Education and Ethics In Nursing
ISSN: 2322-5300
نوع مقاله : مقاله پژوهشی اصیل
نویسندگان
1 پزشک عمومی، دانشکدهی پزشکی، دانشگاه علوم پزشکی خراسان شمالی، بجنورد، ایران
2 استاد، گروه فیزیولوژی، مرکز تحقیفات فرآوردههای طبیعی و گیاهان دارویی، دانشگاه علوم پزشکی خراسان شمالی، بجنورد، ایران
3 دکترای اپیدمیولوژی، استادیار، گروه پزشکی اجتماعی، دانشکده پزشکی، دانشگاه علوم پزشکی سبزوار، سبزوار، ایران.
4 دکتری علوم قرآن و حدیث، گروه آموزش الهیات، دانشگاه فرهنگیان، تهران، ایران
5 استادیار، گروه مامایی؛دانشکده پرستاری و مامایی دانشگاه علوم پزشکی خراسان شمالی
کلیدواژهها
عنوان مقاله English
نویسندگان English
Introduction: Students constitute a significant segment of the healthcare workforce and play a crucial role in enhancing the quality of health services. Professional ethics in healthcare settings, particularly hospitals, is of paramount importance. Moral intelligence is defined as the ability to distinguish right from wrong, uphold strong ethical values, and act in accordance with those values. This study aimed to assess the level of moral intelligence among medical and midwifery students at North Khorasan University of Medical Sciences to provide a scientific foundation for improving ethics education and guiding cultural and educational planning.
Methods and Materials: This descriptive cross-sectional study was conducted on 300 medical students and 75 midwifery students. Sampling for medical students was performed using a two-stage method, whereas a census approach was employed for midwifery students. After excluding incomplete questionnaires, data from 284 medical students and 70 midwifery students were analyzed. The research instruments included a demographic questionnaire and the Liniek and Kiel Moral Intelligence Questionnaire. Data were analyzed using SPSS version 23, employing descriptive statistics, one-way ANOVA, independent t-tests, and the Pearson correlation coefficient.
Results: The mean total moral intelligence score was 72.68 for medical students and 75.55 for midwifery students. A significant difference was observed between educational levels in both groups (P<0.05). Among medical students, the honesty subscale showed a significant difference, whereas in midwifery students, the responsibility, forgiveness, and empathy subscales exhibited significant differences. Certain individual characteristics, such as gender and non-local status, were associated with moral intelligence, and a negative correlation between age and moral intelligence scores was observed.
Conclusion: Given the variations in moral intelligence scores throughout education, the development and enhancement of moral intelligence should be pursued through continuous theoretical and practical training as well as periodic assessments. This approach aims to empower students to deliver humane and high-quality care to patients.
کلیدواژهها English
