Perceptions of Italian student nurses of the concept of professional respect during their clinical practice learning experience

Guaranteeing dignity and decent work for migrant nurses and health care workers beyond the COVID‐19 pandemic

“…Recent literature has emphasized nursing's professional dignity, which was further examined by Italian and Finnish scholars, who tentatively defined the construct as a multidimensional intertwined concept composed of the characteristics of human beings that included the following: Intrinsic human dignity Subjective perception of one's dignity The professional identity of nurses The professional, ethical values and workplace elements (including interprofessional and intraprofessional relationships, communications with patients and their significant others and the organizational characteristics of work environments) (Sabatino et al, 2014 ) It is essential to establish the scenario of these macrodimensions and microdimensions as a variable context, culturally and historically situated, which influences the perception of the concept itself. Crucial investigations on this subject were also completed in 2012, when mapping of the idea was first proposed as an element to be examined, in 2015, when the concept was studied among undergraduates, and in 2018, when the construct was analysed in hospitals and community settings in England (Sabatino et al, 2015 ; Stievano et al, 2012 ; Stievano et al, 2018 ). Two qualitative investigations accomplished in South Africa highlighted the meaning of the ambiguous practices of nurses to have their professional dignity respected in private health care structures (Combrinck et al, 2020 ; Combrinck et al, 2022 ).…”

Desarrollo moral en contextos educativos: Una revisión sistemática

“…También influye como factores relevantes las experiencias anteriores co el clima escolar, las estrategias curriculares, las didácticas y los métodos de aprendizaje como debates, análisis de casos, dilemas morales, trabajos en equipo, actividades lúdicas y juegos de roles, el fortalecimiento del pensamiento crítico y reflexivo para el desarrollo profesional de la sensibilidad e identidad ética, la motivación moral (Baykara et al, 2015;Davis y Bergen, 2014;de Souza et al, 2019;Edwards et al, 2012;Esquerda et al, 2019;Kaplan et al, 2014;Lloyd-Hazlett y Foster, 2017;Maddineshat et al, 2019;V. S. M. Martins et al, 2020;Nacasato et al, 2016;Ploum et al, 2019;Ranjbar et al, 2017;Solum et al, 2016;Trobec y Starcic, 2015;Yuguero et al, 2019), el sistema familiar, el contexto y la condición socio cultural (Avila et al, 2018;Małgorzata Bronikowska et al, 2019;Davis y Bergen, 2014;Kurbanov et al, 2016;Phillips et al, 2020;Rzymska et al, 2014), las relaciones interpersonales, el acceso a la educación moral, la práctica e identidad profesional (Haghighat et al, 2020;Moreira et al, 2020;Sabatino et al, 2015;Van Stekelenburg et al, 2020), el rendimiento y los logros académicos (Corcoran y O'Flaherty, 2016;O'Flaherty y Gleeson, 2014), las características de la educación inicial, la integración de educación religiosa y moral (O'Flaherty y Gleeson, 2014), la actitud de los docentes y su interés por la formación en ciudadanía, desde la creatividad, la empatía, el diálogo, el respeto y la comprensión de los estudiantes a partir de sus valores espirituales, sentimientos morales e impulso en la toma de decisiones con juicios críticos en ambientes educativos motivadores (Enderle et al, 2018;Kurbanov et al, 2...…”

Investigation and Research on the Present Situation and Related Factors of Professional Identity of Nursing Master Graduates

“…1) Using the nurse professional identity questionnaire (NCIS), a Cronbach's coefficient of 0.84, the content validity was 0.92, Seven dimensions, 28 entries, likert7 grade, Total 147, the higher the score, the higher the professional identity (Sabatino et al, 2015).…”