Wiisak Johanna, Suhonen Riitta, Galazzi Alessandro, Gastmans Chris, Keogh Brian, Papastavrou Evridiki, Stefanopoulos Nikos, Palese Alvisa, Stolt Minna
Department of Nursing Science, University of Turku, Turku, Finland.
Turku University Hospital, Turku, Finland.
Int Nurs Rev. 2025 Sep;72(3):e13080. doi: 10.1111/inr.13080. Epub 2024 Nov 27.
To describe how nurses' moral competence can be supported from the perspective of nurses, nurse managers, researchers, educators, and nursing students.
Moral competence is the capacity or ability of nurses to recognise one's own emotions of what is right or wrong, to reflect on these emotions, to make decisions, and to act in ways that bring the highest level of benefit to patients. Moral competence is part of professional competence. However, little is known about how nurses' moral competence can be supported.
A qualitative descriptive study design was applied. Stratified purposive sampling was employed and focus group discussions were conducted in Belgium, Cyprus, Finland, Greece, Ireland, and Italy in 2023. A total of 38 informants (5-8 per focus group) who were registered nurses or nursing students participated. The data were analysed using both deductive and inductive content analysis. The COnsolidated criteria for REporting Qualitative research were adhered to.
Seven themes were developed following analysis, which suggested that support for nurses' moral competence can be located at individual-relational, organisational, and societal levels. Several approaches and/or tools were also identified to support moral competence.
Nurses' moral competence could benefit from continuous support from colleagues, those in leadership positions, organisations and society. Practical tools and approaches can also successfully support nurses' moral competence.
Support for nurses' moral competence forms a continuum from the beginning of nursing studies throughout nursing careers. Thus, educational interventions and training programmes are needed both at basic and continuous ethics education. There is also a need for investments in and development of strategies and regulations on ethics management in health systems, national- and international-level ethics indicators for health policy-making, and implementation of existing practices, interventions, and procedures in nursing practice.
从护士、护士长、研究人员、教育工作者和护理专业学生的角度描述如何支持护士的道德能力。
道德能力是护士识别自身关于对错的情感、反思这些情感、做出决策并以给患者带来最大益处的方式行动的能力。道德能力是专业能力的一部分。然而，对于如何支持护士的道德能力却知之甚少。
采用定性描述性研究设计。2023年在比利时、塞浦路斯、芬兰、希腊、爱尔兰和意大利进行分层目的抽样并开展焦点小组讨论。共有38名注册护士或护理专业学生作为 informant（每个焦点小组5 - 8人）参与。数据采用演绎和归纳内容分析法进行分析。遵循定性研究报告的统一标准。
分析后形成了七个主题，表明对护士道德能力的支持可置于个人 - 关系层面、组织层面和社会层面。还确定了几种支持道德能力的方法和/或工具。
护士的道德能力可受益于同事、领导职位人员、组织和社会的持续支持。实用工具和方法也能成功支持护士的道德能力。
对护士道德能力的支持从护理学习开始贯穿整个护理职业生涯形成一个连续体。因此，基础和持续伦理教育都需要教育干预和培训项目。还需要在卫生系统伦理管理的策略和法规方面进行投资和发展，制定国家和国际层面用于卫生政策制定的伦理指标，并在护理实践中实施现有做法、干预措施和程序。
