Effect of Ethics Seminar on Moral Sensitivity and Ethical Behavior of Clinical Nurses

Abstract

While nursing is an ethical profession, unethical behavior among nurses is increasing worldwide. This study examined the effects of an ethics seminar on nurses’ moral sensitivity and ethical behavior. A total of 35 nurses (17 experimental, 18 control) were recruited. The ethics seminar was held over a six-month period from May to October 2018 and comprised six sessions held once a month for two hours. Moral sensitivity and unethical behavior were measured at the start and end of the seminar. Moral sensitivity and unethical behavior showed a negative correlation (r = −0.400, p < 0.05). After the ethics seminar, the experimental group’s moral sensitivity was not significantly increased (t = −1.039, p = 0.314). The experimental group’s mean scores of unethical behavior at pre- and posttest were 12.59 and 9.47, respectively, indicating a statistically significant difference (t = 3.363, p = 0.004). There was no statistically significant difference in the mean score in both moral sensitivity and unethical behavior at pre- and posttest in the control group. Thus, ethics seminars can reduce the risk of unethical behavior among nurses. Regular ethics seminars and training must be provided to nurses as part of their curriculum/practice.

Ethics education to support ethical competence learning in healthcare: an integrative systematic review

“…Ethics education should provide the opportunity to learn how to deal with emotions [ 40 ] and foster understanding of what is ethically ‘right’ or ‘wrong’ for the patient [ 45 ], which in turn influences the decisions made by healthcare professionals and students in clinical practice [ 51 , 70 ]. Group discussion, for example in ethics seminar, is a way to reduce unethical behaviour [ 73 ]. There is, however, a difference between learning how to manage ethical problems in everyday healthcare work and how these problems are actually managed, since one’s own inabilities or limitations may influence the outcome [ 62 ].…”

“…This programme was beneficial to FDs who were able to develop their own teaching and ethical reasoning skills and to reflect on the influence of the hidden curriculum on their own behaviour Very poor Kuhn et al [ 69 ], Germany Quantitative To improve moral judgment, ethical reflection and strengthen individual resilience in value conflicts 13 medical students and young physicians Web-based evaluation sheet Descriptive statistics Didactic concept with case conferences, discussion about ethics issues and lectures were considered helpful for dealing with ethical questions at the clinic. The format was also relevant for their later profession Fair Langlois et al [ 61 ], Canada Qualitative To explore the experiences and learning of student health professionals engaged in an ethics module 91 health mentor programme students Interviews Thematic analysis Five major themes emerged: (1) patient autonomy and expertise in care, (2) ethical complexity and its inevitable reality in the clinical practice setting, (3) patient advocacy as an essential component of day‑to‑day practice, (4) qualities of remarkable clinicians that informed personal ideals for future practice, and (5) patients’ perspectives on clinician error and how they enabled suggestions for improving future practice Good Lee et al [ 63 ], Korea Qualitative To describe nursing students’ perspectives on and experiences of a case-centred approach to nursing ethics education using the four topics method 10 nursing students Focus group discussion Content analysis Four themes emerged: 1) the importance of ethics education as perceived by nursing students,2) problems in current nursing ethics education, 3) the experience of case-centred nursing ethics education using the four topics approach, and 4) suggestions for improving nursing ethics education Good Lee et al [ 73 ], Korea Quantitative To identify the effects of a nursing ethics seminar on the moral sensitivity and ethical behaviour of nurses working in a hospital setting 35 nurses Questionnaires Analytical and descriptive statistics …”

Bibliometric Analysis of Ethical Behavior in Education Using VOSviewer

“…Historically, ethical behavior often referred to a group of people who spoke about environmental issues, recycling, social justice, human rights issues, and the organization's involvement in exploiting its workers (Guidara, 2022). Therefore this behavior involves our empathy (Lee et al, 2021). This is then called moral sensitivity (Lee et al, 2021).…”

“…Therefore this behavior involves our empathy (Lee et al, 2021). This is then called moral sensitivity (Lee et al, 2021). When someone has moral sensitivity, it is quite possible that they better recognize ethical issues in their associations (Sánchez et al, 2020).…”

“…Ethical behavior is related to compliance with implementing moral standards in society (Weziak-Bialowolska & Bialowolski, 2022). Ethics education can increase moral sensitivity, leading to ethical behavior (Lee et al, 2021). Ethical behavior can occur due to the support of various variables, such as the influence of ethical leadership, motivation to serve, peer relationships, commitment, and fairness (Dinh et al, 2020).…”