Health, Spirituality and Medical Ethics

219
January 2022. Volume 8. Number 4
Nadia Shabib Asl1 , Morteza Ghorbani2 , Omid Mirzaei Fandakht3* , Shiva Alinaghi Lou4
1. Department of General Psychology, Faculty of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran.
2. Department of Personality Psychology, Faculty of Psychology, Electronics Branch, Islamic Azad University, Tehran, Iran.
3. Department of Educational Psychology, Faculty of Psychology, Allameh Tabatabai University, Tehran, Iran.
4. Department of Clinical Psychology, Faculty of Psychology, Shahed University, Tehran, Iran.
* Corresponding Author:
Omid Mirzaei Fandakht, PhD.
Address: Department of Educational Psychology, Faculty of Psychology, Allameh Tabatabai University, Tehran, Iran.
Phone: +98 (915) 3616597
E-mail: omid.mirzaei.r.1395@gmail.com
Research Paper
Moral Intelligence of Nursing Students During Covid-19
Pandemic: The Role of Demographic Characteristics
Background and Objectives: Identifying moral intelligence is a fundamental change and need
in nursing because becoming a good nurse depends not only on theoretical knowledge and clinical
skills but also on the development of moral experiences in the application of moral knowledge
and responsibility. Therefore, this study aimed to investigate the level of moral intelligence of
nursing students during coronation and the role of demographic characteristics.
Methods: The present study was a descriptive correlational study. The statistical population of
this study was all students of the Faculty of Nursing and Midwifery in Ghaen city in the academic
year 2020-2021, which was selected using the available sampling method and using the Krejcie
and Morgan table The sample size was estimated to be 180 people and they answered the
demographic information and Lennick and Kiel’s Moral Intelligence Standard Questionnaires
online through social networks. Mean, standard deviation, and one-sample t-test, multivariate
analysis of variance was used to analyze the data using SPSS software v. 25.
Results: The results showed that the moral intelligence of nursing and midwifery students was
at a high level. There was no significant difference between the components (honesty, P=0.762),
(responsibility, P=0.952), (compassion, P=0.318), (forgiveness, P=0.469) of moral intelligence
of male and female students (P<0.05), but there was a significant difference between students’
moral intelligence in terms of marriage and age (P<0.01).
Conclusion: The results of the study require more attention from managers and health planners
in the field of moral intelligence because it can help them in ensuring the health of their patients.
A B S T R A C T
Keywords:
Moral intelligence, Students,
Corona, Moral
Please cite this article as Shabib Asl N, Ghorbani M, Mirzaei Fandakht O, Alinaghi Lou S. Moral Intelligence of Nursing
Students During Covid-19 Pandemic: The Role of Demographic Characteristics. Health, Spirituality and Medical Ethics
Journal. 2022; 8(4):219-226. http://dx.doi.org/10.32598/hsmej.8.4.3
: http://dx.doi.org/10.32598/hsmej.8.4.3
Use your device to scan
and read the article online
Article info:
Received: 10 Sep 2021
Accepted: 25 Nov 2021
Publish: 01 Jan 2022
220
January 2022. Volume 8. Number 4
Introduction
raining competent and capable nurses with
moral competence and desirable profession
is one of the main goals of nursing education
[1]. Students working in clinical education
settings, in addition to clinical competencies,
must also have appropriate mental
and emotional characteristics and desirable moral values
[2]. The study of moral intelligence is one of the categories
that can be a good test to measure the moral ability of
nurses, because moral intelligence is the ability to understand
correctly, to have strong moral beliefs, and to practice
them, the possession of which will lead to the constant
coordination of actions with beliefs and values [3].
The ability of individuals to place superior criteria that
affect effectiveness at the center of individual reactions
is called moral intelligence [4]. Lennick and Kiel believe
that moral intelligence includes four main dimensions,
including honesty (creating harmony between beliefs
and actions of individuals), responsibility (accepting actions
and their consequences and mistakes and failures),
forgiveness (knowing the faults and mistakes and forgiving
oneself and others) and compassion (paying attention
to others) [5] and ten sub-categories, including
continuous behavior towards the principles, values, and
beliefs of truthfulness, standing for the right, keeping the
promise, taking responsibility for personal decisions, admitting
mistakes and failures, accepting responsibility to
serve others, caring for others (kindness), understanding
the ability to forgive one’s own mistakes, and the ability
to forgive the mistakes of others [6].
