A2 Refereed review article in a scientific journal
A mixed-method systematic review: support for ethical competence of nurses
Authors: Poikkeus T, Numminen O, Suhonen R, Leino-Kilpi H
Publication year: 2014
Journal: Journal of Advanced Nursing
Volume: 70
Issue: 2
First page : 256
Last page: 271
Number of pages: 16
ISSN: 0309-2402
DOI: https://doi.org/10.1111/jan.12213
Abstract
Aim. The aim was to appraise and synthesize evidence of empirical studies of
how nurses’ ethical competence can be supported.
Background. Ethical competence is an essential element of nursing practice.
Nurses increasingly need support in competence when carrying out their
responsibilities towards their patients.
Design. A mixed-method systematic review of quantitative and qualitative studies
was undertaken according to the University of York’s Centre for Reviews and
Dissemination guidelines.
Data sources. Searches of MEDLINE, Nursing Database and British Nursing
Index databases were conducted, yielding 512 citations between 1985–2012.
Methods. After a two-stage application of inclusion and exclusion criteria, 34
articles were included. The quality of the studies was assessed using STROBE or
COREQ criteria. Data were analysed by content analysis.
Results. Nurses’ ethical competence has been studied from different viewpoints:
ethical decision-making, ethical sensitivity, ethical knowledge and ethical
reflection. There was little empirical evidence of provided support, but studies
offered recommendations on how to support ethical competence. The most
common strategies to support ethical competence were ethics education, ethics
rounds, ethics committee and consultation. Nurse leaders and colleagues have a
key role in providing opportunities for nurses to gain ethical competence.
Conclusions. There is a need to develop evidence-based support at the
organizational and individual level to support nurses’ ethical competence. Barriers
for multiprofessional cooperation in ethical issues should be recognized and
addressed as part of the development of organizational ethical practices. Research
should pay more attention to the conceptual, theoretical and practical
perspectives of ethical competence.
Aim. The aim was to appraise and synthesize evidence of empirical studies of
how nurses’ ethical competence can be supported.
Background. Ethical competence is an essential element of nursing practice.
Nurses increasingly need support in competence when carrying out their
responsibilities towards their patients.
Design. A mixed-method systematic review of quantitative and qualitative studies
was undertaken according to the University of York’s Centre for Reviews and
Dissemination guidelines.
Data sources. Searches of MEDLINE, Nursing Database and British Nursing
Index databases were conducted, yielding 512 citations between 1985–2012.
Methods. After a two-stage application of inclusion and exclusion criteria, 34
articles were included. The quality of the studies was assessed using STROBE or
COREQ criteria. Data were analysed by content analysis.
Results. Nurses’ ethical competence has been studied from different viewpoints:
ethical decision-making, ethical sensitivity, ethical knowledge and ethical
reflection. There was little empirical evidence of provided support, but studies
offered recommendations on how to support ethical competence. The most
common strategies to support ethical competence were ethics education, ethics
rounds, ethics committee and consultation. Nurse leaders and colleagues have a
key role in providing opportunities for nurses to gain ethical competence.
Conclusions. There is a need to develop evidence-based support at the
organizational and individual level to support nurses’ ethical competence. Barriers
for multiprofessional cooperation in ethical issues should be recognized and
addressed as part of the development of organizational ethical practices. Research
should pay more attention to the conceptual, theoretical and practical
perspectives of ethical competence.
Aim. The aim was to appraise and synthesize evidence of empirical studies of
how nurses’ ethical competence can be supported.
Background. Ethical competence is an essential element of nursing practice.
Nurses increasingly need support in competence when carrying out their
responsibilities towards their patients.
Design. A mixed-method systematic review of quantitative and qualitative studies
was undertaken according to the University of York’s Centre for Reviews and
Dissemination guidelines.
Data sources. Searches of MEDLINE, Nursing Database and British Nursing
Index databases were conducted, yielding 512 citations between 1985–2012.
Methods. After a two-stage application of inclusion and exclusion criteria, 34
articles were included. The quality of the studies was assessed using STROBE or
COREQ criteria. Data were analysed by content analysis.
Results. Nurses’ ethical competence has been studied from different viewpoints:
ethical decision-making, ethical sensitivity, ethical knowledge and ethical
reflection. There was little empirical evidence of provided support, but studies
offered recommendations on how to support ethical competence. The most
common strategies to support ethical competence were ethics education, ethics
rounds, ethics committee and consultation. Nurse leaders and colleagues have a
key role in providing opportunities for nurses to gain ethical competence.
Conclusions. There is a need to develop evidence-based support at the
organizational and individual level to support nurses’ ethical competence. Barriers
for multiprofessional cooperation in ethical issues should be recognized and
addressed as part of the development of organizational ethical practices. Research
should pay more attention to the conceptual, theoretical and practical
perspectives of ethical competence.
Aim. The aim was to appraise and synthesize evidence of empirical studies of
how nurses’ ethical competence can be supported.
Background. Ethical competence is an essential element of nursing practice.
Nurses increasingly need support in competence when carrying out their
responsibilities towards their patients.
Design. A mixed-method systematic review of quantitative and qualitative studies
was undertaken according to the University of York’s Centre for Reviews and
Dissemination guidelines.
Data sources. Searches of MEDLINE, Nursing Database and British Nursing
Index databases were conducted, yielding 512 citations between 1985–2012.
Methods. After a two-stage application of inclusion and exclusion criteria, 34
articles were included. The quality of the studies was assessed using STROBE or
COREQ criteria. Data were analysed by content analysis.
Results. Nurses’ ethical competence has been studied from different viewpoints:
ethical decision-making, ethical sensitivity, ethical knowledge and ethical
reflection. There was little empirical evidence of provided support, but studies
offered recommendations on how to support ethical competence. The most
common strategies to support ethical competence were ethics education, ethics
rounds, ethics committee and consultation. Nurse leaders and colleagues have a
key role in providing opportunities for nurses to gain ethical competence.
Conclusions. There is a need to develop evidence-based support at the
organizational and individual level to support nurses’ ethical competence. Barriers
for multiprofessional cooperation in ethical issues should be recognized and
addressed as part of the development of organizational ethical practices. Research
should pay more attention to the conceptual, theoretical and practical
perspectives of ethical competence.
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