Ethical competence: An integrative review

Abstract

Even though ethical competence represents a sine qua non competence in nursing practice, no consensus can be found in literature with respect to its definition. The identification of its components and their relationships resulting from this integrative review adds to the clarification of its definition. It paves the way for other studies that will contribute to a better understanding of its development, especially among nursing students and practicing nurses, as well as the factors that may exert an influence. More adapted education strategies can thus be put forward to support its development.

Healthcare professionals’ ethical competence: A scoping review

“…Three main focus areas were identified as follows: (a) conceptualization, (b) measuring, and (c) realization of the ethical competence. The first focus area of the studies had a conceptual approach as they were defining (Jormsri et al, ; Kulju, Stolt, Suhonen, & Leino‐Kilpi, ), analyzing (Kulju et al, ), and exploring the construct of the concept of ethical competence (Lechasseur, Caux, Dollé, & Legault, ). The studies also focused on describing healthcare managers’ (Barkhordari‐Sharifabad et al, ) and research nurses’ ethical competencies (Höglund et al, ) as well as on the competences needed in participation in ethics committees (Cusveller, ) and meetings (Cusveller & Schep‐Akkerman, ).…”

“…According to the same analysis, the prerequisites for ethical competence were “virtuous professional, experience of a professional, human communication, ethical knowledge and supporting surroundings in the organization.” The consequences of ethical competence were “the best possible solutions for the patient, reduced moral distress at work and development and democratization of society” (Kulju et al, ). The construct of ethical competence was composed of ethical sensitivity, ethical knowledge, ethical reflection, ethical decision‐making, ethical action, and ethical behaviour (Lechasseur et al, ).…”

“…The majority of the studies used statistical analysis methods, followed by content analysis. Description of the data analysis process was not provided or the description was vague in three studies (Cusveller & Schep‐Akkerman, ; Lechasseur et al, ; Schaefer & Vieira, ).…”

“…General discussion about study validity without any specific criterion was provided in six studies. Six studies provided no reliability or validity assessments, or the discussion on these matters was vague (Cusveller & Schep‐Akkerman, ; Höglund et al, ; Lechasseur et al, ; Peter et al, ; Schaefer & Vieira, ).…”

Perspectives of older patients on the qualities which define a “good family nurse”: A qualitative study

“…In the “ethical behavior” category, patients often mentioned and stressed the nurse's respect for elderly people, openness to human suffering and a vocation to the nursing profession. Ethics is a basic component of nursing practice, and the development of ethical competence is an integral part of nursing education (Lechasseur, Caux, Dollé, & Legault, ). Family nurses need support in this competence, especially when they provide care for older patients.…”