Demographic factors associated with moral sensitivity among nursing students

2016 ◽  
Vol 24 (7) ◽  
pp. 847-855 ◽  
Author(s):  
Hanna Tuvesson ◽  
Kim Lützén
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Odds Ratio ◽  
Ethics Education ◽  
Rating Scale ◽  
Ethical Decision Making ◽  
Demographic Characteristics ◽  
Ethical Review ◽  
Moral Sensitivity ◽  
Convenience Sample

Background: Today’s healthcare environment is often characterized by an ethically demanding work situation, and nursing students need to prepare to meet ethical challenges in their future role. Moral sensitivity is an important aspect of the ethical decision-making process, but little is known regarding nursing students’ moral sensitivity and its possible development during nursing education. Objectives: The aims of this study were to investigate moral sensitivity among nursing students, differences in moral sensitivity according to sample sub-group, and the relation between demographic characteristics of nursing students and moral sensitivity. Research design: A convenience sample of 299 nursing students from one university completed a questionnaire comprising questions about demographic information and the revised Moral Sensitivity Questionnaire. With the use of SPSS, non-parametric statistics, including logistic regression models, were used to investigate the relationship between demographic characteristics and moral sensitivity. Ethical considerations: The study followed the regulations according to the Swedish Ethical Review Act and was reviewed by the Ethics Committee of South-East Sweden. Findings: The findings showed that mean scores of nursing students’ moral sensitivity were found in the middle to upper segment of the rating scale. Multivariate analysis showed that gender (odds ratio = 3.32), age (odds ratio = 2.09; 1.73), and parental status (odds ratio = 0.31) were of relevance to nursing students’ moral sensitivity. Academic year was found to be unrelated to moral sensitivity. Discussion and conclusion: These demographic aspects should be considered when designing ethics education for nursing students. Future studies should continue to investigate moral sensitivity in nursing students, such as if and how various pedagogical strategies in ethics may contribute to moral sensitivity in nursing students.

Effects of using standardized patients on nursing students’ moral skills

2020 ◽  
Vol 27 (7) ◽  
pp. 1587-1602
Author(s):  
Gulhan Erkus Kucukkelepce ◽  
Leyla Dinc ◽  
Melih Elcin
Keyword(s):  
Decision Making ◽  
Nursing Students ◽  
Moral Reasoning ◽  
Teaching Methods ◽  
Ethics Education ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Case Analysis ◽  
Standardized Patients ◽  
Moral Sensitivity

Background: Nurses and nursing students increasingly confront ethical problems in clinical practice. Moral sensitivity, moral reasoning, and ethical decision-making are therefore important skills throughout the nursing profession. Innovative teaching methods as part of the ethics training of nursing students help them acquire these fundamental skills. Aim: This study investigated the effects and potential benefits of using standardized patients in ethics education on nursing baccalaureate students’ moral sensitivity, moral reasoning, and ethical decision-making by comparing this method with in-class case analyses. Research design: This is a quasi-experimental study. Participants and research context: The sample comprised 89 students in Hacettepe University’s Faculty of Nursing. Following lectures describing the theoretical components of ethics, students were randomly assigned to two working groups, one using standardized patients and the other using in-class case analyses. Data were collected using the Moral Sensitivity Questionnaire, Rest’s Defining Issues Test, and the Nursing Dilemma Test. All data were analysed using IBM SPSS Statistics Version 23. Ethical considerations: Ethical approval and official permission were obtained. All participating students completed informed consent forms. Findings: According to the results, the moral sensitivity of students in the standardized patient group significantly improved over time compared to those in the case analysis group, while the mean scores of students in both groups for moral reasoning and ethical decision-making were not statistically significant. Conclusion: Based on our results, we recommend the use of both standardized patients and case analysis as appropriate teaching methods in ethics education.

scholarly journals Biomedical Ethics Education for Nursing Students: The Effect on Awareness and Application of Nursing Code of Ethics, Consciousness of Biomedical Ethics and Moral Sensitivity

