جستجوی مقالات مرتبط با کلیدواژه « اخلاق حرفه ای » در نشریات گروه « پزشکی »

Professional ethics has become an indispensable component of skills and various fields today. Disregarding ethical principles can have detrimental consequences for human society, especially when dealing with large and complex data in various branches of medical sciences. Adhering to professional ethical standards in data production and statistical analysis ensures the accuracy and validity of results derived from this data in the field of medical sciences. The primary objective of this article is to introduce and elucidate the principles of professional ethics in the analysis of medical data.

Methods and Materials:

 In this narrative review study, we delve into an examination of articles and viewpoints presented in the realm of professional ethics. This examination encompasses a comprehensive analysis of the foundations of professional ethics in medical sciences and various approaches to this matter.

Incorporating ethical considerations in the domain of statistical activities and data analysis in medical sciences holds significant importance. These actions, including the evaluation of the value and credibility of each statistical action and decision, precise modeling, and efforts to find ethical solutions to ethical challenges in this field, can contribute to the improvement and advancement of medical sciences. Therefore, attention to the principles of professional ethics in data analysis in medical sciences stands out as an essential prerequisite for enhancing credibility and scientific assurance in this domain.

Compliance with professional ethics is one of the most important expectations from the healthcare team, which has a significant impact on the treatment process. The present study aims to find the barriers to compliance with professional ethics in midwifery according to the viewpoint of midwives working in a hospital in Jahrom, Iran.

This descriptive cross-sectional study was conducted in 2023 on 51 midwives working in Motahari Hospital affiliated to Jahrom University of Medical Sciences. The data collection tools included a demographic information form and a questionnaire measuring barriers to professional ethics in midwifery. Data were analyzed in SPSS software, version 22 using inferential statistics.

In the managerial domain, "Lack of effective control and supervision by midwife managers" was the most important barrier (50%). In the environmental domain, "Lack of suitable facilities and equipment in the department " was the most important barrier (37.3%). In the personal/care domain, "not providing basic needs such as sufficient income or adequate rest" was the most important barrier (17%).

For compliance with professional ethics in midwifery, midwifery managers in Iran should pay special attention to improving their control and supervision. Additionally, there is a need for immediate attention and action for improving the facilities and equipment and address the basic needs of midwives.

Various decision-making dilemmas arise for clinician in their practice, and one such dilemma involves dealing with medical or dental errors. Despite efforts to minimize errors and prevent harm to patients, complications arising from diagnostic or therapeutic mistakes can sometimes be irreversible. In such situations, it is crucial for dentists to engage in ethical encounters with their patients and investigate the root cause of the error. In this study, an approach was suggested for the management of detection of diagnostic error in pathology using the World Dental Federation ethical decision-making model.

Professional commitment is described as a set of attitudes, values, behaviors, and relationships that serve as the foundation of a health professional's contract with society. The present study was conducted with the aim of determining the attitude of medical students of Bushehr University of Medical Sciences towards professional commitment in 2022. The research population of this descriptive study included 254 students of the last 3 years of the Faculty of Medicine of Bushehr University of Medical Sciences who were included in the study by census. The standard questionnaire of attitude towards the professional commitment of doctors was used for data gathering. Data were analyzed using SPSS software version 25. Descriptive tests, Spearman's correlation test, linear regression and Mann-Whitney test were used to analyze the data. The mean and standard deviation of the age of the students participating in the study was 24.69±2.25 years. The mean and standard deviation of the attitude score towards professional commitment were 67.12±12.72 out of 100. There was a statistically significant relationship between the variables of age, academic semester and experience of participating in training courses related to professional ethics with the mean attitude score (p < 0.05), but there was no relationship between gender and the attitude score towards professional commitment. There was no statistical significance (p > 0.05). Educational centers and its professors, as the most influential force on the formation of students' morals, should revise and implement the educational program well in the field of medical professionalism, considering professional needs

