Integrating Clinical Fiqh into Nursing Education: A Scoping Review on Student Satisfaction and Ethical Nursing Practice.

Introduction: Integrating Clinical Fiqh into nursing education is a novel approach that aligns nursing practice with Islamic ethical and legal principles. However, student satisfaction with this curriculum remains unexplored, particularly in the context of preparing culturally competent nurses. This scoping review examines the available literature on integrating Clinical Fiqh in nursing education and evaluates student satisfaction with its inclusion. Objective: This scoping review aims to explore nursing students’ satisfaction with the integration of Clinical Fiqh in their curriculum and identify the influencing factors that impact their learning experiences. It seeks to assess how this integration contributes to professional and ethical competencies in nursing practice. Methodology: A systematic search was conducted using Scopus, SpringerLink, and PubMed databases to identify relevant studies published between 2019 and 2024. The review followed the PRISMA framework, applying inclusion criteria such as peer-reviewed articles in English and studies focusing on Islamic ethics in healthcare education. The Joanna Briggs Institute (JBI) Critical Appraisal Tool was used to evaluate the validity and reliability of selected studies. Results: The findings highlight limited literature on Clinical Fiqh integration in nursing curricula. Preliminary evidence suggests that students value its inclusion for fostering ethical decision-making, cultural competency, and patient-centred care. However, challenges such as teaching methods, faculty expertise, availability of learning resources, and clinical practice integration influence overall satisfaction levels. The review also identifies gaps in research regarding the long-term impact of Clinical Fiqh education on nursing practice. Conclusion: This review underscores the significance of incorporating Clinical Fiqh in nursing education to enhance ethical and culturally sensitive care. The findings contribute to the ongoing discourse on religious ethics in healthcare and provide insights for improving curriculum design. Future studies should explore longitudinal impacts and comparative assessments across institutions to strengthen evidence-based recommendations for Islamic nursing education.