Education and Ethics In Nursing
ISSN: 2322-5300
نوع مقاله : مقاله مروری
نویسندگان
1 گروه پرستاری کودکان، دانشکده پرستاری، دانشکده علوم پزشکی مراغه، مراغه، ایران
2 گروه پرستاری، واحد فردوس، دانشگاه آزاد اسلامی، فردوس، ایران
3 گروه پرستاری کودکان، دانشکده پرستاری و مامایی، دانشگاه علوم پزشکی شهید بهشتی، تهران، ایران
4 گروه پرستاری داخلی جراحی، دانشکده پرستاری و مامایی، دانشگاه علوم پزشکی شهید بهشتی، تهران، ایران
5 دانشگاه علوم پزشکی ارومیه
کلیدواژهها
عنوان مقاله English
نویسندگان English
Background and Aim: Professional ethics is a cornerstone of nursing education. This integrative review aimed to synthesize the existing evidence on nursing ethics education in Iran, identify key challenges, and propose effective strategies to enhance the ethical competence of nursing students.
Materials and Methods: This study was conducted as an integrative review using the five-stage framework by Whittemore & Knalf (2005). A systematic search was performed in international and national databases with no time limit up to June 2023. The quality of the selected studies was assessed using the standard CASP and GRADE tools, and the data were synthesized through thematic analysis.
Results: Sixty-six studies were eligible for inclusion. The analysis revealed four key themes: 1) Knowledge and attitudes of nursing students and faculty toward professional ethics; 2) Positive outcomes of ethics education for nursing students; 3) The reflection of professional ethics in Iranian nursing curricula and textbooks; and 4) The convergence of spiritual health with professional ethics and the need for an Islamic approach. Key findings indicated that despite students' positive attitudes, the main challenges are a gap in practical knowledge, the need for curricular revision, and the predominance of traditional teaching methods over active approaches. Amid these, cultural and spiritual values play a fundamental role.
Conclusion: The findings of this review reveal a fundamental duality in Iran's nursing ethics education system: on one hand, there is significant potential in the form of students' positive attitudes and a rich cultural-spiritual context; on the other hand, this potential is constrained by structural challenges within the curricula and teaching methods. Overcoming these challenges requires an integrated and localized approach focused on revising curricular content, empowering faculty to implement active teaching methods, and systematically integrating cultural values. Despite the predominance of quantitative studies in the available evidence, this review emphasizes the necessity of strengthening practical skills to resolve the gap between attitude and practice in future nurses.
کلیدواژهها English
