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Cannaerts, Nancy; Gastmans, Chris; Casterlé, Bernadette Dierckx de

doi:10.1177/0969733014538907a

Cited by 3 publications

(3 citation statements)

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“…38 Cannaerts et al believed that ethics educators should sufficiently apply ethical theories in clinical practice; educators could model these theories in the classroom and simulation laboratories because they could have a deep and longlasting effect on the mindset and moral performance of nursing students. 39 The interaction and participation of learners in the institutionalization and teaching of ethics are very important. The study results suggest that interaction and participation in the teaching of moral concepts cause greater understanding and retention and create more moral commitment in students who try to implement ethical principles correctly.…”

Section: Discussionmentioning

confidence: 99%

“…Studies suggest that students' moral sensitivity and practice improve when they exchange their ideas about the best ethical decision-making solutions with their peers and educators. 39 Homann studied nurse educators' perceptions of teaching ethics to nursing students and extracted themes after interviewing five nurse educators: group discussion, students' interaction and participation in teaching, and ethical decision-making models, which led to the moral performance of students. 43 Educators must be creative and sensitive when providing learning environments and opportunities for students.…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Ethics education: Nurse educators’ main concern and their teaching strategies

2023

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Background To practice nursing ethics, students must first understand the ethical concepts and principles of their profession, but despite this knowledge, students face challenges in implementing ethical principles in clinical settings. The educational performance of nurse educators is critical in resolving these challenges. This study focused on the lived experiences of nurse educators. Objective To address the main concern of educators when teaching ethics to undergraduate nursing students and how they deal with it. Research Design We conducted this qualitative content analysis in Iran in 2020. We used individual semi-structured interviews to collect, record, and transcribe data, as well as Graneheim and Lundman method to analyze them. Participants and research context: We used purposive sampling to select 11 nurse educators who either were currently in the position of ethics educators or had taught ethics from Iranian universities of medical sciences. Ethical considerations The present study received the code of ethics No. IR.MODARES.REC.1399.036. Participants were aware of the study’s purpose and signed a consent form to participate in the study. We considered data confidentiality and the voluntary principle in data collection. Findings Nurse educators’ main concern was how to sensitize students to ethical principles in clinical settings, so they tried to involve students in the teaching process, to repeat and practice ethical principles and concepts, simplify and simulate ethical principles and concepts, and provide opportunities for students to gain clinical experiences. Discussion To sensitize students to ethical nursing care, nurse educators try to institutionalize ethical principles using different teaching methods, including students' involvement in teaching, experiential learning through simulated situations, practice, repetition, and provision of opportunities for practice and experience. Conclusion Improving students’ cognitive ability and objectifying moral concepts and principles for students will institutionalize moral values in them that are fundamental for their moral sensitization.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Ethics education: Nurse educators’ main concern and their teaching strategies

2023

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Ethical competence: An integrative review

et al. 2016

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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.

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Effect of Professional Ethics Workshop on the Moral Intelligence of Prehospital Emergency Personnel in East Azarbaijan, Iran

Anigh

Kazemi

Khamnei

et al. 2021

Thrita

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Background: Moral intelligence is one of the several types of human intelligence. It is the ability to understand right from wrong and behave based on the value which is believed to be right. Objectives: This study was conducted to evaluate the effect of a professional ethics workshop on the moral intelligence of prehospital emergency technicians in East Azerbaijan Province, Iran, and consequently the improvement of their performance and increase in their work efficiency. Methods: In this before- and after-interventional study conducted in Tabriz University Prehospital Emergency Center, Iran, in 2020, a total of 234 participants were evaluated. The sample was collected using the Lennick and Kiel’s Moral Intelligence Questionnaire and full census method. Before the workshop, the questionnaire was completed by the participants. After the workshop, the same questionnaire was completed again. Results: The pretest and posttest scores for moral intelligence were 83.02 ± 7.33 and 83.49 ± 8.40, respectively, which showed a statistically significant difference (P < 0.05). In the three components of moral intelligence, namely consistent behaviors based on principles, values, and beliefs, persistence for the right, and responsibility for personal decisions, there were statistically significant differences (P < 0.05) before and after the workshop. Conclusions: According to the results, holding a professional ethics workshop was effective in increasing the overall level of moral intelligence, particularly in the three aforementioned components of moral intelligence. It is recommended to continue holding such workshops and improve the conditions and methods of training to increase their efficiency as much as possible.

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Response to Commentary (1)

Cited by 3 publications

References 2 publications

Ethics education: Nurse educators’ main concern and their teaching strategies

Ethics education: Nurse educators’ main concern and their teaching strategies

Ethical competence: An integrative review

Effect of Professional Ethics Workshop on the Moral Intelligence of Prehospital Emergency Personnel in East Azarbaijan, Iran

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