The influence of ethics education on awareness of nursing students with no clinical experience regarding the code of ethics: A case study

Kang, Sewon

doi:10.5430/jnep.v7n10p12

Cited by 6 publications

(4 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In agreement with our findings, the Ertuğ et al (26) study in Turkey also showed that the moral sensitivity of nurses is influenced by education and level education. The results of the Kang study (27) in Korea also indicated that ethics education is necessary to create a desirable moral value system among nursing students.…”

Section: Discussionsupporting

confidence: 93%

Teaching ethics using games: Impact on Iranian nursing students' moral sensitivity

Maddineshat

Yousefzadeh

Mohseni

et al. 2019

IJME

View full text Add to dashboard Cite

This study seeks to develop a method of teaching ethics to nursing students using games. We used the one-group pretest-posttest design with 30 undergraduate nursing students as participants. Professional ethics education was provided for 17 weeks in 90-minute sessions. The Lutzen ethical sensitivity questionnaire and a checklist of the satisfaction levels of games used measured the effects of training. Repeated-measures ANOVA and the Greenhouse-Geisser correction were used to measure ethics game satisfaction. After training, total moral sensitivity questionnaire scores increased significantly (p = 0.02). The score on awareness of the relationship with the patient and the application of ethics concepts in ethical decisions from the subdomain of moral sensitivity increased significantly. Card sorting and drawing or art production earned the highest scores of satisfaction. The results show that playing games is a useful approach to developing moral sensitivity among nursing students to make them more sensitive toward ethics issues in their professional environment.

show abstract

Section: Discussionsupporting

confidence: 93%

Teaching ethics using games: Impact on Iranian nursing students' moral sensitivity

Maddineshat

Yousefzadeh

Mohseni

et al. 2019

IJME

View full text Add to dashboard Cite

show abstract

“…Previous studies showed that participate in workshops and congresses related to medical ethics can affect knowledge and awareness of medical sciences students in this regard. [ 16 17 18 ]…”

Section: Discussionmentioning

confidence: 99%

Knowledge and attitude toward professional ethics

Hoseinialiabadi

Omidi

Arab

et al. 2022

Journal of Education and Health Promotion

View full text Add to dashboard Cite

BACKGROUND: Professional ethics is a set of principles and standards of human behavior that affect individual behavior and leads to improve care that provided by medical staff. The present study examined the knowledge and attitude of medical and nursing students toward professional ethics in Iran. MATERIALS AND METHODS: This descriptive-analytic study was carried out on 176 medical and nursing students in Bam University of Medical Science, Iran in 2019. In this study, students were selected by census sampling. Data collected using two researcher-made questionnaires related to knowledge and attitude toward professional ethics. Data were analyzed in SPSS software. RESULTS: The mean scores of knowledge among nursing and medical students were 86.56 (8.76) and 85.10 (12.19), respectively. The mean score of attitude among nursing and medical students was 127.06 (12.45) and 129.9 (11.88), respectively. Results of the Pearson correlation test showed a positive and significant associated between the score of knowledge and attitude nursing and medical students' (P < 0.001), (r = 0.76) (r = 0.66). Among the demographics characteristics, student age was associated to their attitude and knowledge significantly (P = 0.03). CONCLUSION: Iranian nursing and medical students have a positive attitude and a high level of knowledge about professional ethics. A high level of knowledge was related to the most positive attitude.

show abstract

“…Most of the studies reviewed in nursing found that ethics courses and content, whether a formal course or continuing education experience, related to increased moral awareness 49 and to moral sensitivity and ethical reasoning ability. 5 One explanation for our finding might be that courses in ethics taken by the respondents pre-dated students’ junior and senior years.…”

Section: Discussionmentioning

confidence: 99%

The relationship amongst ethical position, religiosity and self-identified culture in student nurses

2018

View full text Add to dashboard Cite

Background/purpose: Research from other disciplines demonstrates that ethical position, idealism, or relativism predicts ethical decision-making. Individuals from diverse cultures ascribe to various religious beliefs and studies have found that religiosity and culture affect ethical decision-making. Moreover, little literature exists regarding undergraduate nursing students’ ethical position; no studies have been conducted in the United States on students’ ethical position, their self-identified culture, and intrinsic religiosity despite an increase in the diversity of nursing students across the United States. Participants and Research Context Objectives: The study’s two aims were to determine the relationship of self-identified culture, religiosity, and ethics position of undergraduate nursing student and whether students’ level of education and past ethics courses taken related to idealism. Two hundred and twelve volunteer undergraduate students participated. Research design: A descriptive cross-sectional study was designed for participants who completed the Ethical Position Questionnaire, The intrinsic subscale of the Religious Orientation Scale, and a Demographic, Cultural, Ethnicity Form. To test the five hypotheses, analyses included t-tests, correlations, and ANOVA. Ethical Considerations: The study was approved by the Institutional Review Board at Adelphi University. Results: Idealism and intrinsic religiosity were significantly related. Differences were observed for intrinsic religiosity and idealism for cultural identity and cultural dimensions such as parents’ place of birth, and if participants were US born. Students’ level of education or participation in past courses on ethics did not influence idealism. Conclusions: The study’s findings were similar to most of the research from other disciplines on culture, ethics position, and religiosity. Generic courses on ethics taken prior to clinical work may not assist nursing students in integrating principles into complex ethical dilemmas. Self-identified culture, religion, and intrinsic religiosity related to ethics position; completing ethics courses and level of education, juniors compared with seniors, did not influence idealism. Faculty should consider integrating students’ culture, religious orientation, and ethics position into teaching ethics for all levels of nursing education.

show abstract

The influence of ethics education on awareness of nursing students with no clinical experience regarding the code of ethics: A case study

Cited by 6 publications

References 13 publications

Teaching ethics using games: Impact on Iranian nursing students' moral sensitivity

Teaching ethics using games: Impact on Iranian nursing students' moral sensitivity

Knowledge and attitude toward professional ethics

The relationship amongst ethical position, religiosity and self-identified culture in student nurses

Contact Info

Product

Resources

About