2018 ◽  
Vol 24 (3) ◽  
pp. 214-224
Author(s):  
Young Sil Choi ◽  
Gye Seon Jeong ◽  
Michong Rayborn
Keyword(s):  
Nursing Students ◽  
Intervention Program ◽  
Ethics Education ◽  
Ethical Decision Making ◽  
Code Of Ethics ◽  
Biomedical Ethics ◽  
Control Group ◽  
Moral Sensitivity ◽  
Quasi Experimental ◽  
Experimental Group

Purpose: This study examines the effectiveness of an educational program of nursing biomedical ethics for nursing students to increase awareness of the Code of Ethics for Nurses, moral sensitivity, and application of the Code of Ethics for Nurses. Methods: A quasi-experimental research design and t-test were used. The experimental group (n=31) and control group (n=32) were second-year university nursing students in two major cities. The experimental group received 15 hours of nursing ethics education during the 15-week semester. The training was not provided to the control group. Results: The application of the Code of Ethics for Nurses increased significantly in the experimental group (t=-1.06, p=.017), nurses and patient (t=-2.23, p=.029), obligation of nurse as an expert (t=-2.08, p=.042), nurse and cooperator (t=-2.54, p=.014). The consciousness of biomedical ethics increased significantly in the experimental group (t=4.28, p=.021), newborn's right to live (t=-2.61, p=.011), euthanasia (t=-2.36, p=.021). Conclusion: The results of the study show that providing a nursing biomedical ethics program to nursing students is an effective method to enhance the application of the Code of Ethics for Nurses and Consciousness of Biomedical Ethics. Implementing an intervention program of the Code of Ethics for Nurses in the regular nursing curriculum may reduce conflicts involving ethical decision making by nurses.

The relationship of ethics education to moral sensitivity and moral reasoning skills of nursing students

2012 ◽  
Vol 19 (4) ◽  
pp. 568-580 ◽  
Author(s):  
Mihyun Park ◽  
Diane Kjervik ◽  
Jamie Crandell ◽  
Marilyn H Oermann
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
South Korea ◽  
Moral Reasoning ◽  
Curriculum Design ◽  
Ethics Education ◽  
Defining Issues Test ◽  
Moral Sensitivity ◽  
Baccalaureate Nursing Programs ◽  
Senior Students

This study described the relationships between academic class and student moral sensitivity and reasoning and between curriculum design components for ethics education and student moral sensitivity and reasoning. The data were collected from freshman ( n = 506) and senior students ( n = 440) in eight baccalaureate nursing programs in South Korea by survey; the survey consisted of the Korean Moral Sensitivity Questionnaire and the Korean Defining Issues Test. The results showed that moral sensitivity scores in patient-oriented care and conflict were higher in senior students than in freshman students. Furthermore, more hours of ethics content were associated with higher principled thinking scores of senior students. Nursing education in South Korea may have an impact on developing student moral sensitivity. Planned ethics content in nursing curricula is necessary to improve moral sensitivity and moral reasoning of students.

scholarly journals Academic Ethical Awareness and Moral Sensitivity of Undergraduate Nursing Students: Assessment and Influencing Factors

2021 ◽  
Vol 7 ◽  
pp. 237796082110267
Author(s):  
Hend Abdu Alnajjar, PhD ◽  
Ebtsam Aly Abou Hashish, PhD
Keyword(s):  
Nursing Students ◽  
Ethical Decision Making ◽  
Moral Sensitivity ◽  
Ethical Awareness ◽  
Professional Misconduct ◽  
Undergraduate Nursing ◽  
Academic Level ◽  
Unethical Behaviors ◽  
Integrated Classroom ◽  
Nursing College

Introduction Nursing students are exposed to ethically challenging conditions in their future workplaces; hence, they must be ethically knowledgeable and morally sensitive to provide patients with holistic care based on sound ethical decision-making skills. Objectives: This study aimed to assess nursing students’ perception of their academic ethical awareness and moral sensitivity and determine the relationship between these variables. Methods: We conducted a descriptive correlational research study with a convenient sample of nursing students (N = 246) in a Saudi University nursing college. Data were collected using the Academic Ethical Awareness Questionnaire and Moral Sensitivity Questionnaire. We used descriptive statistics, ANOVA, and regression analyses. Results: Nursing students exhibited moderate academic ethical awareness and moral sensitivity. The regression analysis showed that academic ethical awareness can substantially predict 28.8% of the explained moral sensitivity variance ( p < 0.001). Nursing students were aware that the violation of patients’ respect or confidentiality and cheating in examinations were unethical behaviors. However, they showed low ethical awareness toward plagiarism behaviors. Furthermore, they reported higher moral sensitivity for patient-oriented care and professional responsibility and did not experience conflict. Academic level and integrated classroom and clinical learning experiences seemed to positively impact students’ academic ethical awareness. Conclusion: The findings provide a basis for monitoring nursing students’ professional misconduct so that they maintain integrity and adhere to academic ethics guidelines. Constant exertions for fostering nursing ethics courses with inspiring learning content and innovative instructional material are vital in improving nursing students’ academic integrity and ethical care.