Professional ethics is based on human values, tasks, rights and responsibilities and affects the professional and organizational conditions of nurses. In this regard, the aim of this study was identifying framework of the dimensions of nurses' professional ethics from the point of view their and physicians. This study was done with qualitative method, using semi-structured interview, with the participation of 26 physicians medical ethics specialist, clinical specialist, clinical assistant and intern and 20 nurses based on theoretical saturation with the purposeful sampling method and after obtaining informed consent from them. Content analysis method was used for data analysis, which was done in MAXQDA version 18 software. Findings showed professional ethics was based on a four-dimensional framework; The professional ethics of nurses in relation to the patient (six sub-components), in relation to colleagues in different job categories (four sub-components), in relation to the profession (three sub-components) and in relation to the hospital and medical organizations (two sub-components). The reliability of the coding of the components was obtained based on the Kappa index equal to 0.88. Therefore, it can be said. Framework of the dimensions professional ethics of the point of view of nurses found meaning in relation to themselves and others (patients, colleagues, organization and profession). The nurses, knowing and observing the details and nature of these communications, as well as the individual rights of these people from their own point of view; they can properly implement the principles of professional ethics in advancing the goals of the organization and increasing the quality of service provision and the satisfaction of others and raising the status of the profession.

The health team, in their daily operations, are faced with many ethical issues they have to solve. Moral knowledge includes confronting with and resolving conflicts, values, norms, interests, or laws. Identifying the ethical challenges of the health system can contribute to the efficiency of educational and health programs of universities of medical sciences. The objective of this study was to explain the components of professional ethics in therapeutic and health interactions with patients. In this qualitative research, the Delphi method was used to determine the components of professional ethics. The participants were composed of three groups including faculty members, students, and clinical staff who were selected using purposive sampling. First, by reviewing the literature, a semi-structured questionnaire was developed to investigate different components of professional ethics. Then, using the Delphi method in four rounds, the ethical components were selected and by checking content validity indices (CVR and CVI), the final version of professional ethics components was explained based on therapeutic and health interactions with patients. The results of the qualitative research and the Delphi model led to the extraction of the 12 most common ethical components including disclosure of patients’ secrets, lack of justice in providing services, lack of respect for the patient’s discretion, medical and treatment staff errors, lack of compliance with regulations and standards of treatment and care, non-observance of legal regulations in telling bad news by the doctor, non-observance of dying patient’s rights, non-observance of patient’s privacy, lack of proper training of care principles and new and up-to-date treatment tips to students and staff, and finally, non-observance of professional communication. Accordingly, the final components were compiled as a questionnaire. Achieving ethical competence requires the identification of ethical components in educational, therapeutic, and care environments, especially in interaction with the patient. Therefore, it is necessary to identify, structure and formulate ethical components in regular and continuous training programs in the field of importance and observance of ethical principles in medical and health centers.

Considering that having professional ethics in the clinical area is an important principle for establishing communication between the clinical team and patients, this study was conducted with the aim of investigating the adherence of medical interns of Jundishapur University of Ahvaz to the principles of clinical professional ethics.

This cross-sectional descriptive study was conducted on 121 paragliding students of Jundishapur University in 2022. And the sampling method was done in a simple random way. In order to collect information, the Qasimzadeh standard professional ethics questionnaire was used, which has 16 questions in 8 dimensions. In this study, P value less than 0.05 was considered significant.

In the studied statistical population (56/2), 68 of them were men, 108 (89/3) were single, and 13 (10/7) were married. The average age was 24.20, in those who accepted the medical ethics course, the average total score and also in the two dimensions of justice and responsibility were higher than those who did not take this course (P=0.010). Agreeableness (6.8) got the lowest score and honesty dimension (7.9) got the highest score.

The statistical tests showed that the level of compliance with all the components of professional ethics in this research among medical trainees is strong, also the medical ethics course increases the level of professional ethics. As a result, by promoting professional ethics education, it is possible to increase the level of knowledge and compliance with this importance by students.

Considering the role of higher education in training specialized and committed personnel and the feeling of the need to develop a comprehensive and comprehensive set that deals specifically with the components of professional ethics in higher education and the need to train teachers, the present study aims to provide a model of professional ethics. Professors in the higher education system. 

