefore, appropriate educational programs should be considered to increase the moral sensitivity of nurses and nursing students from the beginning of education.
Afrooz Korzebor, Kobra Rashidi, Rezvan Moradi, Shirin Pirzad, Mahdi Birjandi,
Volume 12, Issue 0 (3-2019)
Volume 12, Issue 0 (3-2019)
Abstract
Capacity, positive attitude, and proper nurses' function in dealing with death are greatly influenced by their religious beliefs. An important religious variable, the type of internal religious orientation (Implementing religious beliefs in all behaviors and practices) and the external (Using Religious Beliefs to Achieve Material Objectives). The purpose of this study was to investigate the relationship between religious orientation and nursing students' attitude towards death. The study had a cross-sectional correlational design, where 202 students from all nursing students were selected by random sampling in the academic year of 2017-2018. Data were collected via Allport Religious Orientation Questionnaire and the Standard Scale of Attitude toward Death (DAP-R) which were completed by participants after confirmation of validity and reliability and obtaining written consent from participants. Data were analyzed by SPSS version 18 software and independent t-test and Pearson correlation coefficient. Participants included 51.5% females, the average age was 21.7 years, 89.6% single, 95.5% undergraduates, 53% resident of the dormitory, 94.6% Shiite, and 50.5% had experience of seeing death. The average score of internal religious orientation was higher than that of the outside; and it was the same in both sexes. The difference between the mean score of internal orientation and the active acceptance of death was a positive correlation (P <0.001) and with avoidance of death, it had a significant negative inverse correlation (p= 0.01/0.17); Exterior orientation with fear of death and acceptance by escape had a significant positive correlation (P <0.001); the difference in mean score of both religious orientations was not significant in terms of gender, marital status, and religion (P>0.001). The difference between fear of death and avoidance of death and acceptance by escape based on gender, and in terms of admission or escape, having experience of seeing death, had a meaningful relationship (p=0.01). While there was no significant relationship between attitude toward death and family death experience (P>0.001). Findings show the type of religious orientation of nursing students and its relationship with people’s attitudes toward admission or escape from death; as the effective factor affecting the health of individuals and the quality of providing care for dying patients.
Sajjad Nemati, Dariush Rokh Afrooz, Nasrin Elahi, Mohammad Hossein Haghighizadeh,
Volume 13, Issue 0 (3-2020)
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.
Maasoumeh Barkhordari-Sharifabad, Seyedeh-Zahra Kaka-Tafti, Parnia Bastani, Farideh Mahmoudi-Hashemi,
Volume 15, Issue 1 (3-2022)
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.
Khadije Nasiryani, Najme Zamani, Ahdiye Bahri, Seyedeh Elham Fazljoo,
Volume 16, Issue 1 (3-2023)
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.
Maryam Sina, Zahra Keshtkaran, Zinat Mohebbi, Naeimehossadat Asmarian,
Volume 17, Issue 0 (12-2024)
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)
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)
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)
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)
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.
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