Factors Affecting the Formation of Ethical Conflicts in the Education of Nursing Students: A Meta‑synthesis Study
Abstract
Background: Ethical conflict is an integral part of the clinical environment, and nursing students face similar conflicts. Identifying these conflicts aids their educational development. This study aimed to explore factors influencing the formation of ethical conflicts in nursing students during their training. Materials and Methods: This qualitative review and meta‑synthesis, conducted in Iran in 2024, followed Sandelowski and Barroso’s seven‑step model. A comprehensive literature search (2000–2023) was performed to identify qualitative studies on nursing students’ ethical conflicts in educational settings. Databases searched included PubMed, Scopus, Web of Science, and ProQuest, alongside the search engine Google Scholar, using keywords such as ethical conflict, clinical education, and nursing students. The identified studies were assessed using the Mixed Methods Appraisal Tool (MMAT). Results: From 3469 primary studies, 11 articles showed that the most important factor was the professional‑educational conflict in an incompatible environment. In this study, we found three main factors related to professional ethics, organizational interactions, and care skills, and different subgroups were identified in each main category. Conclusions: This meta‑synthesis identified ethical conflicts in educational environments as a significant factor among healthcare providers. The findings emphasize the need for a deeper investigation of ethical conflicts, particularly in clinical education, using both quantitative and qualitative methods. Additionally, it is recommended that educational programs focus on ethical decision‑making, improve organizational support for interactions, and conduct regular ethical assessments to create a more supportive professional environment and ultimately enhance patient care.
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