The role and position of moral intelligence and its importance
in softening and improving interpersonal relationships
and social relations, and especially in jobs related to
the field of medical sciences and nursing that deal directly
with people and their lives, have more appearance [7].
Nurses who have high moral intelligence can recognize
the suffering of others, control cruelty and temptation, listen
impartially, accept differences and realize various human
values, reject immoral choices, empathize, fight injustice,
understand others, and treat them with respect [8].
Regarding the level of students’ moral intelligence and
demographic factors, different results have been reported;
for example, Raisi et al. showed that the mean of total
moral intelligence of nursing and midwifery students in
Qom was moderately high and there was a statistically
significant relationship between age, gender, marriage,
and moral intelligence [9]. Another study showed that
there was no significant difference between the mean
scores of moral intelligence of medical and nursing
students of Mashhad Azad University in terms of age,
gender, and marriage [10]. The results of Rafatinejad et
al. showed that the moral intelligence indices of medical
students of Tehran University of Medical Sciences were
not satisfactory and the results of the correlation test indicated
a positive and significant relationship between
age and moral intelligence [11]. In this regard, Saied et
al. showed that the moral intelligence of most nurses was
moderate. There was also a statistically significant relationship
between gender and moral intelligence of intensive
care unit nurses, but there was no statistically significant
relationship between age and marital status [12].
With the outbreak of COVID-19, various crises occurred
in different parts of the world, affecting different
aspects of all human life [13]. One of the most important
groups was students who faced a lot of anxiety and tension
[14]. Given the severe moral dilemmas posed by the COVID-
19 outbreak and related care, it is important to examine
and analyze these moral tensions and dilemmas [15].
Among these, the performance of nursing and midwifery
students is of special importance due to their human nature
and professional ethics [9], because their moral performance
plays an important role in the quality of care
provided, patients’ recovery, and also, achieving goals.
Therefore, paying attention to the dimension of moral intelligence
in nursing and midwifery students as an ethical
guide for their performance is of particular importance
and can be important in their attitudes and views towards
the observance of ethical standards in their performance
[16]. On the other hand, studies that have examined the
psychological effects of the emerging phenomenon of
COVID-19 and the type of psychological services are few
and limited, and this is one of the innovative aspects of
the present study. Therefore, this study aimed to investigate
the level of moral intelligence of nursing students at
the time of COVID-19 and also the role of demographic
characteristics (age, gender, and marital status).
Method
The present study was a descriptive correlational study.
The statistical population of this study was all students of
the Faculty of Nursing and Midwifery in Ghaen city in
the academic year 2020-2021. Using the available sampling
method and using the Krejcie and Morgan table
[17], 180 students were selected and completed the questionnaires
online. Inclusion criteria included interest in
participating in research and studying at the undergraduate
level, and exclusion criteria included refraining from
continuing cooperation and incomplete completion of
T
Shabib Asl N, etal. Moral Intelligence of Nursing Students during COVID-19. Health Spiritual Med Ethics J. 2022; 8(4):219-226
221
January 2022. Volume 8. Number 4
questionnaires. The researcher used the following questionnaires
to collect information:
Demographic information questionnaire
This questionnaire assessed age, gender, and marital
status.
Moral Intelligence Questionnaire
In 2007, Lennick and Kiel designed the Moral Intelligence
Questionnaire, which consists of 40 closed-ended
questions on a five-point Likert scale (never, rarely,
sometimes, often, and always) that are given a score of
1, 2, 3, 4 and 5, respectively. This questionnaire measures
moral intelligence in four main components of
honesty, responsibility, compassion, and forgiveness.