The present study was conducted qualitatively. In this method, two parts of content analysis and content analysis of interviews were used. All scientific and documentary texts related to the theory of professional ethics education in higher education, including first or second hand books and articles in the present study were considered as a statistical and sample population. Data were analyzed using open and axial coding and content matrix formation and analysis. In addition, the analysis process was performed through maxqda quality analysis software.

By reviewing and merging 314 basic themes, 24 organizing themes for professors' professional ethics were identified and a network of professional ethics themes was drawn. Accordingly, professional ethics in higher education, including 7 main categories of educational ethics, research, personal, organizational, financial, interactive and cultural ethics were shown.

Finally, the final pattern of the combination of document analysis and interviews was drawn by the meta-combination method. University officials are advised to recognize the professional model of professors and take steps to promote professional ethics in higher education.

One of the most important aspects of nurses' performance is their adherence to the principles of professional ethics, which can affect the spiritual health of nurses. This study was conducted with the aim of determining the relationship between professional ethics and spiritual health of Iranian nurses.

This correlational study was carried out on 250 nurses working in medical and educational centers affiliated to Hamadan University of Medical Sciences, Hamadan, Iran, in 2018 using stratifies random sampling technique. Data collection tools were a demographic form, a performance measurement scale based on nursing professional ethics, and Paloutzian and Ellison’s Spiritual Well-being Scale. The validity and reliability of the questionnaires were confirmed. Descriptive statistics including mean, standard deviation, relative frequency, Pearson correlation coefficient and structural equation modeling (SEM) technique were used to analyze the data.

The results showed that the mean age of the participants was 23.2±7.8 years.The mean scores of spiritual wellbeing and professional ethics were measured as 69.69±10.28 and 180.89±19.47, respectively. The findings of the present study indicated a significant relationship between the mean scores of spiritual wellbeing and professional ethics (r=0.478; P<0.001). Moreover, professional ethics showed a significant correlation with the dimensions of spiritual wellbeing (r=0.398) and existential health (r=0.302; P<0.001).

According to the results of this study, there was a statistically direct relationship between spiritual well-being and professional ethics. On this basis, it is necessary to pay attention to these variables in the community of nurses.

Observing professional ethics is one of the most basic concepts of medical ethics. Investigating the status of observing professional ethics among nursing students, as the future staff of healthcare systems, is of great importance. The purpose of this study is to investigate the observance of professional ethics among the nursing students at Ardabil University of Medical Sciences in the Iranian academic year, i.e. from September 2019 to August 2020.

The present research is a descriptive cross-sectional study. The study population consisted of 210 nursing students, from the third to the eighth semester, of Ardabil School of Nursing and Midwifery, the Health Educational Institution of Meshginshahr and Germi Nursing School. To obtain the level of observing professional ethics among the students, the questionnaire of evaluating nurses' observance of nursing professional ethics, designed by Esmail Pourzanjani et al, was used. The data were analyzed using SPSS 20 software and statistical tests such as one-way analysis of variance, independent t and linear regression. Ethical Considerations: In all the stages of this study, ethical principles and data confidentiality were observed and the questionnaires were completed after obtaining informed consents and explaining the research objectives to the participants.

The results of the study indicate that the mean score of observing professional ethics among the samples was 4.20±0.96. The mean score of observing professional ethics was 4.29±1 in the domain of nursing and community, 4.25±0.9 in the domain of nursing and professional commitment, 4.27±0.94 in the domain of nursing and providing clinical services, 3.885±1.25 in the domain of nursing and the cooperation of the medical services team and 4.29±1.06 in the domain of nursing, education and research. In general, the mean score of observing professional ethics was satisfactory in all domains. In addition, the variables of the place of study, interest in nursing discipline, educational status and service department have significant relationships with the observance of professional ethics (P<0.05).

The results indicate the observance of professional ethics in the study population. Ethical responsibilities do not belong to a specific group, but to all the members of a profession. However, the development of nursing ethics will be more achievable when it is institutionalized, as ethical decision-making in real situations will only be possible through having the knowledge of ethical concepts and values.

