Document Type : Systematic Review
Authors
1
1Instructor of Nursing, Department of Anesthesiology, School of Allied Medical Sciences, Rafsanjan University of Medical Sciences, Rafsanjan, Iran; AND Student Research Committee, School of Health and Religion, Qom University of Medical Sciences, Qom, Iran.
2
Instructor of Neonatal Intensive Care Nursing, Department of Nursing, School of Medical Sciences, Sirjan University of Medical Sciences, Sirjan, Iran; AND Student Research Committee, School of Health and Religion, Qom University of Medical Sciences, Qom, Iran.
3
Student Research Committee, Department of Health Philosophy and Ethics, School of Health and Religion, Qom University of Medical Sciences, Qom, Iran.
4
BSN, Bushehr Heart Center Hospital, Bushehr University of Medical Sciences, Bushehr, Iran.
5
Associate Professor of Medical Education School of Medicine Spiritual Health Research Center, Qom University of Medical Sciences, Qom, Iran.
10.22034/meb.2025.548532.1125
Abstract
Background: Nurses, both students and professionals, need strong ethical competence for patient care. Traditional ethics education lacks practical application, prompting interest in narrative ethics education using storytelling. This study systematically reviews research on narrative ethics education for nursing students and nurses in Iran to assess its effectiveness and challenges.
Materials and Methods: A systematic review was conducted by searching Persian and English literature up to April 2025 in databases including Web of Science, PubMed, Scopus, Cochrane Library, CINAHL, EMBASE, SID, and CIVILICA. Search terms included “medical ethics,” “narrative,” “education,” “medical sciences,” “medicine,” “nursing,” and “Iran.” Two independent researchers screened studies. Quality was assessed with the modified JADAD scale and JBI Critical Appraisal Tool.
Results: This systematic review of five studies involving 319 nursing from various Iranian cities (Yazd, Tehran, Birjand) demonstrated that narrative ethics education significantly improves ethical intelligence, sensitivity, empathy, and respect for patient privacy. The positive effects were sustained for up to two months post-intervention. Both virtual and face-to-face delivery methods were effective in enhancing students’ professional behavior, communication skills, and overall ethical competence. While some studies reported no significant differences compared to traditional lecture-based methods, narrative education consistently showed greater improvements in ethical sensitivity. By engaging students with patient stories and moral dilemmas, this educational approach fosters deeper moral insight and reflective thinking, making it a flexible and practical strategy for nursing ethics education.
Conclusion: Narrative ethics education effectively boosts nursing students' ethical awareness, empathy, and professional behavior. Its flexible delivery, both virtual and in-person, prepares students to face clinical ethical challenges. Combining narrative and lecture methods enhances nurses' patient advocacy, making it a comprehensive strategy in nursing education.
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