ArticleBMC nursing2024
Nurturing ethical insight: exploring nursing students' journey to ethical competence.
Article in BMC nursing, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Nursing students' perceived effectiveness of ethics education: a cross-sectional study.BMC medical education · 2026Article
- Unveiling the psychological network of work alienation among nursing interns: A resource conservation perspective and network analysis.PloS one · 2026Article
- Interrelationships between moral sensitivity, empathy, and perceived professional preparedness among undergraduate nursing students: a path analysis.Frontiers in medicine · 2026Article
- Ethical principles, sensitivity, and caring behaviors among nursing students: a cross-sectional study.BMC nursing · 2025Article
- A Thematic Analysis of Ethical Issues Faced by Nursing Students in Clinical Practice.SAGE open nursingArticle
- Nurse Leaders' Interpersonal Communication Competence.Nursing researchArticle
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Authors and funding
5 authors.
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Abstract
backgroundEthical competence is a key competence in nursing and the development of the competence is a central part in nursing education. During clinical studies, nursing students face ethical problems that require them to apply and develop their ethical knowledge and skills. Little is known about how ethical competence evolves during students' initial clinical placements. This study explored the development of ethical competence in first-year nursing students during their first clinical placements in nursing homes.
methodsThis exploratory-descriptive qualitative study used focus group interviews to collect data and a phenomenological hermeneutical method for analysis. Twenty-eight first-year nursing students participated in six focus groups. The data were collected between March and April 2024 at Oslo Metropolitan University in Norway.
resultsThe naïve reading of the data involved an awareness of the students applying their prior knowledge, modifying their prior knowledge and developing skills that allowed them to manoeuvre ethical practices that, in some cases, appeared excellent and, in other cases, grim. The structural analysis identified three themes: (i) ethical competence forges in practice, (ii) ethical competence evolves at the intersection of knowledge and skills and (iii) ethical competence unfolds through meaningful discussions. A comprehensive understanding of the data was formulated as 'Being on a journey towards ethical competence'. This presents a metaphor illustrating that nursing students embark on a journey towards ethical competence; from their point of departure, their clinical experiences forge the essential waypoints along their path, knowledge and skills fuelling their navigation in rugged terrain towards their destination.
conclusionsNursing students' ethical competence evolved in intricate ways during their initial clinical period. Being informed bystanders or participants in the care of nursing home residents in situations of ethical tension may be a unique position enabling students to evaluate care options differently from those immersed in the ward culture. The findings indicate that organised professional development in nursing homes needs to focus on more reflexively driven ways of supervising students in their first clinical study period. Educational institutions need to continue and further develop reflection-based learning activities and meeting points with students and their peers during their clinical placement periods.
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