Islamic Ethics in Nursing: A Scoping Review of Clinical Fiqh Principles and Practice.

Introduction: Clinical Fiqh, an application of Islamic jurisprudence in healthcare, is essential in guiding nursing practice, particularly in ensuring ethical decision-making and holistic patient care. Despite its importance, there is limited research assessing nursing students’ knowledge, attitudes, and practices (KAP) regarding Clinical Fiqh principles. Objective: This scoping review examines existing literature on the integration of Clinical Fiqh principles in nursing education and practice. Methodology: A systematic search was conducted using Scopus, PubMed, ProQuest, and SpringerLink databases. The review adhered to the PRISMA guidelines, selecting studies published between 2015 and 2024. Inclusion criteria focused on articles discussing Clinical Fiqh in nursing education and students’ knowledge, attitudes, and practices (KAP) related to Islamic jurisprudence in healthcare. Studies not available in full text or unrelated to the research objectives were excluded. Results: Seventeen articles were identified for analysis, revealing key themes aligned with the knowledge, attitudes, and practices (KAP) framework, offering insights into students’ understanding of Clinical Fiqh principles, their perceived importance, and application challenges in clinical settings. Findings indicate that while nursing students recognise the importance of Clinical Fiqh principles, gaps remain in their formal education, affecting their ability to apply them in clinical settings. Structured educational interventions, experiential learning, and competency-based assessments were suggested to enhance integration into nursing curricula. Conclusion: This review highlights the need for a structured approach to incorporating Clinical Fiqh into nursing education, ensuring culturally competent and ethically sound care. Future research should focus on developing standardised curricula, assessing the impact of Clinical Fiqh education on clinical competencies, and bridging the knowledge-practice gaps.