Abstract
Introduction: Given the significance of hope in psychological well-being and the role of moral competence in managing professional challenges, this study aimed to investigate the relationship between hope and moral competence in undergraduate students of Tabriz University of Medical Sciences.
Methods: In this descriptive correlational study, 438 undergraduate students of different fields at Tabriz University of Medical Sciences completed the individual and social profile form, Moral Competency Inventory (MCI), Oxford Happiness Questionnaire (OHQ), and Trait Hope Scale using stratified sampling. The data were analyzed using descriptive statistics, Pearson correlation, and multiple linear regression tests.
Results: The mean (SD) of agency and pathways dimensions of hope was 23.00 (5.11) and 23.15 (5.08), respectively, in the range of 4 to 32. The mean moral competence score was 73.43 (SD=8.37), ranging from 20 to 100, while the mean happiness score was 34.01 (SD=6.14) on a scale of 8 to 48. There were positive and significant relationships between agency and pathways dimensions of hope and ten moral competencies (P<0.01); between agency and happiness (r=0.496, P<0.01); and between pathways and happiness (r=0.484, P<0.01). More moral competence and happiness are related to higher agency and pathways. Younger age and education in nursing school are linked to higher pathways and studying in nursing, health, and rehabilitation faculties is related to higher agencies.
Conclusion: More hopeful students are more likely to pursue competencies, and more morally competent students have better reasons to feel hopeful in moral dilemmas. Since competencies are learnable, universities should emphasize moral competence training.