Desarrollo de competencias ético-morales en la formación y en la práctica de enfermería y salud: revisión integrativa
DOI:
https://doi.org/10.5902/2179769289120Palabras clave:
Enfermería, Ética, Desarrollo Moral, Educación Basada en Competencias, BioéticaResumen
Objetivo: Analizar y sintetizar la producción científica sobre el desarrollo de competencias ético-morales en la formación y en los escenarios de prácticas de enfermería y otras áreas de la salud. Método: Revisión integrativa de la literatura realizada en las bases de datos Lilacs, Web of Science, Cinahl, Embase y Pubmed. Recorte temporal de 2000 a 2023. Se seleccionaron 28 artículos. Resultados: Tres síntesis basadas en evidencias representan la integración de los resultados: desarrollo de competencias ético-morales en la formación y en la práctica profesional, estrategias de enseñanza para el desarrollo de competencias ético-morales, y educación ética y su relación con la identidad profesional. Conclusión: Se evidencia la importancia del desarrollo de competencias ético-morales en la capacidad de tomar decisiones éticas, a partir de la reflexión crítica y juicio moral, con el objetivo de garantizar la calidad de la asistencia, el respeto, la responsabilidad, la autonomía y la conciencia profesional.
Descargas
Citas
Gontijo ED. Desenvolvimento de competência moral na formação médica. Rev Bras Educ Méd. 2021;45(4). doi: 10.1590/1981-5271v45.4-20210240. DOI: https://doi.org/10.1590/1981-5271v45.4-20210240
Marques LMNSR, Fonseca SC, Milioni VC, Corbiceiro WCH. Quais são os valores morais essenciais para a formação médica? Rev Bioét. 2020;28(4). doi: 10.1590/1983-80422020284433. DOI: https://doi.org/10.1590/1983-80422020284433
Martins V, Santos C, Duarte I. Educar para a bioética: desafio em enfermagem. Rev Bioét. 2022;30(3). doi: 10.1590/1983-80422022303543EN. DOI: https://doi.org/10.1590/1983-80422022303543pt
Dias JAA, David HMSL, Rodrigues BMRD, Peres PLP, Pacheco STA, Oliveira MS. A moral e o pensamento crítico: competências essenciais à formação do enfermeiro. Rev Enferm UERJ. 2017;25:e26391. doi: 10.12957/reuerj.2017.26391. DOI: https://doi.org/10.12957/reuerj.2017.26391
Mendes KDS, Silveira RCCP, Galvão CM. Use of the bibliographic reference manager in the selection of primary studies in integrative reviews. Texto Contexto Enferm. 2019;28:e20170204. doi: 10.1590/1980-265X-TCE-2017-0204. DOI: https://doi.org/10.1590/1980-265x-tce-2017-0204
Ouzzani M, Hammady H, Fedorowicz Z, Elmagarmid A. Rayyan-a web and mobile app for systematic reviews. Syst Rev. 2016;5(1). doi: 10.1186/s13643-016-0384-4. DOI: https://doi.org/10.1186/s13643-016-0384-4
Vanaki Z, Memarian R. Professional ethics: beyond the clinical competency. J Prof Nurs. 2009;25(5):285-91. doi: 10.1016/j.profnurs.2009.01.009. DOI: https://doi.org/10.1016/j.profnurs.2009.01.009
Sumner J. Reflection and moral maturity in a nurse's caring practice: a critical perspective. Nurs Philos. 2010;11(3):159-69. doi: 10.1111/j.1466-769X.2010.00445.x. DOI: https://doi.org/10.1111/j.1466-769X.2010.00445.x
Robichaux C. Developing ethical skills: from sensitivity to action. Crit Care Nurse. 2012;32(2):65-72. doi: 10.4037/ccn2012929. DOI: https://doi.org/10.4037/ccn2012929
Hickman SE, Wocial LD. Team-based learning andethicseducation in nursing. J Nurs Educ. 2013;52(12):696-700. doi: 10.3928/01484834-20131121-01. DOI: https://doi.org/10.3928/01484834-20131121-01
Meira MDD, Kurcgant P. Political-ethical skill development in nursing undergraduates. Rev Esc Enferm USP. 2013;47(5):1203-10. doi: 10.1590/S0080-623420130000500027. DOI: https://doi.org/10.1590/S0080-623420130000500027
Poikkeus T, Numminen O, Suhonen R, Leino-Kilpi H. A mixed-method systematic review: support for ethical competence of nurses. J Adv Nurs. 2014;70(2):256-71. doi: 10.1111/jan.12213. DOI: https://doi.org/10.1111/jan.12213
Ramos FRS, Brehmer LCF, Vargas MAO, Schneider DG, Drago LC. Ethics constructed through the process of nurse training: conceptions, spaces and strategies. Rev Latinoam Enferm. 2013;21:113-21. doi: 10.1590/s0104-11692013000700015. DOI: https://doi.org/10.1590/S0104-11692013000700015
Buxton M, Phillippi JC, Collins MR. Simulation: a new approach to teaching ethics. J Midwifery Womens Health. 2015;60(1):70-4. doi: 10.1111/jmwh.12185. DOI: https://doi.org/10.1111/jmwh.12185
Schaefer R, Junges JR. A construção da competência ética na percepção de enfermeiros da Atenção Primária. Rev Esc Enferm USP. 2014;48(2):329-34. doi: 10.1590/s0080-6234201400002000019. DOI: https://doi.org/10.1590/S0080-6234201400002000019
Gibbons SW, Jeschke EA. Nursing ethics: a lifelong commitment. Annu Rev Nurs Res. 2016;34:1-14. doi: 10.1891/0739-6686.34.1. DOI: https://doi.org/10.1891/0739-6686.34.1
