Comparative study of the impact of professional ethics education using lecture and multimedia software on knowledge of nursing students (original) (raw)
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Nurses are the largest group of service providers in the health system and need to be knowledgeable about moral language and be familiar with some related concepts. There are studies on lack of adequate knowledge of nursing students concerning professional ethics and education. Therefore, the aim of this research was to determine the effect of educational on the knowledge of nursing students in the field of professional ethics by using two methods which include group discussion and multimedia software. This is a quasi-experimental study with two groups of before and after. The sample is composed of nursing students in 6 and 8 terms in the School of Nursing and Midwifery, Bushehr University of Medical Sciences, who were trained in the form of multimedia and discussion groups. First, all the students were divided into two groups registering for the study and they were entered into two groups randomly, and number of the subjects in each group was 30. The tests were performed during three-step test which includes, before training, immediately after training and four weeks after training using the researcher made questionnaire on nursing ethics after the validity and reliability confirmation. Data was analyzed using the t-test and variance analysis by SPSS version 20 software. The mean score of knowledge was obtained in the multimedia as 11.23 and group discussion as 11.36, respectively. The difference between the two groups was significant and the discussion group had higher scores. No significant difference was observed between gender, education level, and interest in the field and the knowledge. The findings suggest significant differences in the mean scores of pre-test and post-test in the group discussion (p=0.008), and also post-test of discussion and multimedia groups (p=0.005), respectively. Although, moral education for both discussion and multimedia groups was effective in increasing the student learning of nursing professional ethics, this amount in the discussion group was more than that in the multimedia method. However, it seems that ethics education in nursing school is a requirement for a nursing moral growth. Therefore, both methods, especially group discussion method, can be used to teach professional ethics of nursing.
Journal of Nursing Education and Practice, 2016
Background: Innovations and technology, scarce resources and conflicting values have set expectations for nurses' ethical competence. Daily ethical issues in nursing practice attract little attention but can create stress for nurses. The aim of the study is to examine the effect of teaching program regarding ethical issues on nurses' knowledge, ethical behavior, frequency and degree of ethical stress. Subjects and methods: The study was conducted among staff nurses working at Mansoura Emergency Hospital which provides a wide spectrum of health services at Delta Region by using A Quasi-experimental design. Three tools were used for data collection namely: Ethical Issues Knowledge Questionnaire, Observational checklist for Ethical Behavior and Ethical Issues Stress scale. Results: The study findings conclude that there was a strong correlation between Knowledge of Nursing ethics and Ethical behavior after the teaching program. In addition strong correlation found between the Knowledge and frequency of ethical stress in post test. Conclusion & recommendations: Ethical issues teaching program has positive influence in improving their knowledge, reduction in the frequency and degree of stress. It is recommended that ethics training cannot take place just once in a training room, but needs ongoing support at all levels of the organization. The training should include what ethics is, along with actual examples of relevant situations, and how to explore an ethical dilemma through interacting with others.
DOAJ (DOAJ: Directory of Open Access Journals), 2018
Background: Extensive and rapid changes due to the emergence of new needs in healthcare centers have made nurses face a variety of ethical issues everyday. Nursing undergraduate graduates are expected to revise nursing care in the health system in accordance with ethical principles with their vision and ability. Obviously, the nursing education system plays a key role in shaping this process. One of the requirements of ethical skills training is the presence of a coherent and up-to-date curriculum in professional nursing ethics. The aim of this study was comparing the curriculums of professional ethics in the nursing undergraduate program in the top ten nursing schools of the world and Iran and providing suggested strategies for improving professional ethics in nursing based on community culture. Methods: This study was conducted with the help of Bereday's four-step method of comparative analysis (description-interpretation-juxtaposition-comparison). The QS World University Rankings by Subject 2016 was employed to identify and select the top 10 nursing schools. The data collection tool was a researcher-made framework based on the curriculum components that was prepared and reviewed with the help of the supervisor and counselor professors. Content validity method was used to determine the validity of the data collection tool in this study Results: According to the findings, the educational strategies used to support learner's experience of learning in the selected premier nursing schools were integration (9 faculties), student-centered (2 faculties), community-centered (7 faculties), outcome-based, problem solving, and learning methods based on the needs of the community. In addition to assessing the knowledge of students through multiple-choice and written tests, their skills were also assessed by essay writing, practical work in the lab, case study, poster presentation, reflection, portfolio, continuous examination of practical skills, classroom activities, and objective structured clinical examination (OSCE). Conclusion: According to the results of this study, it is recommended to determine appropriate educational outcomes of the professional ethics curriculum according to the professional values, Islamic teachings and culture, and community needs; and to revise and tailor the content, manner of presentation, and method of education and assessment according to the identified outcomes.
Reme, 2019
Objective: to analyze the planning of teaching of professional ethics in political projects of courses of technical level education in Nursing in the city of Curitiba-PR. Method: a documentary analysis of a Kloh adapted instrument prepared in 2016. Data collection and analysis took place in January 2018. Results: the analyzed documents allow us to identify similarities focusing on the autonomy of the student in training, consideration by the law of professional practice, weaknesses in the evaluation and divergences, task-based competency training, teacher profile, organization of curriculum content, document availability. Conclusion: despite the weaknesses and divergences, the political projects favor the ethical formation of the technical Nursing professional, and their evaluation encourages reflection and enables the construction of documents that support the training in the area.