Given the varying sensitivities of ethical issues in different professions and recognizing that educational environments, particularly medical universities, bear the crucial responsibility of educating and training skilled and committed human resources to meet societal needsand contribute to the comprehensive development of healthcare system, this study aimed to propose a model for simulating factors influencing the professional ethics development (PED) among medical university professors.

This research was exploratory in terms of its purpose and adopted a mixed-method approach (qualitative-quantitative). The study population for the qualitative phase consisted of medical university lecturers, while for the quantitative phase, it included lecturers at Ardabil University of Medical Sciences. Snowball sampling was employed in the qualitative phase until theoretical saturation was achieved (13 participants), while in the quantitative section, it was done judgmentally (30 participants). The data collection instruments were interviews for the qualitative phase and Fuzzy Delphi questionnaires for the quantitative phase. Qualitative data was analyzed using content analysis to identify main themes and sub-themes for the development of professional ethics among medical university lecturers. Subsequently, in the quantitative phase, the identified influencing factors were prioritized using the Fuzzy Delphi method. Finally, the criteria obtained from the qualitative analysis were simulated using an agent-based modeling approach. Data analysis for the qualitative phase was conducted using MAXQDA 20 software, while for the quantitative phase, Excel 16and AnyLogic8.9software were employed.EthicalConsiderations:Ethical principles and data confidentiality were strictly adhered to throughout the study. Questionnaires were completed with informed consent and a clear explanation of the research objectives was provided to participants.

Based on the research findings, 51 primary codes, 10 sub-themesand 3 main themes (individual, educationaland research) were identified. The individual factor was recognized as the most influential factor in the development of professional ethics among medical university lecturers. Furthermore, the results indicated that the level of professional ethics development among medical university lecturers reached 90% at the end of the simulation period.All necessary validations regarding the simulation were conducted, confirming the results through 120 tests.

Considering the research findings, it is recommended that the heads of medical universities pay special attention to the identified influencing factors, particularly the individual factor, which plays a significant role in developing professional ethics among lecturers.

The introduction of digital technologies into medical education systems has introduced new challenges in this field. The issue of ethics in medical education is one of the essential elements in this field. Therefore, the purpose of this research was to investigate the place of ethics in the field of electronic learning in medical education.

This study is a systematic review which presents the findings obtained from a systematic review of researches on using ethical standards in e-learning in medicine. Systematic search according to the keywords of the systematic search was extracted and exploited in 4 external databases: Scopus, Springer, PubMed, and Web of Science, and 3 internal databases: SID, Magiran, and Irandoc. A systematic search was conducted in November 2022 and updated in March 2023, and reached 36 studies, and finally, 14 studies meeting the criteria for in-depth analysis were determined.

The analysis of the selected researches based on specific criteria showed that compliance with professional ethics had a positive effect on the field of electronic learning in the field of medicine. It has also made this field more efficient, and people trust it more.

The results of the present study showed that e-learning based on professional ethics standards in the field of medical education provides a suitable platform for effective learning and improving the performance of the learners.

One of the most complex decision-making problems of medical managers is evaluating the performance of hospitals. The problem starts from the fact that only the quantity is the basis of the decision. Designing a mathematical solution for the evaluation of qualitative components by choosing medical professional ethics, solves the evaluation gap in the therapeutic environment with qualitative components, which we have discussed in this research.

By combining 4 models of DEA, DEA and BSC simultaneously and the evaluation laboratory and decision test, efforts have been made to reach a standard model in a period of 8 months. The quantitative population is all the doctors of 37 private and public hospitals in Shiraz City, 378 people were selected as a sample.

The findings showed that the mean professional ethics in the education and growth sector was equal to 84.73%, in the internal processes sector it was equal to 92.09%, in the financial sector it was equal to 95.81% and finally in the service recipient sector it was equal to 100%. Also, hospitals 1, 3, 5, 8, 12, 13, 17, 21, 22, 23, 24, 25, 27, 28, 29, 30, 31, 32, 33, 35, 36 and 37 are efficient and others are ineffective.