scholarly journals THE EFFECT OF MANDALA PATTERN COLORING ACTIVITY ON THE ANXIETY LEVEL OF STUDENTS IN DIRGAHAYU NURSING ACADEMY SAMARINDA

2017 ◽  
Vol 2 (1) ◽  
pp. 11
Author(s):  
Kristina Kristina
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Rating Scale ◽  
Sampling Technique ◽  
T Test ◽  
Anxiety Level ◽  
Student Experiences ◽  
P Value ◽  
Paired Samples ◽  
Significant Difference

Nursing education system in Indonesia based on the competency-based curriculum is learning experiences that require nursing students to study both in campus and in health services areas. It can cause anxiety to the students. If a student experiences an ongoing increase in anxiety, it can cause negative effects so that students' learning motivation becomes decreased. The purpose of this study was to determine the effect of mandala pattern coloring activity on the level of anxiety among nursing students in Dirgahayu Nursing Academy, Samarinda. This study was pre-experiment research with one group pre-test and post-test design. The population of this study was students in Dirgahayu Nursing Academy, Samarinda and the sample was students in 4th semester. The sampling technique used in this study was purposive sampling. Hamilton Rating Scale for Anxiety (HARS) was applied to measure anxiety level. Data were analyzed by using paired-samples t-test. The results of data analysis using Microsoft Excel 2010 with t-test formula showed p value: 0.004, indicating a significant difference in anxiety level before and after the mandala pattern coloring activity. Mandala pattern coloring activities can be used as an appropriate activity to reduce anxiety..

The development of moral sensitivity of nursing students: A scoping review

2020 ◽  
pp. 096973302097245
Author(s):  
Ankana Spekkink ◽  
Gaby Jacobs
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Scoping Review ◽  
Educational Interventions ◽  
Two Dimensions ◽  
The Other ◽  
Clear Understanding ◽  
Moral Awareness ◽  
Moral Sensitivity ◽  
Starting Point

Moral sensitivity is known to be the starting point for moral competence and even is a core concept in the curricula for bachelor’s-level nursing students in the Netherlands. While the development of moral sensitivity in nursing is commonly agreed to be important, there is no clear understanding of how to develop moral sensitivity through nursing education and what components of nursing education contribute to moral sensitivity. Studies on educational interventions could build knowledge about what works in developing moral sensitivity and how to achieve this outcome. Therefore, the aim of this study is to explore if and how educational interventions contribute to the development of moral sensitivity in nursing students. A scoping review was conducted. Four electronic databases were searched: CINAHL, PubMed, MEDLINE and SpringerLink. Articles that were not about formal or initial nursing education and that had no link to moral development or moral sensitivity were excluded. After the final selection on educational interventions, 10 articles out of the initial 964 resources were included in the review. Three different but related dimensions of moral sensitivity emerged from the literature: (1) raising moral awareness, (2) providing the ability to frame and name ethical issues and (3) improving moral reasoning ability. Half of the studies used quantitative measures to evaluate the educational intervention, in particular the Moral Sensitivity Questionnaire; the other half used diverse qualitative evaluation methods. None of the studies presented teaching methods that included all three dimensions of moral sensitivity. Moral awareness of self appears to be more loosely connected to the other two dimensions, which raises the question of whether it can be seen as a prerequisite for them. To encompass all dimensions of moral sensitivity, a mix of quantitative and qualitative measures seems most appropriate to study that topic.