In this questionnaire, each respondent receives a total
score of at least 40 and at most 200. In the end, the
scores 90 to 100 indicate excellent, 80 to 89 very good,
70 to 79 good, and 69 and poor moral intelligence. In
the study by Lennick and Kiel, the optimal content
validity coefficient and reliability coefficient by Cronbach’s
alpha method was 0.84 [3]. In Iran, Siadat et al.
confirmed the validity of the scale by four-component
factor analysis. The results of factor analysis of moral
intelligence components showed honesty with a factor
load of 0.64, responsibility 0.81, compassion 0.84, and
forgiveness 0.83 with 80% subscription, and the total
reliability of this test was obtained using Cronbach’s
alpha coefficient of 0.94 [18].
In this study, the principles and rules of ethics in the
research, including informed consent, privacy, the anonymity
of respondents, and confidentiality of information
about the subjects were observed. Also, for analysis
of data, mean, standard deviation and after examining
statistical assumptions, one-sample t-test, multivariate
analysis of variance at the significance level of α=0.01
were used using SPSS software v. 25.
Results
Based on the results obtained, out of 180 people in the
study, 62 people were 19 years old (34.5%), 49 people
were 20 years old (27.2%), 32 people were 21 years old
(17.8%), 27 people were 22 years old (15 %), and 10
people were 23 years old (5.5%). Also, 102 cases were
female (56.7%) 78 were male (43.3%), 116 were single
(65.5%), and 64 were married (34.5%).
A one-sample t-test was used to assess the moral intelligence
of nursing students. Based on this test, the mean
scores obtained were compared with the theoretical mean
(mean value 3). Mean scores that are significantly higher
than the mean value of 3 are considered as high moral
intelligence and mean scores that are significantly lower
than this value are considered as low moral intelligence.
Scores that do not differ significantly from the mean value
of 3 are considered moderate moral intelligence. Based
on the results obtained from Table 1, the mean score of
moral intelligence was higher than the mean value of 3;
thus, it was concluded that the moral intelligence of nursing
and midwifery students was at a high level.
Multivariate analysis of variance was used to compare
moral intelligence according to gender, age, and marital
status. Before performing the analysis, the assumption
of normality was examined using the Kolmogorov-
Smirnov test, the homogeneity of the covariance matrix
was examined using the Mbox test, and the homogeneity
of the variance of the dependent variables was examined
using the Luben test, which due to the lack of violation
of the aforementioned assumptions, the use of multivariate
analysis of variance is permitted (Table 2).
According to the results presented in Table 3, the obtained
F value was not significant for any of the components
of moral intelligence (P<0.05) and there was no
significant difference between the moral intelligence of
male and female students.
Table 1. Results of one-sample t-test to evaluate the level of moral intelligence of nursing students
Level of Moral Intelligence Theoretical Mean Observed Mean t P
Honesty 3 3.53 5.608 0.001
Responsibility 3 3.69 12.687 0.001
Compassion 3 3.91 16.789 0.001
Forgiveness 3 3.58 11.110 0.001
Overall moral intelligence score 3 3.68 15.862 0.001
Shabib Asl N, etal. Moral Intelligence of Nursing Students during COVID-19. Health Spiritual Med Ethics J. 2022; 8(4):219-226
222
January 2022. Volume 8. Number 4
According to the results presented in Table 4, the value
of F obtained was significant for all components of
moral intelligence at the alpha level of 0.01 (P<0.01).
Therefore, it is concluded that there was a significant
difference between the moral intelligence of single and
married students. Comparing the mean scores of the two
groups, it is concluded that the moral intelligence of
married students was higher than single people.
According to the results presented in Table 5, the value
of F obtained was significant for each of the components
of moral intelligence (P<0.01) and there was a significant
difference between the moral intelligence of students
of different ages.