In the evaluation, no significant difference was observed between public and private hospitals in respect of professional ethics. Also, the designed model showed that hospitals that are efficient will ultimately lead to an increase in the overall efficiency of the organizational system and better service to patients.

Communication skills are considered as the most important feature required for health care workers and provide the basis for the development of professional ethics. Since working in the operating room requires team effort and establishing communication between team members, the importance of communication skills in operating room nurses is more visible. Therefore, in the present study was performed, with the aim of determining the effect of virtual training on the principles of professional ethics on communication skills of operating room staff of Ayatollah Kashani and Hajar hospitals of Shahrekord University of Medical Sciences.

A quasi-experimental study with a single-group plan before and after in 2020 was performed on 35 operating room staff of Kashani and Hajar teaching hospitals in Shahrekord who were selected by random sampling. Demographic information questionnaire and Queen Dam communication skills questionnaire were used to collect the data. Data analysis was performed by SPSS software using independent t test, Analysis of variance, paired t-test and ANOVA statistics.

Paired t-test showed that the mean of communication skills after the intervention was significantly different from before (P<0.001). The mean of communication skills before the intervention was 65.85±24.52 and after the intervention was 139.77±5.70. No significant relationship was reported between communication skills and age, service history and number of working hours (P>.0.05). Also, there was no significant difference in the average of communication skills according to the variables of gender, marital status, field of study and degree (P>0.05).

The present study showed that professional ethics training was able to improve the communication skills of employees. Therefore, it seems necessary to compile virtual professional ethics training for health care providers and other groups providing health services who do not have enough time to participate in face-to-face classes. According to the results obtained, managers of health systems are recommended to use strategies such as holding workshops on the principles of professional ethics to develop communication skills in their employees.

The interdisciplinary nature of the profession of counseling in midwifery underscores the need for the establishment of an ethical framework to guide the provision of counseling services in various areas of midwifery and women's health. Consequently, the present study has been conducted with the objective of formulating code of ethics in midwifery counseling.

Methods & Materials: 

The present study is a developmental study using the Delphi method, which was conducted in three stages in 2020. The first stage involved qualitative content analysis to review the texts, and the development of an initial draft of ethical codes. In the second stage, expert opinions were sought from professionals specializing in medical and midwifery ethics to evaluate and make revisions to the initial draft. The third stage involved validation of the draft codes and their finalization.

According to the results of the qualitative content analysis, a total of 182 codes were obtained from the texts and classified into eight categories. However, through the Delphi rounds, the number of categories was subsequently reduced to six, resulting in a decrease in the number of codes to 121. The identified categories included; "Professional competence", "Professional communication", "Management of client data", "Ethical considerations in tele-counseling", "Ethical considerations in midwifery counseling education”, and "Ethical considerations in research". These categories were established with a consensus level of 92.4%.

In this research, a set of ethical codes was obtained from the experts’ opinions in relevant disciplines from various universities across the country, with appropriate validity and consensus levels. These codes can be used in providing counseling services in midwifery, promoting safety and adhering to ethical principles and values.

Background &

One of the most important signs of commitment to community health is the field of nursing education, in which effective communication is a serious issue. Medical sciences in prestigious universities attract considerable attention to effective communication. Good education and scientific research in nursing schools are needed to train a successful medicine ethically. For this purpose, education for medical students plays an important role. For instance, multimedia education significantly improves the listening skills of English learners. Moreover, studies showed that attitudes toward using multimedia education had a significant effect on explaining changes in learners' listening skills. They recommended that multimedia education be merged with English language instruction as a part of the listening skills training course (1). The hypothesis of the effect of a teacher-student method according to multimedia education on students' academic achievement was confirmed (2). Furthermore, good communication skills are an essential component of nursing education. In teaching communication skills, methods such as lectures and seminars are less effective than experimental ones with feedback(3). Results of this study, similar to other research, indicated the positive role of multimedia use in the development of social skills of deaf female students (4). It also demonstrated that the multimedia method had a more lasting effect than lecturing. Thus, it is believed that this method will be implemented more widely in universities in addition to education(5). Today, injuries and complications, as well as deaths due to medical errors, are one of the problems in this area (6). Discussion in small groups is considered the most effective way to provide ethics education for medical students (8). Undoubtedly, being a good doctor is more than just knowing the standards of professional competence. In other words, there is a difference between doing a job and understanding and doing it. So, what a doctor does matters (10). As education has a positive effect on promoting oral health behavior, its type also plays a key role. In this regard, the multimedia teaching method was more effective than the lecture method in all stages (21). Employing multimedia training programs has increased the knowledge and practice of nurses about safe injection, which is one of their serious tasks. Therefore, utilizing this method is recommended to improve their clinical performance (22).

