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  1. Ethical competence: An integrative review.Kathleen Lechasseur, Chantal Caux, Stéphanie Dollé & Alain Legault - 2018 - Nursing Ethics 25 (6):694-706.
    Background: Ethics, being a fundamental component of nursing practice, must be integrated in the nursing education curriculum. Even though different bodies are promoting ethics and nursing researchers have already carried out work as regards this concept, it still remains difficult to clearly identify the components of this competence. Objective: This integrative review intends to clarify this point in addition to better defining ethical competence in the context of nursing practice. Method: An integrative review was carried out, for the 2009–2014 period, (...)
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  • Lecture-based versus problem-based learning in ethics education among nursing students.Mahnaz Khatiban, Seyede Nayereh Falahan, Roya Amini, Afshin Farahanchi & Alireza Soltanian - 2019 - Nursing Ethics 26 (6):1753-1764.
    Background: Moral reasoning is a vital skill in the nursing profession. Teaching moral reasoning to students is necessary toward promoting nursing ethics. Objectives: The aim of this study was to compare the effectiveness of problem-based learning and lecture-based methods in ethics education in improving (1) moral decision-making, (2) moral reasoning, (3) moral development, and (4) practical reasoning among nursing students. Research design: This is a repeated measurement quasi-experimental study. Participants and research context: The participants were nursing students in a University (...)
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  • Factors contributing to the promotion of moral competence in nursing.Johanna Wiisak, Minna Stolt, Michael Igoumenidis, Stefania Chiappinotto, Chris Gastmans, Brian Keogh, Evelyne Mertens, Alvisa Palese, Evridiki Papastavrou, Catherine Mc Cabe, Riitta Suhonen & on Behalf of the Promocon Consortium - 2024 - Nursing Ethics 31 (8):1367-1388.
    Ethics is a foundational competency in healthcare inherent in everyday nursing practice. Therefore, the promotion of qualified nurses’ and nursing students’ moral competence is essential to ensure ethically high-quality and sustainable healthcare. The aim of this integrative literature review is to identify the factors contributing to the promotion of qualified nurses’ and nursing students’ moral competence. The review has been registered in PROSPERO (CRD42023386947) and reported according to the PRISMA guideline. Focusing on qualified nurses’ and nursing students’ moral competence, a (...)
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  • Effects of using standardized patients on nursing students’ moral skills.Gulhan Erkus Kucukkelepce, Leyla Dinc & Melih Elcin - 2020 - Nursing Ethics 27 (7):1587-1602.
    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 (...)
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  • Educating Nurses for Ethical Practice in Contemporary Health Care Environments.Grace Pam & Milliken Aimee - 2016 - Hastings Center Report 46 (S1):13-17.
    Because health care professions exist to provide a good for society, ethical questions are inherently part of them. Such professions and their members can be assessed based on how effective they are in developing knowledge and enacting practices that further the health and well‐being of individuals and society. The complexity of contemporary health care environments makes it important to prepare clinicians who can anticipate, recognize, and address problems that arise in practice or that prevent a profession from fulfilling its service (...)
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  • Moral dilemmas involving anthropological and ethical dimensions in healthcare curriculum.Ignacio Macpherson, María Victoria Roqué & Ignacio Segarra - 2020 - Nursing Ethics 27 (5):1238-1249.
    Background Currently a variety of novel scenarios have appeared within nursing practice such as confidentiality of a patient victim of abuse, justice in insolvent patients, poorly informed consent delivery, non-satisfactory medicine outputs, or the possibility to reject a recommended treatment. These scenarios presuppose skills that are not usually acquired during the degree. Thus, the implementation of teaching approaches that promote the acquisition of these skills in the nursing curriculum is increasingly relevant. Objective The article analyzes an academic model which integrates (...)
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  • Learning from experiences to determine quality in ethics education.Ercan Avci - 2016 - International Journal of Ethics Education 2 (1):3-16.
    Ethics is a prominent subject in almost all academic fields. However, the teaching of ethics is a controversial matter in terms of its aim, scope, method, and so on. Besides these points, the issue of quality in ethics education is another essential consideration which needs to define the concept of quality and determine its indicators as well as its measurement. Therefore, establishing certain standards and principles in ethics education may benefit all ethics programs across the world and create a global (...)
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  • Use and impact of the ANA Code: a scoping review.Olivia Numminen, Hanna Kallio, Helena Leino-Kilpi, Liz Stokes, Martha Turner & Mari Kangasniemi - 2024 - Nursing Ethics 31 (8):1389-1412.
    Adherence to professional ethics in nursing is fundamental for high-quality ethical care. However, analysis of the use and impact of nurses’ codes of ethics as a part of professional ethics is limited. To fill this gap in knowledge, the aim of our review was to describe the use and impact of the Code of Ethics for Nurses with Interpretive Statements published by the American Nurses Association as an example of one of the earliest and most extensive codes of ethics for (...)
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  • Dignity in nursing care: What does it mean to nursing students?Rosemary F. Mullen, Angela Kydd, Anne Fleming & Laura McMillan - 2019 - Nursing Ethics 26 (2):390-404.
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  • Educational needs of midwifery students in medical ethics: A qualitative study.Roghieh Bayrami, Nazafarin Ghasemzadeh & Daniz Montakhabi Oskuii - forthcoming - Nursing Ethics.
    Background: Ethics education is a basic part of midwifery education program. However, there is no evidence to show that ethics education has been able to meet the educational needs of midwifery students. Purpose: This study aimed to explore the educational needs of students for ethics in midwifery program with a focus on the course of history, ethics, and rules of midwifery. Research design and participants: The present study is qualitative descriptive content analysis research, exploring midwifery students’ needs of ethics education (...)
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