Discussion
This study aimed to investigate the level of moral intelligence
of nursing students during the outbreak of COVID-
19 and also the role of demographic characteristics
(age, gender, and marital status). The results showed
that the mean scores of moral intelligence were higher
than the average; thus, it can be concluded that the moral
intelligence of nursing and midwifery students was at a
high level. The obtained result is in line with the results
of previous studies in this field [9, 10]. As an example,
Raisi et al. showed that the mean of moral intelligence
of nursing and midwifery students of Qom University
of Medical Sciences was moderately high [9]. Bayattork
et al. showed that the moral intelligence score of medical
and nursing students of Islamic Azad University of
Mashhad was at a good level [10]; however, it is inconsistent
with the results of Rafatinejad et al. and Saied et
al. [11, 12]. Rafatinejad et al. showed that the moral intel-
Table 3. Inter-subject effects test to compare the components of moral intelligence of male and female students
Variables Source Total Squares Degree of Freedom Mean Squares F P
Honesty
Intergroup 0.144 1 0.144
0.092 0.762
Error 270.834 173 1.566
Responsibility
Intergroup 0.002 1 0.002
0.004 0.952
Error 90.673 173 0.524
Compassion
Intergroup 0.514 1 0.514
1.005 0.318
Error 88.445 173 0.511
Forgiveness
Intergroup 0.250 1 0.250
0.527 0.469
Error 81.876 173 0.473
Table 2. The statistical description of moral intelligence scores by gender, age, and marriage
Demographic
Variables
Mean±SD
MANOVA
Honesty Responsibility Compassion Forgiveness Moral Intelligence
Gender
Girl 3.55±1.012 3.69±0.704 3.86±0.634 3.61±0.705 3.68±0.521 Wilks' lambda=0.989
F=0.472
Boy 3.50±1.497 3.70±0.748 3.97±0.805 3.53±0.667 3.67±0.617 P<0.001
Marital
status
Married 3.89±0.957 3.92±0.801 4.12±0.639 3.81±0.675 3.94±0.467 Wilks' lambda=0.882
F=5.667
Single 3.34±1.339 3.57±0.651 3.80±0.730 3.46±0.666 3.54±0.565 P<0.001
Age (y)
19 3.53±1.082 3.63±0.620 4.0±0.843 3.59±0.814 3.69±0.598
Wilks' lambda=0.927
F=6.797
P<0.001
20 3.61±1.715 3.70±0.663 3.82±0.728 3.57±0.567 3.67±0.606
21 3.47±0.922 3.85±0.767 3.82±0.566 3.73±0.540 3.72±0.416
22 3.61±1.026 3.56±0.861 3.96±0.521 3.43±0.751 3.64±0.531
23 3.12±1.016 3.86±1.024 3.89±0.657 3.47±0.651 3.58±0.692
Shabib Asl N, etal. Moral Intelligence of Nursing Students during COVID-19. Health Spiritual Med Ethics J. 2022; 8(4):219-226
223
January 2022. Volume 8. Number 4
ligence indices of medical students of Tehran University
of Medical Sciences were not satisfactory [11]. In this
regard, Saied et al. showed that the moral intelligence of
most nurses was moderate [12]. Moral intelligence that
people acquire gradually and in the face of the environment
can be an important criterion in recognizing the
correct moral actions, and it can be said that people with
higher moral intelligence are less likely to make moral
mistakes and also more effective with moral challenges.
This ability is especially important in supportive professions,
including nurses who deal with people and their
lives, and will be directly reflected in their actions [19].
The results showed that there was a significant difference
between the moral intelligence of students of different
ages. The above finding is consistent with the other
studies [16, 20]. Mohammadi et al. showed that there is
a significant positive relationship between moral intelligence
and nurses’ age [16]. Also, Arasteh et al. [20]
reported a positive and significant relationship between
age and moral intelligence. However, it is inconsistent
with the results of Saied et al.who showed that there was
no statistically significant relationship between age and
moral intelligence of intensive care unit nurses [12]. It
can be said that moral intelligence changes during the
life of individuals. Considering that moral intelligence
is based on principles, values, and beliefs, the more mature
the values and beliefs of individuals, the higher the
moral intelligence will be. This maturity will also be
achieved in the path of increasing age [11].
