Showing 5 results for Ethics
Shiva Pejmankhah, Sheyda Pezhmankhah ,
Volume 19, Issue 1 (1-2022)
Abstract
Abstract
Background: While institutional constraints make the teacher has not able to implement his moral decision, leading to a conflict between the right moral decision and his professional conduct, alternatively he will suffer from a negative feeling and psychological imbalance that emphasized moral distress. Moral distress occurs not only in clinical settings but also in academic area. The purpose of this study was to explain the experience of faculty member in the field of nursing in regards to the consequences of moral distress impact on their activities in the work environment.
Methods: This qualitative study was applied during a period of 11 months in in Nursing and Midwifery schools in Tehran, Iran in 2017. 13 faculty member in the field of nursing were selected through purposive sampling method. Data was gathered using in-depth semi-structured interviews with main question in term of the consequences of moral distress in working environment. Conventional qualitative content analysis was used for analyzing the data.
Results: The analysis of the data in this study led to emerge four main categories and eight subcategories based on the experience of faculty member in the field of nursing about the consequences of moral distress. The main categories included; the ineffective training, organizational silence, decreased sense of professional development and job burnout and the subcategories included decreased teaching quality, ineffective communication in the educational space, silent protest, damage to team performance, threat to professional identity, stagnation of professional growth, psychological reactions, and physical reactions.
Conclusion: The consequences of moral distress in faculty member in the field of nursing lead to make some barriers to desirable educational activities, such as a lack of a sense of accomplishment, a tendency toward negative moods in the workplace which causes damage of their performance or others professonal problems for provide learning. Therefore use of specific management and organizational strategies to control the consequences of moral distress in faculty member have been recommended.
Mohammad Mahboubi , Akram Salamat , Ali Ebrazeh , Sara Sayar, Zahra Abbasi , Marjan Mardani Hamooleh ,
Volume 20, Issue 1 (4-2023)
Abstract
Background: Nurses may be threatened with professional moral courage while providing care to patients with Covid-19. The present study aimed to evaluate the professional moral courage of nurses caring for patients with Covid-19.
Methods: This study was a cross-sectional study. In this study, 200 nurses working in COVID wards participated by convenience sampling method. Data collection tools were personal profile forms and valid and reliable tool of professional moral courage. Data were analyzed using descriptive statistics and inferential statistics (ANOVA And T-TEST) under SPSS software version 16.
Results: The overall score of nurses' professional moral courage was 56.25±7.02. Other findings of the study indicated that among the personal characteristics of nurses, professional moral courage and organizational position (P = 0.005) and nursing work experience in the COVID ward (P = 0.003) had a statistically significant relationship.
Conclusion: Considering the average state of moral courage and the fact that the average score of supervisors is lower than that of nurses, it is obligatory for nursing managers to plan for the promotion of professional moral courage of nurses to face future crises. The most important of these actions can be holding educational workshops with ethical themes for nurses and students so that they can obtain professional moral courage in their profession in more desirable way.
Vida Azarkish, Mohammad Saeed Mirzaee, Mohammad Malekzadeh, Asadolah Mosavi, Mr Mohammad Latif Rastian,
Volume 20, Issue 1 (4-2023)
Abstract
Background: Adhering to nursing professional ethics codes and being familiar with these codes enables nurses to make sound ethical decisions in challenging circumstances. Recognizing the significance of awareness regarding professional ethics codes and their continuous growth, this study was conducted to determine and compare the influence of classroom-based and short message service (SMS) training on the ethical sensitivity of nursing students.
Methods: This study employed a quasi-experimental design and was conducted in 1401 at Yasuj University of Medical Sciences in Iran. The participants included 120 nursing students who were selected using convenience sampling based on criteria such as enrollment in the bachelor's nursing program, ability to communicate effectively, willingness to participate in the study, and scoring 50 or lower on the ethical sensitivity questionnaire. The samples were randomly assigned to three groups: intervention 1, intervention 2, and control. After obtaining the necessary ethical approvals, data were collected using the Lützen Ethical Sensitivity Questionnaire. Data were collected immediately before and one month after the completion of interventions. The intervention group received a blended teaching approach, which included concept mapping, small group discussions, and role-playing sessions conducted twice a week for one month. Data analysis was performed using descriptive statistics (mean, standard deviation, frequency, and percentage) and inferential statistical methods (paired t-test, chi-square test, and ANOVA) using SPSS software version 21.
