Kabirian Maryam, Gooshki Ehsan S, Khadivzadeh Talat
Student Research Committee, Mashhad University of Medical Sciences, Mashhad, Iran.
Medical Ethics and History of Medicine Research Center, Tehran University of Medical Sciences, Tehran, Iran.
Iran J Nurs Midwifery Res. 2024 Jul 2;29(3):302-308. doi: 10.4103/ijnmr.ijnmr_12_23. eCollection 2024 May-Jun.
Midwives are faced with important ethical issues in their professional lives; therefore, becoming a midwife is not only the acquisition of knowledge and skills but also includes acquiring moral values that cause fundamental changes in their attitudes toward their professional responsibilities. The aim of this study was to explore the process of professional ethics development in midwifery students.
This grounded theory study was conducted from 2020 to 2022 at Mashhad University of Medical Sciences, Mashhad, Iran. The participants included 17 midwifery students and 14 key informants. They were selected through purposeful and theoretical sampling. Data were collected using semi-structured in-depth interviews, field notes, and theoretical notes until theoretical saturation was achieved. Data collection and data analysis were performed simultaneously. Data were analyzed based on the grounded theory presented by Corbin and Strauss (2014) using MAXQDA Analytics Pro 2020.
The core category was "interactive-cognitive learning in a two-way reasoning path" which addressed the participants' main issue of moral numbness. Moral distress, interactive-cognitive learning, moral reasoning, and moral hopelessness were the midwifery students' strategies that led to a spectrum of moral internalization to moral burnout. The improper context of moral development was the context theme of this study.
The theory of "interactive-cognitive learning in the two-way path of reasoning" creates a deep understanding of the process of formation of professional ethics in midwifery students and it can be used in the effective training of students with the aim of promoting professional ethics in midwifery.
助产士在其职业生涯中面临着重要的伦理问题；因此，成为一名助产士不仅是获取知识和技能，还包括获得道德价值观，这些价值观会使他们对职业责任的态度发生根本变化。本研究的目的是探讨助产专业学生职业道德发展的过程。
本扎根理论研究于2020年至2022年在伊朗马什哈德医科大学进行。参与者包括17名助产专业学生和14名关键信息提供者。他们通过有目的和理论抽样的方式被选中。数据通过半结构化深度访谈、实地记录和理论记录收集，直至达到理论饱和。数据收集和数据分析同时进行。数据依据Corbin和Strauss（2014年）提出的扎根理论，使用MAXQDA Analytics Pro 2020进行分析。
核心类别是“双向推理路径中的互动认知学习”，它解决了参与者道德麻木的主要问题。道德困扰、互动认知学习、道德推理和道德绝望是助产专业学生的策略，这些策略导致了从一系列道德内化到道德倦怠的情况。道德发展的不当背景是本研究的背景主题。
“双向推理路径中的互动认知学习”理论使人们对助产专业学生职业道德形成过程有了深入理解，并且可用于对学生进行有效培训，以促进助产领域的职业道德。