The results showed that there was a significant difference
between the moral intelligence of single and
married students. Comparing the mean scores of the
two groups showed that the moral intelligence of married
people was higher than single people. These findings
are in line with the results of previous studies in
this field. Amini and Rahimi’s study on engineering
students showed that there was a significant difference
between students’ moral intelligence in terms of marital
status [21]. Also, in another study, it was shown that
there was a statistically significant relationship between
students’ moral intelligence and marriage [9]. Jahanian
et al. showed that the level of moral intelligence of married
students was higher than single students [22]. On
the other hand, the obtained results are inconsistent with
Table 4. Inter-subject effects test to compare the components of moral intelligence of single and married students
Variables Source Total Squares Degree of Freedom Mean Squares F P
Honesty
Intergroup 11.840 1 11.840
7.904 0.006
Error 259.138 173 1.498
Responsibility
Intergroup 4.764 1 4.764
9.593 0.002
Error 85.910 173 0.497
Compassion
Intergroup 4.017 1 4.017
8.181 0.005
Error 84.941 173 0.491
Forgiveness
Intergroup 4.676 1 4.676
10.445 0.001
Error 77.450 173 0.448
Table 5. Inter-subject effects test to compare the components of moral intelligence of students of different ages
Variables Source Total Squares Degree of Freedom Mean Squares F P
Honesty
Intergroup 2.403 4 10.080
6.380 0.01
Error 268.575 170 1.580
Responsibility
Intergroup 1.760 4 3.577
6.841
0.01
Error 88.914 170 0.523 0.01
Compassion
Intergroup 1.186 4 3.908
7.574
0.01
Error 87.772 170 0.516 0.01
Forgiveness
Intergroup 1.362 4 3.190
6.717 0.01
Error 80.764 170 0.475
Shabib Asl N, etal. Moral Intelligence of Nursing Students during COVID-19. Health Spiritual Med Ethics J. 2022; 8(4):219-226
224
January 2022. Volume 8. Number 4
the results of Wimalarisi who concluded that the level of
education and gender do not affect the moral intelligence
of individuals [23]. In explaining this finding, Borba et
al. believe that moral growth is an evolving process in
people’s lives [19]. Also, given that moral intelligence
is a heterogeneous issue that is affected by several variables,
undoubtedly many hereditary, psychological and
social factors play a role in its occurrence and aggravation,
and this has led to differences in the relationship
between demographic characteristics, including morally
intelligent marriage to be observed. The results showed
that there was no significant difference between the moral
intelligence of male and female students.
Consistent with this result, Raisi et al. showed that there
was no significant relationship between demographic
variables, such as gender and the level of moral intelligence
of faculty members and staff of the University of
Medical Sciences; however, it is inconsistent with the results
of previous studies [9, 22], which found that there
was a statistically significant relationship between age
and students’ moral intelligence [24]. Also, Rucinski and
Bauch, in their study concluded that the levels of moral
intelligence between men and women are significantly
different, which is inconsistent with our findings [25]. In
explaining the obtained result, it can be said that moral
intelligence is acquired and can be acquired by both genders;
therefore, it can be said that the dimensions of moral
intelligence are more influenced by personality traits [26].
Student life is an exciting and challenging time for
students. During this course, all students, especially students
of the Department of Nursing and Midwifery, due
to facing more stressors, such as the weight of courses,
long duration of the study, and the need for proper adaptation,
should have more mental health and self-reliance
to be able to achieve greater success in education
and, ultimately, in their profession. Also, the challenges
of student life, such as COVID-19, can provide them
with sources of stress and endanger their health, and researching
such circumstances is one of the strengths and
innovative aspects of the present study.
The limitations of this research include self-reporting
of research tools and lack of appropriate and coordinated
access to conduct research work. Also, another
limitation of the present study was the lack of relevant
studies and duration of the study, which is suggested to
study the role of these two factors in future studies. Also,
because moral intelligence is an acquired ability and can
be developed; the relevant universities and educational
institutions, while strengthening the current situation,
should pay special attention to the education and promotion
of students’ moral intelligence using incentive
methods to preserve moral values, as well as holding
conferences and courses. It is suggested that future studies
be conducted to strengthen the results and further
generalizability with the approach of structural equations
(the moderating role of demographic variables) in
different student groups.
Conclusion
Nursing and midwifery students during COVID-19
had higher than average moral intelligence, which can be
effective in maintaining their health. This attracts more
attention from managers and planners because students,
as the future workforce with high dimensions of moral
intelligence, play an effective role in building a moral
and healthy society.
Ethical Considerations
Compliance with ethical guidelines
This research has the ethics code IR.BUMS.
