Aug 2026· Archives of Health Science and Research· Vol 13, pp. 1-7· 0 citations· 37 references
TL;DR
Nursing students exhibited high PVs and moderate-to-high ethical sensitivity toward AI and robot nurses, and the relatively low explained variance suggests that ethical sensitivity is influenced by multiple factors.
Abstract
Objective: This study aimed to examine the relationship between nursing students’ professional values (PVs) and their ethical sensitivities toward artificial intelligence (AI) and robot nurses, and to identify the factors influencing these variables.
Methods: This cross-sectional, correlational study was conducted between January and February 2026 with 400 nursing students at a public university in Türkiye, in accordance with the Strengthening the Reporting of Observational Studies in Epidemiology guidelines. Data were collected using a Descriptive Information Form, the Revised Nurses’ Professional Values Scale, and the Ethical Sensitivity Scale for AI and Robot Nurses.
Results: The mean Revised Nurses’ Professional Values Scale score was 101.24 ± 17.21 and the mean ethical sensitivity score was 54.74 ± 7.61. The scale scores differed significantly according to grade level and knowledge about AI (P < .05), whereas Ethical Sensitivity Toward AI and Robot Nurses Scale score differed according to perceptions of the impact of AI on the profession and potential ethical problems (P < .01). Professional values were positively correlated with ethical sensitivity (r = 0.156, P < .01). Hierarchical regression analysis showed that PVs, gender, and perceptions of the impact of AI on the profession were significant predictors of ethical sensitivity, explaining 14% of the variance.
Conclusion: Nursing students exhibited high PVs and moderate-to-high ethical sensitivity toward AI and robot nurses. Although PVs were positively associated with ethical sensitivity, the relatively low explained variance suggests that ethical sensitivity is influenced by multiple factors. Integrating AI-related ethical content into nursing education may support ethical awareness and preparedness for technology-integrated care.
Cite this article as: Aktan GG, Palaz SC. Professional values and ethical sensitivity in digitalized care: nursing students’ approaches to artificial intelligence and robot nurses. Arch Health Sci Res. 2026, 52, 0107, doi: 10.5152/ArcHealthSciRes.2026.26107.
It is suggested that higher moral intelligence is associated with more positive attitudes toward medical errors and may contribute to strengthening patient safety culture and may contribute to strengthening patient safety culture.
Aim: This study was conducted to determine whether professional autonomy attitudes have a mediating role in the relationship between nurses' professional values and mindfulness in nursing care, and to evaluate the extent to which these variables influence each other.
Material and Method: This study was designed as a descriptive, cross-sectional, and correlational study. The sample consisted of 313 nurses working in a university hospital who agreed to participate. Data were collected using a "Personal Information Form," the "Nursing Professional Values Scale-Revised (NPVS-R)," the "Nurses' Attitudes Toward Professional Autonomy Scale (NATPAS)," and the "Mindfulness in Nursing Care Scale (MNCS)," which was introduced to the literature in 2025. Data were analyzed using descriptive statistics, Pearson correlation analysis, and structural equation modeling (Hayes PROCESS macro).
Results: The mean scores were 120.10 ± 17.97 for NPVS-R, 76.13 ± 14.33 for NATPAS, and 50.21 ± 8.97 for MNCS. Positive significant correlations were found between professional values and autonomy attitude (r=0.207, p<0.001) and mindfulness (r=0.584, p<0.001). Mediation analysis revealed that autonomy attitude played a partial mediator role (β=0.049, p<0.05, 95% CI [0.017-0.082]) in the effect of professional values on mindfulness. Additionally, it was found that increased professional experience and membership in professional organizations significantly increased all scale scores.
Conclusion: Nurses' professional values are the most fundamental predictor of mindfulness in care; however, the attitude of autonomous decision-making was found to be a mechanism that strengthens this process. It is concluded that supporting nurses' autonomous decision-making authority in the clinical field will enhance the level of mindfulness and the quality of care provided to the patient.