Results: There was a significant difference in the mean age of students among the three groups, flipped classroom, short message service, and control (p = 0.047). However, no significant difference was observed in terms of gender distribution among the three groups (p = 0.291). Prior to the intervention, there was no statistically significant difference in the overall mean score of ethical sensitivity among the three groups (p < 0.05). However, after the intervention, a significant difference was observed (p < 0.05). Post-hoc comparisons revealed a significant difference in the ethical sensitivity scores of students among the flipped classroom, short message service, and control groups (p = 0.001).
Conclusion: Based on the effectiveness of both the flipped classroom and short message service methods in enhancing the ethical sensitivity of nursing students, it is recommended to incorporate these educational approaches into the nursing curriculum for planning and implementation.
Yasaman Ahmadian , Tahmineh Dadkhahtehrani , Nafisehsadat Nekuei , Maryam Nasirian ,
Volume 21, Issue 1 (4-2024)
Abstract
Background: Mutual rights in the medical system have always been considered an important component of medical ethics. Observance of midwives' rights could affect the quality of their services. This study was conducted to determine the methods for improving the observance of midwives' rights from the perspective of midwives and related managers.
Methods: This cross-sectional study was performed on 346 midwives and 19 hospital managers in 9 hospitals in Isfahan (Iran) 2018 -2019. The sample was selected from the midwives using the census method and from the managers using the purposive method. Data were collected using a questionnaire containing demographic, managerial-organizational, and individual methods to improve the observance of midwives' rights. Findings were analyzed using descriptive/inferential statistics (T- test) in SPSS v. 18 software.
Results: Managerial-organizational and individual methods from the perspective of midwives and managers (total view) were not significantly different (P>0.05). The most important managerial-organizational method to improve the observance of midwives' rights included "increasing the level of awareness of midwifery staff about their rights and their recognition" with a mean and standard deviation (SD) of 4.32 ± 0.78, and one of the most important individual methods was to "improve work conscience" with a mean and SD of 4.35 ± 0.80.
Conclusion: Managerial-organizational and individual methods are important to increase the observance of midwives' rights in the hospital. In order to improve midwifery services and midwives' health, hospital managers must make the necessary efforts to increase the observance of midwives' rights by considering related factors.
Mohammad Sajjad Mousavi , Fatemeh Keshavarz , Zeinab Mirzaei , Zahra Yosefpour , Mohammad Malekzadeh , Mohammad Latif Rastian ,
Volume 22, Issue 3 (9-2025)
Abstract
Background: Nurses, as one of the key pillars of the healthcare system, constantly face complex ethical challenges that can impact the quality of care provided and their mental well-being. Enhancing critical thinking skills in this group may help them analyze ethical issues more effectively and make better decisions, ultimately reducing moral distress. Therefore, this study aimed to determine the relationship between critical thinking and moral distress in nurses.
Methods: This cross-sectional study involved the selection of 342 nurses from educational hospitals affiliated with Yasuj University of Medical Sciences in Iran in 2024, utilizing a systematic probability sampling method. Participants were required to have a minimum of one year of clinical experience and to be currently employed in hospital departments, ensuring a relevant background for the study. Data collection was conducted using the California Critical Thinking Skills Test – Form B and the modified 18-item Hamric Moral Distress Scale. The findings were analyzed employing both descriptive and inferential statistical tests, including the Kolmogorov–Smirnov test for normality, Pearson correlation, and multiple linear regression, which were used to examine relationships between variables utilizing SPSS version 27.
Results: The mean age of participants was 43.33 ± 10.7 years; 221 individuals (64.40%) were female, and 127 persons (37.10%) had 1 to 5 years of work experience. Nurses had an average critical thinking score of 21.25 ± 8.64 and a moral distress score of 116.08 ± 50.82. A significant negative correlation was found between critical thinking and moral distress scores (r = -0.66, p = 0.001). A multiple regression model significantly predicted moral distress, explaining 63% of its variance (R² = 0.628, F = 29.787, p = 0.001). Six predictors were significant. Overall critical thinking was the strongest negative predictor (β = -0.396, p = 0.001, 90% CI [-2.65, -1.69]). The analysis, inference, and induction components were also significant negative predictors. In contrast, the deduction component (β = 0.197, p = 0.029, 90% CI [0.24, 4.39]) and place of residence (β = 0.072, p = 0.037, 90% CI [1.01, 32.60]) were positive predictors of moral distress.
Conclusion: The findings suggest that as critical thinking skills improve, moral distress tends to decrease among nurses. Therefore, it is recommended to implement educational programs aimed at enhancing critical thinking skills in nursing practice, which could potentially alleviate feelings of moral distress.