This study was quasi-experimentally, and its samples were selected by stratified random sampling method among nursing students who had taken professional ethics courses. Two classes were considered experimental, and the other two were as evidence. Students in both groups completed a researcher-made effective communication questionnaire before and after the training. All of them were in one faculty and ethics course. They also were professionals and in the clinical training phase. The researcher-made questionnaire consisted of two parts. The first part was related to individual questions and demographic information of the samples. The second part was questions designed based on the research objectives, which included 24 items. The questionnaire was according to the opinions of 15 professors and experts to check its validity. After the necessary editing, the final questionnaire was provided.

According to Table 2, it can be said that the average pre-test scores and the standard deviation in the experimental group that received multimedia training are 70.71 and 6.27, respectively. For the control group, these values are 71.22 and 4.74, respectively. According to the mean values in the control and experimental groups and based on the value of t obtained in the degree of freedom 97, there is no significant difference between the mean scores of the two groups in the pre-test. Considering results and homogeneity of variances in experimental and control groups and comparing the means in them, we found no significant difference. Furthermore, Table 4 displays that the average post-test score and the standard deviation in the experimental group are 75.39 and 8.74, respectively, at the end of the course. Also, these values are 71.88 and 8.26, respectively, for the control group. Consequently, taking into account that the mean of the post-test in the experimental group is higher than that of the control group and based on the obtained t - 2.09 in the degree of freedom 97, there is a significant difference at the level of p <0.03 in the two post-test scores of both groups. Similarly, Table 5 demonstrates that the mean of pre-test scores and the standard deviation are 70.71 and 6.27, respectively, in the experimental group. These values are 75.39 and 8.74, respectively, at the post-test for the control group. Therefore, as the mean of the post-test in the experimental group is higher than that of the control group and taking the obtained t -0.93 in the degree of freedom of 63 into account, it is evident that there is a significant difference at the level of p <0.01 between the two pre-and post-test scores.
In addition, the average post-test scores and the standard deviation in the experimental group at the end of the course are 75.39 and 8.74, respectively. These values are 71.88 and 8.26, respectively, for the control group. As a result, since the mean of the post-test in the experimental group is higher than the mean of the control group and considering the t obtained 2.09 in the degree of freedom 97, we can say that there is a significant difference at the level of p <0.05 between the two post-test scores in the experimental and control groups.

Effective communication of nursing students is one of the essential pillars of the basic training of nurses. Thus, it deserves considerable attention. In this study, findings demonstrated that teaching nursing courses with a multimedia teaching method compared to the old one, the lecture method, exerts a greater influence on effective communication among nursing students. Consequently, it is suggested that medical science training centers use the multimedia method to improve their performance.

Adherence to the principles of professional ethics, rules and regulations of the medical profession and patients' rights are prerequisites for providing dental care. Therefore, the present study was conducted to investigate the level of ethical skills among Yazd general dental practitioners.

In this descriptive cross-sectional study, general dentists practicing in Yazd during January 2020-2021 were randomly selected and completed a sixteen-item Chambers Ethical Skills Questionnaire which contains four domains of moral sensitivity, reasoning, integrity and courage. Data were subjected to statistical analysis using SPSS Version. 24 and analyzed using t-test, ANOVA and Tukey test. The significance level was 0. 05.