Education Strategies in Medical Sciences, 2015
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Nursing Ethics, 2014
Aims: To review the literature on perceptions of nursing students and/or educators on the contribution of ethics education to ethical competence in nursing students. Background: Nurses do not always demonstrate the competencies necessary to engage in ethical practice. Educators continue to debate about the best ways to teach ethics to nurses so that they can develop ethical competencies. Data sources: MEDLINE, Embase, CINAHL, PsycINFO, and Web of Science. Review methods: A total of 15 articles with a quantitative, qualitative, or mixed-methods design published between January 1992 and March 2012 were analyzed. Results: According to students and educators, ethics education increases ethical perception of nursing students and the development of reflective and analytical skills. However, its contribution to the development of ethical behavior was barely mentioned. The accounts of students and educators revealed essential features of effective ethics education: active involvement of students in case study discussions and use of ethical frameworks. The use of activating educational strategies requires a safe learning environment where students can openly reflect on values at stake in their care practice. Conclusion: A better understanding of how students learn to develop ethical skills and of influencing factors can guide educators to develop ethics courses for nursing curriculum. Future research needs to focus on the methodological accuracy of sampling and measuring instruments.
The Survey of Ethical Among Nursing Students in Urmia University of Medical Science
Journal of Urmia Nursing and Midwifery Faculty, 2013
Background & Aims: Ethics in nursing care is very important and professional competence. In nursing, ethics means that the nursing care is based on the principles of bioethics. However the ethical care and ethical competence in nursing students are important unanswered questions. More studies should be carried out in this regard. Materials & Methods: This study is a qualitative study. 35 nursing students of the faculty of Nursing & Midwifery participated in the study. The interviews were analyzed by content analysis. Results: The findings of the analysis were classified in four categories, including clinical environment, curriculum, teacher qualifications and academic knowledge in the field of professional ethics, motivation and interest of students to the nursing profession. Conclusion: The findings indicated that the development of moral competence in nursing students and the same areas are effective. So the moral qualification barriers should be searched and managed in different ...
Not specified pattern for ethics curriculum will be a lot of features, skills and abilities that should not be neglected in terms of ethics curriculum. The aim of this study was to determine the impact of professional ethics education using lecture and multimedia software based on knowledge of nursing students in the field of professional ethics. A quasi-experimental study of two groups before and after nursing and population were students of the School of Nursing and Midwifery of Hamedan University of Medical Sciences Semester 4 and 6 that were trained in two groups and multimedia presentations. First, all students are then assigned to two groups arrived census and number of samples in each group was 30. Test before training, immediately after training using the standard professional ethics of nurses. Data using the t test and analysis of variance for repeated measures analysis software SPSS version 20 were analyzed. The mean score of knowledge in multimedia 14.53 and 13.61 respectively in group discussion. But the difference was not significant between the two groups in terms of multimedia group had higher scores. The findings show that there are significant differences ethics education both lecture and multimedia to enhance learning in the nursing students but this is about more than lecture method was multi-media approach, so we can use both methods, especially methods of presentation used for training professional ethics of nursing.
Journal of Research Development in Nursing and Midwifery, 2023
Background: Adhering to nursing professional ethics codes and being familiar with these codes enables nurses to make sound ethical decisions in challenging circumstances. Recognizing the significance of awareness regarding professional ethics codes and their continuous growth, this study was conducted to determine and compare the influence of classroom-based and short message service (SMS) training on the ethical sensitivity of nursing students. Methods: This study employed a quasi-experimental design and was conducted in 1401 at Yasuj University of Medical Sciences in Iran. The participants included 120 nursing students who were selected using convenience sampling based on criteria such as enrollment in the bachelor's nursing program, ability to communicate effectively, willingness to participate in the study, and scoring 50 or lower on the ethical sensitivity questionnaire. The samples were randomly assigned to three groups: intervention 1, intervention 2, and control. After obtaining the necessary ethical approvals, data were collected using the Lützen Ethical Sensitivity Questionnaire. Data were collected immediately before and one month after the completion of interventions. The intervention group received a blended teaching approach, which included concept mapping, small group discussions, and role-playing sessions conducted twice a week for one month. Data analysis was performed using descriptive statistics (mean, standard deviation, frequency, and percentage) and inferential statistical methods (paired t-test, chi-square test, and ANOVA) using SPSS software version 21. Results: There was a significant difference in the mean age of students among the three groups, flipped classroom, short message service, and control (p = 0.047). However, no significant difference was observed in terms of gender distribution among the three groups (p = 0.291). Prior to the intervention, there was no statistically significant difference in the overall mean score of ethical sensitivity among the three groups (p < 0.05). However, after the intervention, a significant difference was observed (p < 0.05). Post-hoc comparisons revealed a significant difference in the ethical sensitivity scores of students among the flipped classroom, short message service, and control groups (p = 0.001). Conclusion: Based on the effectiveness of both the flipped classroom and short message service methods in enhancing the ethical sensitivity of nursing students, it is recommended to incorporate these educational approaches into the nursing curriculum for planning and implementation.