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Moral intelligence, clinical placement experience and professional behaviors among Iranian undergraduate nursing
Sima Pourteimour1, Monir Nobahar2, Nayyereh Raiesdana3
1Student Research Committee, Semnan University of Medical Sciences, Semnan, Iran; Department of Pediatric Nursing, School of Nursing and Midwifery, Urmia University of Medical Sciences, Urmia, Iran.
Aims:
This study was intended to examine the relationship of both moral intelligence (MI) and Clinical Placement Experience (CPE) with the level of nursing students' professional behaviors (PB).
Background:
The foundation of belief, belonging and ethical values develop PB as a meaningful attribute during the period students and caring for patients.
Design:
A descriptive correlational study was conducted.
Methods:
Descriptive data were derived from the Belongingness Scale-Clinical Placement Experience (BES-CPE), the Moral Intelligence Questionnaire (MIQ) and the Nursing Students Professional Behaviors Scale (NSPBS) including 200 students (response rate 94.5%).
Results:
We found a statistically strong positive correlation between NSPB, MI and CPE. The regression model accounted for 57.8% of the variance in NSPB; CPE and MI were significant explanatory variables of NSPB. Moreover, the non-employed dormitory students had a significant statistical difference in the scores of all three variables. Female students had significantly higher CPE and MI (p˂0.05).
Conclusions:
According to our findings, preventive and mediation endeavors for nursing students can explicitly target their behavioral skills to reduce perceived rejection and improve morality. As a result, an optimal plan to improve the quality of professional training courses for students should be designed based on the comprehension of clinical belonging and moral intelligence.
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