فصلنامه اخلاق پزشکی
پیاپی 26 (زمستان 1392)

The substantial issue of the discussions about the professional nursing ethics is care or in other words, the ethics of care is the most considerable underpinning for nursing ethics. Meanwhile for nursing students, ethical issues around education are more important component of the codes of ethics. Like nursing schools in some of other countries, it seems that developing nursing students’ code of ethics in Iranian academic settings and educational fields is essential. So students would be evaluated based on those ethical codes of conduct. In fact such cods are guides for moral development of nursing students and their content and scope should not be limited only to academic or clinical environments and would be helpful for personal and social enhancement of the professional aspects of the nursing students’ life.

Now a days the meaning of “good physician’’ are often come to mind with patient curing results, practice under clinical and practical guidelines, and physician economic benefits. The integrity of the medical profession and clinical practice is challenged. Following rules and clinical techniques are important for professionalism but not in fostering physician’s character. The physicians have an opportunity to prove their commitment to both their patients and their practice through acceptance of a virtue-based ethic.There are some virtues that are vital for physicians to improve their clinical practice.In this article, we describe 12 central virtues for clinical physicians. Listing the virtues and emphasis on virtue ethics as an ideal end encourages doctors to earn these virtues.By theses specific virtues, values like respect to patients, respect to physician, trust of patients to doctor and finally integrity of medical practice would be enhanced.

Research results regarding the effect of communicative educative programs on patients’ satisfaction from pain control are very limited and also controversial. The aim of this study was therefore to investigate the effect of a comprehensive program consisting of communication and education on patients ‘satisfaction from pain management following cancer surgery. This clinical trial had a pre- post design with an intervention and control group which was conducted in Sayyed- Al-Shohada Hospital of Isfahan University of Medical Sciences in 2011. 70 patients were selected based on the inclusion criteria and randomly allocated to either an intervention or control group. The intervention consisted of pre-operative education, post-operative communication and pain assessment. Data were collected using American Pain Society-patient outcome questionnaire, which measured patients’ satisfaction from pain management. Comparing patients’ satisfaction general mean differences and patients ‘satisfaction from nurses mean differences regarding pain control showed statistically significant differences between two groups (P<0.05). In other words, in the intervention group, the mean scores of patients’ satisfaction in general and patients’ satisfaction from nurses regarding pain control was significantly higher than the control group. Research findings show that the program consists of education and communication has a positive effect on cancer patients’ satisfaction in general and from nurses in specific regarding pain control. Therefore this program which is nearly easy to implement, cost–effective and safe can be used to effectively alleviate pain following cancer surgery.

When a person is undergoing a surgery, family and friends spend hours worrying and upset. Understanding what the family members are experiencing by nurses could help them provide better family centered care, which is an important goal of holistic care. Thus, this study aimed to explain support from perspective families of patients undergoing surgery. In this qualitative study, 17 family members were selected by purposive and theoretical sampling while they were waiting for patients, surgery. The study took place at university medical center hospital in an urban area of Iran. Semi structured interviews were held for data collection and date were analyzed using content analysis approach.Data analysis led to the development of four main themes; ‘different types of support’, ‘necessary support’, ‘physical proximity’, and ‘interaction’. This study presented new findings in the family members’ experiences, which can help healthcare professionals; especially nurses to better understand the subject and better facilitate the process.

Moral distress is one of the ethical problems in Care - Health professional that can will be various affected in on nursing. One of subject that can on intensive of moral distress and response of nursing the effect is them empowerment in the work environment. So this study has been aimed to determine the relationship between moral distress & Empowerment environment for nurses. The present association study has been made on 300 nurses in teaching hospitals of Kerman. Units of study were selected according to a quota method and inclusion criteria. Data collection tools included a questionnaire of 21 questions of moral distress corly and questionnaire of 30 questions of environment empowerment Randolph and Blanchard. The data collected were analyzed by the software Spss16 and using descriptive and inferential statistics. The results showed a significant negative correlation between the severity & frequency of moral distress & environmental empowerment of the nurses (p<0.05). The mean severity of Moral distress were 3 (range 0-5) and mean frequency of moral distress 2.44 (range 0-5). Average empowerment environment was calculated for nurses 4/65 (range 1-7). A significant negative correlation between the variables implies that enabling a more moral distress of nurses in clinical settings can reduce their risk of unpleasant consequences that should be avoided. This attention to the planning empowers nurses in clinical settings to detect.

Efficient and effective manpower training, based on a foundation with strong structure and educational excellence basis, will be possible. Essentiality of human power cognitive and behavioral excellence is the main concern of education management in organizational excellence programs. Knowing the cognitive and behavioral factors is necessary. Spirituality is a factor of complement and mean of human life’s various sections. Then due to the importance of spirituality and cognitive and behavioral excellence in higher education in this research we studied these two concepts by systematic review method for gathering the newest information. Results show that, spirituality causes characteristics which lead to excellence especially in education. Spirituality based educational planning, in human power cognitive and behavioral excellence is essential.

Moral distress is described as discomfort or a state of mental imbalance as a result of lack of proper moral action in spite of obstacles such as lack of time sufficient to official opposition superior of medicine limitations, which is policies institution and Ethical interpersonal, or a belief created stress can lead to physical and psychological affect nurses and the performance is reduced. Cross - sectional study aimed to determine the moral distress of nurses in 110 hospitals was carried out of Jiroft. The standard questionnaire of 38 questions of moral distress corly reliability and validity were used to calculate the 88% and 94%. Results were analyzed with the software spss18. Distress intensity (5/3) (total 6-0) and distress frequency (7/2) (6-0 total) were reported in units of study. The findings indicate that the intensity of distress was significantly related to their demographic characteristics. The international distress frequency a variable "hospital service and place of service", there was a significant relationship. Since Distress levels were higher than average, the need for manager's more attention to apply and accomplish training programs about ethical topics and identifying the signs and effects of moral distress and causes and factors effective on this issue demands more discussion.

Understanding the characteristics of a good teacher is very important of other factors cognitive such as learning or pervasive is ahead. Because of these characteristics can be facilitated the learning process and compensated the defect of textbook and lack of education. Understanding these factors will help teachers to do a better educational planning and better educational objectives have been developed for determining the achieved before. This study aims to "Study Professor’s Opinion of Mashhad University of Medical Sciences about the Criteria for a Good Professor" was performed. In a descriptive cross-sectional study, 240 professors of Mashhad University of Medical Sciences, whom were the randomization and stratified, completed questionnaire. Data were analyzed by spss11.5 and appropriate analytic tests. The mean age of the professors was 45.13+8.014. The priority of Criteria’s professors for a good professor was: knowledge-seeking, communication skills, teaching method, evaluation skills, then the personal characteristics and appearance. ANOVA test showed there is a significant correlation between the variables: experience, academic rank and prestige social and priority areas: communication skills, knowledge-seeking, teaching method, evaluation skills and personal characteristics of professors (p<0.05(. T-test showed there is the significant relationship between having leisure time and priority of scholarship, communication skills and evaluation skills of teachers (p<0.05(. Correlation between age and priority scholarship (r=-0.337 & p=0.000(and physical characteristics (r=-0.248 & p=0.000(of professors is significant and reverse. Compare opinions of different mojors professors is expressed sympathy of criteria about a good professor. Giving priority to knowledge-seeking and communication skills by professors, indicating the importance of this group to interact with the students as the backgrounds of education have distinguished.