Comparison of nurse educators’ and nursing students’ descriptions of teaching codes of ethics

2011 ◽  
Vol 18 (5) ◽  
pp. 710-724 ◽  
Author(s):  
Olivia Numminen ◽  
Helena Leino-Kilpi ◽  
Arie van der Arend ◽  
Jouko Katajisto
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nurse Educators ◽  
Ethics Education ◽  
Codes Of Ethics ◽  
Evaluation Methods ◽  
Demographic Variables ◽  
Patient Relationship ◽  
Teaching Research ◽  
Structured Questionnaire

This study analysed teaching of nurses’ codes of ethics in basic nursing education in Finland. A total of 183 educators and 214 students responded to a structured questionnaire. The data was analysed by SPSS. Teaching of nurses’ codes was rather extensive. The nurse-patient relationship was highlighted. Educators assessed their teaching statistically significantly more extensive than what students’ perceptions were. The use of teaching and evaluation methods was conventional, but differences between the groups concerning the use of these methods were statistically significant. Students’ knowledge of and their ability to apply the codes was mediocre. Most educators and students assessed educators’ knowledge of the codes as adequate for teaching. These educators also taught the codes more extensively and these students perceived the teaching as more extensive. Otherwise educators’ and students’ socio-demographic variables had little association with the teaching. Research should focus on the organization and effectiveness of ethics education, and on educators’ competence.

Nursing Students’ Experience of Ethical Problems and Use of Ethical Decision-Making Models

2001 ◽  
Vol 8 (5) ◽  
pp. 432-447 ◽  
Author(s):  
Miriam E Cameron ◽  
Marjorie Schaffer ◽  
Hyeoun-Ae Park
Keyword(s):  
Decision Making ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Ethics Education ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Ethical Problem ◽  
Baccalaureate Nursing Students ◽  
Ethical Problems ◽  
Decision Making Model

Using a conceptual framework and method combining ethical enquiry and phenomenology, we asked 73 senior baccalaureate nursing students to answer two questions: (1) What is nursing students’ experience of an ethical problem involving nursing practice? and (2) What is nursing students’ experience of using an ethical decision-making model? Each student described one ethical problem, from which emerged five content categories, the largest being that involving health professionals (44%). The basic nature of the ethical problems consisted of the nursing students’ experience of conflict, resolution and rationale; 85% of the students stated that using an ethical decision-making model was helpful. Although additional research is needed, these findings have important implications for nursing ethics education and practice.

Comparison of professional values between nursing students in Taiwan and China

2014 ◽  
Vol 23 (2) ◽  
pp. 223-230 ◽  
Author(s):  
Yu-Hua Lin ◽  
Jie Li ◽  
Show-Ing Shieh ◽  
Chia-Chan Kao ◽  
I Lee ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Undergraduate Students ◽  
Professional Values ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Nursing Educators ◽  
Significant Difference ◽  
Nursing Professional ◽  
Professional Value

Background: People in both Taiwan and China originally descended from the Han Chinese, but the societies have been separated for approximately 38 years. Due to different political systems, variations exist in healthcare and nursing education systems in Taiwan and China. Objective: The purpose of this study was to examine the professional values of nursing students in Taiwan and China. Design: A cross-sectional design was applied in this study. The Nursing Professional Value Scale–Revised was used to measure the professional values of the students. The questionnaire was distributed to eligible undergraduate students in a classroom setting. Ethical considerations: This study was approved by the Institutional Review Board at the first investigator’s university. Participants were informed that completion and return of the questionnaire was voluntary, and confidentiality was ensured by keeping the responses anonymous. Participants: A convenience sample included 292 Taiwanese students and 654 Chinese students. Findings: A total of 11 individual Nursing Professional Value Scale–Revised items showed significant differences between the two groups. These results reflect the differences in the perceived importance of these items between the groups. There was no significant difference between the two groups in the mean overall scores for the Nursing Professional Value Scale–Revised (p = .766) and three subscales (all p > .05). Conclusion: There are some differences in professional values between nursing students in Taiwan and China. Given the increasingly frequent and close interactions between Taiwan and China and the globalization of nursing, understanding these differences may help nursing educators identify students’ perceptions of their professional values and support the development of strategies to improve weaknesses in professional values.

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