Grace P, Milliken A. Educating nurses for ethical practice in contemporary health care environments. Hastings Cent Rep. 2016;46 Suppl 1:S13-7. doi: 10.1002/hast.625. DOI: https://doi.org/10.1002/hast.625
McAllister M, Levett-Jones T, Petrini MA, Lasater K. The viewing room: a lens for developing ethical comportment. Nurse EducPract. 2016;16(1):119-24. doi: /10.1016/j.nepr.2015.10.007. DOI: https://doi.org/10.1016/j.nepr.2015.10.007
Ranjbar H, Joolaee S, Vedadhir A, Abbaszadeh A, Bernstein C. Becoming a nurse as a moral journey: a constructivist grounded theory. Nurs Ethics. 2017;24(5):583-97. doi: 10.1177/0969733015620940. DOI: https://doi.org/10.1177/0969733015620940
Enderle CF, Silveira RSD, Dalmolin GL, Lunardi VL, Avila LI, Dominguez CC. Teaching strategies: promoting the development of moral competence in undergraduate students. Rev Bras Enferm. 2018;71(suppl 4):1650-56. doi: 10.1590/0034-7167-2017-0704. DOI: https://doi.org/10.1590/0034-7167-2017-0704
Oelhafen S, Monteverde S, Cignacco E. Exploring moral problems and moral competences in midwifery: a qualitative study. Nurs Ethics. 2019;26(5):1373-86. doi: 10.1177/0969733018761174. DOI: https://doi.org/10.1177/0969733018761174
Pettersson M, Hedström M, Höglund AT. Ethical competence in DNR decisions - a qualitative study of Swedish physicians and nurses working in hematology and oncology care. BMC Med Ethics. 2018;19(1):63. doi: 10.1186/s12910-018-0300-7. DOI: https://doi.org/10.1186/s12910-018-0300-7
Ranjbar H, Joolaee S, Vedadhir A, Abbasszadeh A, Bernstein C. An evolutionary route for the moral development of nursing students: a constructivist grounded theory. J Nurs Res. 2018;26(3):158-67. doi: 10.1097/jnr.0000000000000224. DOI: https://doi.org/10.1097/jnr.0000000000000224
Haghighat S, Borhani F, Ranjbar H. Is there a relationship between moral competencies and the formation of professional identity among nursing students? BMC Nurs. 2020;19:49. doi: 10.1186/s12912-020-00440-y. DOI: https://doi.org/10.1186/s12912-020-00440-y
Macpherson I, Roqué MV, Segarra I. Moral dilemmas involving anthropological and ethical dimensions in healthcare curriculum. Nurs Ethics. 2020;27(5):1238-49. doi: 10.1177/0969733020914382. DOI: https://doi.org/10.1177/0969733020914382
Martins VSM, Santos CMNC, Bataglia PUR, Duarte IMRF. The teaching of ethics and the moral competence of medical and nursing students. Health Care Anal. 2021;29(2):113-26. doi: 10.1007/s10728-020-00401-1. DOI: https://doi.org/10.1007/s10728-020-00401-1
Spekkink A, Jacobs G. The development of moral sensitivity of nursing students: a scoping review. Nurs Ethics. 2021;28(5):791-808. doi: 10.1177/0969733020972450. DOI: https://doi.org/10.1177/0969733020972450
Megregia M, Low LK, Emeis C, De Vries R, Nieuwenhuijze M. Essential components of midwifery ethics education: results of a Delphi study. Midwifery. 2021;96:102946. doi: 10.1016/j.midw.2021.102946. DOI: https://doi.org/10.1016/j.midw.2021.102946
Michl S, Katsarov J, Krug H, Rogge A, Eichinger T. Ethics in times of physical distancing: virtual training of ethical competences. GMS J Med Educ. 2021;38(1):Doc28. doi: 10.3205/zma001424.
Oddvang TKK, Loftfjell ALG, Brandt LM, Sørensen K. Nursing students' experience of learning ethical competence and person-centered care through simulation. Int Pract Dev J. 2021;11(2):7. doi: 10.19043/ipdj.112.007. DOI: https://doi.org/10.19043/ipdj.112.007
Honkavuo L. Midwifery students' experiences of support for ethical competence. Nurs Ethics. 2022;29(1):145-56. doi: 10.1177/0969733021999773. DOI: https://doi.org/10.1177/0969733021999773
Bueno AA, Evangelista RA, Potrich T, Figueredo LP, Silva CCR, Silva GTR, et al. Overview of nursing ethics teaching in Brazilian public higher education institutions. Rev Bras Enferm. 2023;76:e20220808. doi: 10.1590/0034-7167-2022-0808. DOI: https://doi.org/10.1590/0034-7167-2022-0808pt
Mármol-López MI, Marques-Sule E, Naamanka K, Arnal-Gómez A, Cortés-Amador S, Durante Á, et al. Physiotherapists' ethical behavior in professional practice: a qualitative study. Front Med (Lausanne). 2023;10:1158434. doi: 10.3389/fmed.2023.1158434. DOI: https://doi.org/10.3389/fmed.2023.1158434
Prosen M, Ličen S. Newly graduated nurses' perceptions of their professional role and professional competency: a qualitative focus group study. BMC Med Educ. 2023;23(1):755. doi: 10.1186/s12909-023-04747-7. DOI: https://doi.org/10.1186/s12909-023-04747-7
Hansen S, Hessevaagbakke E, Lindeflaten K, Elvan K, Lillekroken D. Nurturing ethical insight: exploring nursing students' journey to ethical competence. BMC Nurs. 2024;23(1):1-14. doi: 10.1186/s12912-024-02243-x. DOI: https://doi.org/10.1186/s12912-024-02243-x
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2025 Revista de Enfermagem da UFSM
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Este trabalho está licenciado sob uma Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
