An Evolutionary Route for the Moral Development of Nursing Students: A Constructivist Grounded Theory

Ranjbar, Hadi; Joolaee, Soodabeh; Vedadhir, AbouAli; Abbasszadeh, Abbass; Bernstein, Colleen

doi:10.1097/jnr.0000000000000224

Cited by 16 publications

(14 citation statements)

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“…In their daily activities, nurses encounter problems and issues that might be inconsistent with their moral values (Dehghani et al, 2020;Numminen et al, 2018;Ranjbar et al, 2018). In other words, nurses might face with controversial beliefs and values in doing the right thing and these might affect providing quality nursing care (Belle, 2017;Mahdaviseresht et al, 2015;Mousazadeh et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Relationship Between Moral Courage and the Perception of Ethical Climate in Nurses

Hakimi

Mousazadeh²,

Nia

et al. 2020

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Background: Moral courage, as a strategy to reinforce ethics and doing courageous deeds, is essential in providing nursing cares. Proper management of ethical challenges, professional commitment to patients, and ethical performance require moral courage. In addition, this concept is affected by personal and professional traits and organizational cultural. Ethical climate is a part of organization character, represents ethics in the organization. Ethical climate helps individuals to assess the problems and also acts as a guide for making decision about acceptable and unacceptable behaviors. The present study is an attempt to examine some of the predicting variables of moral courage in nurses. Methods: The study was carried out as predictive study in 2019. The subjects were 267 nurses working in hospitals who were selected through simple random sampling. Data gathering tool included a demographics form, Sekerka’s job satisfaction standardized questionnaire, and Elson’s ethical climate standardized questionnaire. Results: The mean scores of moral courage and ethical climate in nurses were 87.07±15.52 and 96.12±17.17 respectively. The findings showed that 16% of moral courage score in nurses was attributed to ethical climate and overtime work hours per month. Conclusions: Although, ethical climate and overtime work hours were the main factors in moral courage, not a notable percentage of the variance of moral courage was attributed to them. Therefore, there is a need to determine other factors in moral courage.

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Section: Introductionmentioning

confidence: 99%

The Relationship Between Moral Courage and the Perception of Ethical Climate in Nurses

Hakimi

Mousazadeh²,

Nia

et al. 2020

Preprint

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“…Development of moral competence in nurses begins from college years. However, recent studies have shown that the degree of moral competence development in all students is not equal and satisfactory (13,14). Moral behavior is the capacity to distinguish between right and wrong and to act accordingly (15).…”

Section: Introductionmentioning

confidence: 99%

Is there a relationship between moral competencies and the formation of professional identity among nursing students?

Haghighat

Borhani

Ranjbar³

2020

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Background: Moral care provision is an essential part of nursing work. Nursing schools are responsible for developing moral competencies in nursing students. The aim of this study was to investigate the relationship between moral competencies and the formation of professional identity among nursing students . Methods: This study was designed as a descriptive-correlational study. The study population consisted of nursing students who were enrolled in nursing schools at the time of the study. Two hundred and twenty-one nursing students completed the study tools. The research tools were a demographic questionnaire, Moral Development Scale for Professionals (MDSP), and Professional Identity Scale for Nursing Students (PISNS). Results: The mean (SD) of MDSP and PISNS scores were 45.69±5.90 and 55.61±12.75, respectively. There was a significant statistical relationship between MSDP and PISNS scores (p<0.05). A significant equation was found (f (2, 218) = 16.68, p<0.001) with an R2 of 0.113. The MSDP scores increased 0.136 for each score of PISNS, and married students had 2.452 scores higher than single students. Conclusions: There was a significant correlation between the formation of professional identity and development of morality in nursing students. By supporting the formation of professional identity, nursing schools can help the development of moral competencies in nursing students.

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“…Development of moral competence in nursing begins from college years. However, recent studies have shown that the degree of moral competence development in all students is not equal and satisfactory (5,6). Acquisition of moral competences happens in a process called moral development.…”

Section: Introductionmentioning

confidence: 99%

“…It consists of five dimensions including 1) social modeling, 2) independence of career choice, 3) social comparison and self-reflection, 4) benefit of retention and the risk of turnover and 5) Professional self-image. Scale items are scored on a 5-point Likert from Strongly Disagree(1) to Strongly Agree(5). Construct validity showed five factors model explaining 58.9% of the total variance.…”

mentioning

confidence: 99%

Enhancement of nursing students’ moral competencies through support the formation of professional identity

Haghighat

Borhani

Ranjbar³

2020

Preprint

Self Cite

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Background: Moral care provision is an essential part of nursing work. Nursing schools are responsible for developing moral competencies in nursing students. The aim of this study was to assess the relationship between the formation of professional identity and development of morality in nursing students. Methods: This study was designed as a descriptive-correlational study. The study population consisted of nursing students who were enrolled in nursing schools at the time of the study. Two hundred and twenty-one nursing students completed the study tools. The research tools were a demographic questionnaire, Moral Development Scale for Professionals (MDSP), and Professional Identity Scale for Nursing Students (PISNS). Results: The mean (SD) of MDSP and PISNS scores were 45.69±5.90 and 55.61±12.75, respectively. There was a significant statistical relationship between MSDP and PISNS scores (p<0.05). A significant equation was found (f (2, 218) = 16.68, p<0.001) with an R2 of 0.113. The MSDP scores increased 0.136 for each score of PISNS, and married students had 2.452 scores higher than single students. Conclusions: There was a significant correlation between the formation of professional identity and development of morality in nursing students. By supporting the formation of professional identity, nursing schools can help the development of moral competencies in nursing students.

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An Evolutionary Route for the Moral Development of Nursing Students: A Constructivist Grounded Theory

Cited by 16 publications

References 1 publication

The Relationship Between Moral Courage and the Perception of Ethical Climate in Nurses

The Relationship Between Moral Courage and the Perception of Ethical Climate in Nurses

Is there a relationship between moral competencies and the formation of professional identity among nursing students?

Enhancement of nursing students’ moral competencies through support the formation of professional identity

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