Aims: This study aimed to assess nursing students’ perceived competence in providing preoperative patient care. Methods: This descriptive and cross-sectional study was conducted at the faculty of nursing of a university in western Turkiye during the 2024-2025 academic year. The study sample consisted of 484 students with clinical experience in surgical units. Data were collected using a Descriptive Information Form and the Perceived Preoperative Nursing Care Competence Scale for Nursing Students (PPreCC-NS). Results: The students’ mean total score on the scale was 93.39±15.53. The highest subscale score was for legal responsibility and adherence to ethical principles (22.08±3.97), while the lowest was for patient assessment and monitoring (19.84±3.95). Female students, those not employed, and those who regularly reviewed course materials had significantly higher competence scores (p<0.05). A weak positive correlation was also found between grade point average and perceived competence (p<0.01). Conclusion: Overall, nursing students demonstrated high levels of competence in preoperative care; however, further improvement is needed in patient assessment and monitoring. Incorporating scenario-based simulations, digital learning tools, and ethically guided Artificial Intelligence applications into educational programs may enhance students’ clinical decision-making and patient safety-focused competencies.
Burçak Şahin Köze, Mehmet Alper Akyüz, Meryem Yavuz van Giersbergen· Journal of Health Sciences a...· 0 citations
ABSTRACT Objectives: to assess the levels of moral courage among Brazilian undergraduate nursing students and examine the ethical and academic factors that influence it. Methods: cross-sectional study conducted with 130 nursing students who answered an online questionnaire containing sociodemographic information, variables related to the ethical and academic context, and the Brazilian version of the Nurses’ Moral Courage Scale Descriptive statistics, t-tests, ANOVA, Spearman’s correlation, and multiple linear regression were performed. Results: the average moral courage score was 61.58 (±9.55), positively correlated with satisfaction with the program, academic performance, relationship with educators, and especially confidence in one’s own ethical principles. The strongest predictors were confidence in ethical principles (β = 0.455) and academic performance (β = 0.225), explaining 26.9% of the variance. Conclusions: findings suggest that fostering students’ ethical confidence and academic success may strengthen their moral courage, with implications for nursing education and professional development.
Romario Daniel Jantara, Jamila Geri Tomaschewski Barlem, Danubia Andressa da Silva Stigger et al.· Revista Brasileira de Enferm...· 0 citations
The findings indicate that nursing students had generally positive levels of AI literacy and attitudes toward AI, and higher AI literacy was associated with more positive attitudes toward AI.
M. Çil, Berna Eren Fidancı, D. Yildiz· Journal of Education and Res...· 0 citations
BACKGROUND
Professional values and moral resilience are recognized as essential attributes of nursing practice. In critical care settings, where nurses routinely face ethical complexity and high-stakes decisions, it is important to understand how these attributes shape professional competence.
AIM
To examine the relationship between professional values and professional competence among critical care nurses, and to determine whether moral resilience mediates this relationship.
STUDY DESIGN
This descriptive and correlational study was conducted among nurses working in the critical care units of six hospitals between August and October 2025. The reporting was conducted in accordance with the STROBE guidelines. Three validated instruments were used: a professional values scale (range 1-5, with higher scores indicating stronger professional values), a moral resilience scale (range 1-4, with higher scores indicating greater moral resilience) and a professional competence scale (range 1-5, with higher scores indicating greater professional competence).
RESULTS
In total, 201 nurses participated in the study. Mean scores were high for professional values (4.45 ± 0.61 out of 5), moral resilience (3.27 ± 0.43 out of 4) and professional competence (4.26 ± 0.36 out of 5). Professional values were significantly and positively correlated with professional competence (r = 0.329, p < 0.001), whereas moral resilience showed no significant association with either variable. The direct effect of professional values on professional competence was significant (β = 0.193, p < 0.001), whereas the indirect effect through moral resilience was non-significant (β = 0.003, 95% CI [-0.005, 0.014]).
CONCLUSION
Professional values appear to play an important role in promoting professional competence among critical care nurses, whereas moral resilience did not mediate this relationship. Strengthening ethics-based education and professional value development may enhance competence in critical care practice.
RELEVANCE TO CLINICAL PRACTICE
Nurse educators and managers should prioritize the integration of professional values into nursing curricula, continuing professional development and clinical practice to strengthen professional competence among critical care nurses. Because moral resilience was not associated with competence, resilience-supporting initiatives may be directed primarily at nurses' well-being and retention rather than competence.
Shaimaa Mohamed Amin, Heba Emad El Gazar, M. Zoromba et al.· Nursing Critical Care· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
