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Abstract：
BACKGROUND: Improving the ethical competencies of nursing students, as an important dimension of professional competence, is a primary objective of nursing education. Thus, this study aimed to explore a guide for codes of ethics for the development of ethical competence among nursing students in the healthcare system of Iran.
METHODS: This is a systematic review and meta-synthesis of qualitative studies conducted in the healthcare system of Iran. The review included studies published between January 1, 2000 and March 2024. We conducted a comprehensive search in various international and national databases, including Web of Science, PubMed, Embase, PsycINFO, Cochrane Library, CINAHL, Scopus, Barakatns, MagIran and SID. Initially, 86 qualitative studies were identified, and after a meticulous screening process, 39 studies were carefully reviewed. Finally, 10 qualitative studies were selected for analysis. The meta-synthesis employed an interpretive approach by thematic synthesis.
RESULTS: Based on our results, four main themes and 10 categories, along with summarized codes, were extracted as crucial elements of the codes of ethics for the professional competence of Iranian nursing students. The main themes identified were knowledge, standards, experiences, and attitudes (KSEA).
CONCLUSIONS: The concept of codes of ethics for developing professional competencies in Iranian nursing students was detected as a multidimensional concept with four major areas. By emphasizing the rights of clients and the standardization of nursing practice, this set of ethical codes can contribute to preventing clinical errors and legal issues at hospitals and educational settings. Furthermore, it fosters a positive environment that encourages professional behaviors among nursing students. Nursing students, as future nurses, should apply codes of ethics when facing emerging ethical challenges. Nurse educators have a crucial role in providing students with the necessary preparation and guidance during their professional socialization process in nursing schools.
METHODS: This is a systematic review and meta-synthesis of qualitative studies conducted in the healthcare system of Iran. The review included studies published between January 1, 2000 and March 2024. We conducted a comprehensive search in various international and national databases, including Web of Science, PubMed, Embase, PsycINFO, Cochrane Library, CINAHL, Scopus, Barakatns, MagIran and SID. Initially, 86 qualitative studies were identified, and after a meticulous screening process, 39 studies were carefully reviewed. Finally, 10 qualitative studies were selected for analysis. The meta-synthesis employed an interpretive approach by thematic synthesis.
RESULTS: Based on our results, four main themes and 10 categories, along with summarized codes, were extracted as crucial elements of the codes of ethics for the professional competence of Iranian nursing students. The main themes identified were knowledge, standards, experiences, and attitudes (KSEA).
CONCLUSIONS: The concept of codes of ethics for developing professional competencies in Iranian nursing students was detected as a multidimensional concept with four major areas. By emphasizing the rights of clients and the standardization of nursing practice, this set of ethical codes can contribute to preventing clinical errors and legal issues at hospitals and educational settings. Furthermore, it fosters a positive environment that encourages professional behaviors among nursing students. Nursing students, as future nurses, should apply codes of ethics when facing emerging ethical challenges. Nurse educators have a crucial role in providing students with the necessary preparation and guidance during their professional socialization process in nursing schools.
摘要：
背景：提高护生的道德能力，作为专业能力的一个重要维度，是护理教育的主要目标。因此，这项研究旨在探索伊朗医疗保健系统中护理专业学生道德能力发展的道德准则指南。
方法：这是对伊朗医疗保健系统中进行的定性研究的系统综述和荟萃综合。该综述包括2000年1月1日至2024年3月之间发表的研究。我们在各种国际和国家数据库中进行了全面搜索，包括WebofScience,PubMed,Embase,PsycINFO,科克伦图书馆,CINAHL,Scopus,Barakatns,MagIran和SID。最初，确定了86项定性研究，经过细致的筛选，仔细审查了39项研究。最后,选取10项定性研究进行分析。元合成采用主题合成的解释性方法。
结果：根据我们的结果，四个主要主题和10个类别，连同汇总的代码，被提取为伊朗护理专业学生的专业能力道德准则的关键要素。确定的主题是知识，标准,经验,和态度（KSEA）。
结论：伊朗护理专业学生发展专业能力的道德规范概念被认为是一个包含四个主要领域的多维概念。通过强调服务对象的权利和护理实践的规范化,这套道德守则有助于防止医院和教育机构的临床错误和法律问题。此外，它培养了一个积极的环境，鼓励护生的职业行为。护生,作为未来的护士，在面对新出现的道德挑战时，应该应用道德准则。护士教育者在护理学校的专业社会化过程中为学生提供必要的准备和指导方面起着至关重要的作用。
方法：这是对伊朗医疗保健系统中进行的定性研究的系统综述和荟萃综合。该综述包括2000年1月1日至2024年3月之间发表的研究。我们在各种国际和国家数据库中进行了全面搜索，包括WebofScience,PubMed,Embase,PsycINFO,科克伦图书馆,CINAHL,Scopus,Barakatns,MagIran和SID。最初，确定了86项定性研究，经过细致的筛选，仔细审查了39项研究。最后,选取10项定性研究进行分析。元合成采用主题合成的解释性方法。
结果：根据我们的结果，四个主要主题和10个类别，连同汇总的代码，被提取为伊朗护理专业学生的专业能力道德准则的关键要素。确定的主题是知识，标准,经验,和态度（KSEA）。
结论：伊朗护理专业学生发展专业能力的道德规范概念被认为是一个包含四个主要领域的多维概念。通过强调服务对象的权利和护理实践的规范化,这套道德守则有助于防止医院和教育机构的临床错误和法律问题。此外，它培养了一个积极的环境，鼓励护生的职业行为。护生,作为未来的护士，在面对新出现的道德挑战时，应该应用道德准则。护士教育者在护理学校的专业社会化过程中为学生提供必要的准备和指导方面起着至关重要的作用。
