Purpose This study aimed to ascertain the influence of moral distress and ethical nursing competence on retention intention among nurses. Methods Participants included 191 nurses working in general hospitals. Data were collected from July 11 to 18, 2023 and analyzed using SPSS/WIN 23.0. Results Factors Influencing retention intention were clinical experience in the present department (β=.22, t=3.20, p=.002), moral distress (β=-.22, t=-3.15, p=.002) and ethical nursing competence (β=.26, t=3.82, p<.001). These variables accounted for 19.7% of nurses' retention intentions. Conclusion Based on our findings, it is necessary to identify interventions aimed at alleviating moral distress, and establish and implement systematic programs to improve ethical nursing competence in order to increase the retention intention of nurses.
Purpose This study aimed to identify the effects of clinical nurses' ethical climate and ethical nursing competence on moral distress. Methods The participants were clinical nurses who provided direct nursing care; nurses with more than one year of work experience in general hospitals were targeted. The data were collected between January 3 and 19, 2024, and analyzed using t-test, analysis of variance, Games-Howell test, Pearson correlation coefficient, and multiple regression. Results Moral distress was significantly and negatively correlated with ethical climate and ethical nursing competence. Factors affecting the moral distress of clinical nurses included having a position of charge nurse or higher, total clinical experience of more than 20 years, turnover intention from current job due to ethical issues, hospital sub factors of the ethical climate, and ethical behavior sub factors of ethical nursing competence, showing 27.0% explanatory power. Conclusion Establishing a positive ethical climate and improving ethical nursing competence providing opportunities for nurses to raise and solve ethical issues will contribute to resolving nurses' ethical conflicts and reducing moral distress.
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Purpose This study was done to identify the mediating effect of biomedical ethics awareness in the relationship between moral sensitivity and perceived ethical confidence among nursing students.
Methods Participants were 211 nursing students from 7 universities in G city. A self-report questionnaire was used to measure moral sensitivity, biomedical ethics awareness, and perceived ethical confidence. The data were analyzed with descriptive statistics, Pearson correlation coefficient analysis, and multiple regression analysis using Baron and Kenny's method.
Results Moral sensitivity was significantly positively correlated with biomedical ethics awareness (r=.52, p<.001) and perceived ethical confidence (r=.60, p<.001). Biomedical ethics awareness was also significantly correlated with perceived ethical confidence (r=.50, p<.001). Also, biomedical ethics awareness (β=.25, p<.001) showed a partial mediating effect on the relationship between moral sensitivity and perceived ethical confidence.
Conclusion The impact of moral sensitivity on perceived ethical confidence in nursing students was mediated by biomedical ethics awareness. Therefore, it is suggest that strategies for improving biomedical ethics awareness in nursing students should be considered when developing an educational program for enhancing their perceived ethical confidence.
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PURPOSE This study was done to investigate changes in nursing students' moral judgment throughout their professional education, and to identify more suitable ways to evaluate ethics education by using P (%) scores only and P (%) scores with 4th scores. METHODS The study consisted of cross-sectional and longitudinal surveys as well as a study using a nonequivalent control group pre-post experimental design. The participants were nursing students attending a university in Gyeongju, Korea. The data were collected from September 1, 2006 to October 31, 2009 using the Korean version of the Defining Issues Test. RESULTS In the cross-sectional survey, there was no significant difference in the nursing students' moral judgment scores according to their school grades. In the longitudinal survey, nursing students' moral judgment scores did not change significantly over the duration of their education. In the nonequivalent control group study, the effectiveness of nursing ethics education was identified by P (%) scores only. CONCLUSION The evidence indicates that nursing professional education does not influence the development of nursing students' moral judgment, and using P (%) scores only seems to be a better way compared to other ways to evaluate the effects of nursing ethics education.
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