A total of 100 dentists, including 41 males and 59 females with a mean age of 35. 58±9. 19 Years, participated in this study. The mean score of dentists’ moral skills was 18. 06±4. 40 out of 32. The mean score of moral sensitivity, moral courage, moral integrity and moral reasoning were 5. 68±1. 61, 5. 30±1. 58, 3. 91±1. 59 and 3±1. 87, respectively out of 8 scores in each domain. There was no statistically significant relationship between the mean score of moral skills and its domains with age, sex, work experience and mother's education (P-value>0. 05). There was a statistically significant correlation between the mean score of moral courage and father’s (P=0.005) education and place of dental care (P =0.037).

Considering the average obtained scores of dentists' regarding ethical skills, the necessity of organizing educational courses with the topics of ethical skills, especially in the domain of moral reasoning and integrity is necessary

Professional ethics instruction could guarantee the ethical performance of nurses and midwives. This study aimed to investigate the effect of role-modeled professional ethics instruction on the moral performance of nursing and midwifery students.

This semi-experimental single-group before-after study was conducted on two separate groups of nursing and midwifery students who were selected using the census method. The intervention was role-modeled professional ethics instruction in six sessions for each group (5 cases per group) in different wards. The required data were collected using the nurses' moral performance questionnaire and midwifery codes of ethics questionnaire (online version) administered before and one month after the intervention. Data were analyzed in SPSS software (version 16).

A total of 59 students were included in the study. There was a positive and significant correlation before and after role-modeled instruction as an intervention in terms of moral performance scores in the nursing students' group (P=0.000 r=0.554) and an insignificant positive correlation in the midwifery students' group (P=0.23 r=0.324). Furthermore, there was an insignificant poor correlation between the final scores of the ethics course and moral performance scores before and after role-modeled instruction in both groups. Male nursing students had better moral performance after the intervention, and age did not affect moral performance.

The moral performance of nursing students increased significantly after role-modeled instruction. Further studies are recommended to investigate the effectiveness of different instructional methods on strengthening the moral performance of nursing and midwifery students.

Healthcare services are one of the basic needs of every society. The beneficiaries of healthcare are the people. As a result, the medical profession and its related groups need to adhere to certain ethical principles and laws. The purpose of this research is to provide development strategies and explain the concept of professional ethics in the health system from the perspective of Islam and how to empower students in this field.

Methods and Materials: 

The current research is a narrative review. In this study, by analyzing the top national documents, reference books, documents related to professional ethics, and other related scientific texts, the previous concepts of professional ethics, existing strategies, and the combination of its various components in health have been investigated to find till new strategies in this field are obtained.

During the current research, while explaining and defining the concepts of professional ethics with monotheistic culture and perspective, methods of deepening and implementing examples of professional ethics were discussed. The results indicate that the inclusion of professional ethics in educational programs and its effective implementation by educational groups and the modification of professional ethics training processes can be effective in improving the quality of services and building trust in the field of health.

The results of this study indicate the importance to address and implement more colorfully the category of professional ethics in the educational programs of students of various fields of medical sciences. In this regard, it is effective to hold specialized meetings. It is also necessary to form a working group to develop relevant standards in the Ministry of Health.

James Rest, a famous moral theorist, considers the ability of moral decision making and moral behavior dependent on having four characteristics; moral sensitivity, moral judgment, moral motivation and moral character. Today, professional ethics training in most educational centers of the country is based on lectures by professors. This type of training is helpful to some extent in moral judgments due to the introduction of the principles of professional ethics. But it will not lead to the improvement of moral sensitivity, moral motivation and moral character by itself. Nowadays, modern methods are used to teach professional ethics, which enhance the moral attitude and clinical behavior of learners. Holding focused group discussion meetings, holding ethical grand rounds, teaching with a problem-oriented approach, using comics or graphic stories, creating research opportunities, simulation and role playing are examples of these methods. Using these methods medical ethics instructors in the universities of our country will take serious steps in improving moral sensitivity, moral judgment and finally institutionalizing professional behavior among medical students.