REC.1399.426 from the research ethics committee of
Birjand University of Medical Sciences.
Funding
This research was done with the spiritual support of
Payame Noor University of Hajiabad, South Khorasan.
Authors' contributions
Methodology: Nadia Shabib Asl, Writing – original
draft: Morteza Ghorbani; Conceptualization and Supervision:
Omid Mirzaei Fandakht; Data collection and
Data analysis: Shiva Alinaghi Lou.
Conflict of interest
The authors state that there are no conflicts of interests
in this study.
Acknowledgments
The researchers would like to thank all those who have
helped us in this research.
Shabib Asl N, etal. Moral Intelligence of Nursing Students during COVID-19. Health Spiritual Med Ethics J. 2022; 8(4):219-226
225
January 2022. Volume 8. Number 4
References
[1] Arshiha MS, Talari KL, Noghani F, Sedghi Goyaghaj N, Taghavi
Larijani T. [The relationship between moral intelligence
and communication skills among nursing students (Persian)].
Iran J Med Ethics History Med. 2016; 9(3):44-54. http://ijme.
tums.ac.ir/article-1-5820-en.html
[2] Pourteimour S, Jamshidi H. [Investigation of relationship
between moral intelligence and clinical self-efficacy among
nursing students of School of Nursing and Midwifery in Urmia,
Iran, in 2019 (Persian)]. Pajouhan Sci J. 2021; 19(2):26-34.
http://psj.umsha.ac.ir/article-1-664-en.html
[3] Lennick D, Kiel F. Moral intelligence: Enhancing business
performance and leadership success. Pennsylvania: Wharton
School; 2007. https://www.google.com/books/edition/
Moral_Intelligence/3_JpOX9nF0MC?hl=en&gbpv=0
[4] Yousefi P, Heshmati H. Moral intelligence and its position
in nursing profession. DSME. 2015; 2(2):65-73. http://dsme.
hums.ac.ir/article-1-113-fa.html
[5] khashei S, ziaeirad M. The relationship between moral intelligence
and clinical competence of nursing students in the internship
course. Nurs Midwifery J. 2021; 19 (6):437-48. http://
unmf.umsu.ac.ir/article-1-4209-fa.html
[6] Lennick D, Kiel F. Moral intelligence for successful leadership.
Lead Lead. 2006; 2006(40):13-6. [DOI:10.1002/ltl.172]
[7] Amini M, Rahimi H, Godali H, Montazer M. [A study the
status of moral intelligence in nurses across Kashan hospitals
in 2015 (Persian)]. Educ Ethics Nurs. 2015; 4(1):59-66. http://
ethic.jums.ac.ir/article-1-282-fa.html
[8] Mosadeghrad A M, Tajvar M, Janbabai G, Parsaiian M, Babaey
F, Eslambolchi L. Effect of Iran's normal delivery promotion
plan on the cesarean delivery rates: An interrupted time series
study. Journal of Hayat. 2020; 26 (2) :144-162. https://hayat.
tums.ac.ir/browse.php?a_id=3509&sid=1&slc_lang=en.
[9] Raisi M, Ahmari Tehran H, Bakouei S, Jafarbegloo E,
Momenuan S, Abedini Z. [Evaluation of moral intelligence in
nursing and midwifery students of Qom University of Medical
Sciences (Persian)]. J Educ Ethics Nurs. 2016; 5(3):9-16.
[DOI:10.52547/ethicnurs.5.3.3]
[10] Bayattork R, Alikhah A, Alitaneh F, Mostafavian Z, Farajpour
A. [Moral intelligence and its relative demographic factors
in medical and nursing students studying at Islamic Azad
University of Mashhad (Persian)]. Iran J Med Ethics Hist Med.
2018; 11(1):353-64. http://ijme.tums.ac.ir/article-1-6072-en.html
[11] Rafati S, Reje N, Ahmadi Vash T, Davati A. [A study of
ethical intelligence of medical students (Persian)]. Med Ethics.
2014; 8(27):71-91. [DOI:10.22037/mej.v8i27.5848]
[12] Saied Y, Afaghi E, Tabanejad Z, Najafloo M. [The relationship
between moral intelligence and demographic characteristics
of nurses in the intensive care units (Persian)]. Mil Caring
Sci J. 2018; 4(4):281-7. [DOI:10.29252/mcs.4.4.281]
[13] Wenham C, Smith J, Morgan R. COVID-19: The gendered
impacts of the outbreak. Lancet. 2020; 395(10227):846-8.
[DOI:10.1016/S0140-6736(20)30526-2]
[14] Viner RM, Russell SJ, Croker H, Packer J, Ward J, Stansfield
C, et al. School closure and management practices during
coronavirus outbreaks including COVID-19: A rapid systematic
review. Lancet Child Adolesc Health. 2020; 4(5):397-404.
[DOI:10.1016/S2352-4642(20)30095-X]
[15] Davoudi M, Heydari A. [Ethical challenges experienced by
nurses providing care to patients with Covid -19 (Persian)]. J
Educ Ethics Nurs. 2021; 10(1-2):43-53. http://ethic.jums.ac.ir/
article-1-556-en.html
[16] Mohammadi S, Nakhaei N, Borhani F, Roshanzadeh M.
[Moral intelligence in nursing: A cross-sectional study in East
of Iran (Persian)]. Iran J Med Ethics Hist Med. 2013; 6(5):57-66.
http://ijme.tums.ac.ir/article-1-5211-en.html
[17] Krejcie RV, Morgan DW. Determining sample size for research
activities. Educ Psychol Meas. 1970; 30(3):607-10. [DOI
:10.1177/001316447003000308]
[18] Siadat S, kazemi I, Mokhtaripour M. [Relationship between
moral intelligence and the team leadership in administrators
from faculty members’ point of view at the Medical Sciences
University of Isfahan 2008-2009 (Persian)]. J Health Adm.
2009; 12(36):61-9. http://jha.iums.ac.ir/article-1-425-en.html
[19] Borba M. Building moral intelligence: The seven essential
virtues that teach kids to do the right thing. New York: Wiley.
2001. https://www.google.com/books/edition/Building_
Moral_Intelligence/WE7uAAAAMAAJ?hl=en
[20] Arasteh H, Azizi Shamami M, Jafari-Rad A, Mohammadi
Jozani Z. [A study of ethical intelligence of students (Persian)].
Strategy Cult. 2010; 3(10-11):201-14. http://www.jsfc.
ir/article_44082.html?lang=en
[21] Amini M, Rahimi H. [A survey on moral intelligence in engineering
college at the University of Kashan (Persian)]. Iran
J Eng Educ. 2015; 17(66):1-16. [DOI:10.22047/IJEE.2015.9660]
[22] Jahanian R, Saei I, Tiba M. [Examining moral intelligence
and its aspects and variables in university students (case of
study: Khwarizmi University Students) (Persian)]. J Behav
Sci. 2013; 5(15):55-72. https://www.sid.ir/en/journal/View-
Paper.aspx?ID=412697
[23] Wimalasiri JS. Moral reasoning capacity of management
students and practitioners: An empirical study in Australia.
J Manage Psychol. 2001; 66(8):614-34. [DOI:10.1108/
EUM0000000006303]
[24] Bahrami M A, Asami M, Fatehpanah A, Dehghani Tafti
A, Ahmadi Tehrani G. Moral intelligence status of the faculty
members and staff of the Shahid Sadoughi University of
Medical Sciences of Yazd. ijme. 2012; 5 (6):81-95. http://ijme.
tums.ac.ir/article-1-95-en.html
[25] Rucinski DA, Bauch PA. Reflective, ethical, and moral
constructs in educational leadership preparation: Effects on
graduates’ practices. J Educ Adm. 2006; 44(5):487-508. [DOI:1
0.1108/09578230610683778]
[26] Azar K, Samari E. [Moral intelligence status and its determinants
in high school teachers (Persian)]. J Bioeth. 2017;
7(26):43-9. https://www.sid.ir/fa/journal/ViewPaper.
aspx?id=349583
Shabib Asl N, etal. Moral Intelligence of Nursing Students during COVID-19. Health Spiritual Med Ethics J. 2022; 8(4):219-226
This Page Intentionally Left Blank