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IRCT2014052417821N1 IRCT 2014-11-09 Hamedan University of Medical Sciences Deputy of Research Nursing ethics education impact on the moral sensitivity and reasoning of nursing students nursing ethics education Comparison between impacts of two methods of teaching ethics, lectures and learning based on problem-solving, on students' moral sensitivity and reasoning in Hamadan University of Medical Sciences 2014-01-01 anticipated 66 Complete https://irct.ir/trial/16309 interventional Randomization: N/A, Blinding: Not blinded, Placebo: Not used, Assignment: Single, Purpose: Other. N/A Ethics in nursing students. In this study, senior students of a 4-year nursing program, based on drawing, are divided into two classes of lecture and problem-based learning (PBL). Then nursing ethics education programs include definitions of ethics, ethics areas of study, importance of ethics in nursing, nursing ethics principles and their definition (autonomy, confidentiality, accountability, etc.), professional ethics, codes of nursing ethics, approaches to ethical decision making and ethical decision-making process are developed. Contents of both education program are the same; except in lecture method scenarios (newborn with anomalies, Terminally ill adult, forcing medication, medication error, new nurse orientation, adult’s request to die) are solved by the educator; but in PBL class, students solve the problem based on educated steps of mixed nursing process pattern and problem-based learning. Education time for the lecture class was two 4-hour sessions and for PBL class four 2-hour sessions. First, goals, intervention method and appraisal procedure were presented for both classes. Before beginning of the course, Both classes were assessed using research tools including standard moral Sensitivity questionnaire and nursing moral reasoning questionnaire. For PBL class, first, goals and methods of education based on problem-solving were explained and students were divided into groups of 6-7. In first 2 hours of course for both classes, ethics content presented by researcher as lecture. Then, for lecture class, ethical scenarios were presented and solved by researcher. In PBL class, an advisor selected for each group, and the students were asked to solve the scenarios in a week according to following steps: step1: providing the students with copies of scenarios. Step2: Identifying and understanding the problem and determining ambiguous and unintelligible words. Step3: analyzing and clearly describing the problem and designing methodology questions of the problem (brainstorming). Step4: questions were categorized according to their subjects. Step5: Setting objectives and priorities. Step6: gathering information. Step7: Existing solutions were written based on findings and were rated based on meeting the objectives. At the end of the training sessions, both classes were assessed using post-test and after a month the test was repeated..
public Seyede Nayereh Falahan
Hamedan- Pajouhesh square- Shahid Fahmideh Boulevard- Hamedan University of Medical Sciences -school of nursing and midwifery
Hamedan Iran (Islamic Republic of) +98 81 3837 1986 nfalahan92@gmail.comn.falahiyan@umsha.ac.ir Hamadan University of Medical Sciences scientific Roya Amini
Hamedan- Pajouhesh square- Shahid Fahmide Boulevard- Hamedan University of Medical Sciences- school of nursing
Hamedan Iran (Islamic Republic of) 65167 +98 81 3838 0150 AminiRoy@gmail.comr.amini@umsha.ac.ir Hamedan University of Medical Sciences Iran (Islamic Republic of) Inclusion criteria Student should be in internship period (semester seven and eight); Student should not have passed nursing ethics course; Students must consent (either formally or informally) to participate in sessions. Exclusion criteria: Failure to attend training sessions; Having missed more than one session. no limit no limit Both Z51 Other medical care N/A In this study, senior students of a 4-year nursing program, based on drawing, are divided into two classes of lecture and problem-based learning (PBL). Then nursing ethics education programs include definitions of ethics, ethics areas of study, importance of ethics in nursing, nursing ethics principles and their definition (autonomy, confidentiality, accountability, etc.), professional ethics, codes of nursing ethics, approaches to ethical decision making and ethical decision-making process are developed. Contents of both education program are the same; except in lecture method scenarios (newborn with anomalies, Terminally ill adult, forcing medication, medication error, new nurse orientation, adult’s request to die) are solved by the educator; but in PBL class, students solve the problem based on educated steps of mixed nursing process pattern and problem-based learning. Education time for the lecture class was two 4-hour sessions and for PBL class four 2-hour sessions. First, goals, intervention method and appraisal procedure were presented for both classes. Before beginning of the course, Both classes were assessed using research tools including standard moral Sensitivity questionnaire and nursing moral reasoning questionnaire. For PBL class, first, goals and methods of education based on problem-solving were explained and students were divided into groups of 6-7. In first 2 hours of course for both classes, ethics content presented by researcher as lecture. Then, for lecture class, ethical scenarios were presented and solved by researcher. In PBL class, an advisor selected for each group, and the students were asked to solve the scenarios in a week according to following steps: step1: providing the students with copies of scenarios. Step2: Identifying and understanding the problem and determining ambiguous and unintelligible words. Step3: analyzing and clearly describing the problem and designing methodology questions of the problem (brainstorming). Step4: questions were categorized according to their subjects. Step5: Setting objectives and priorities. Step6: gathering information. Step7: Existing solutions were written based on findings and were rated based on meeting the objectives. At the end of the training sessions, both classes were assessed using post-test and after a month the test was repeated. Nursing students’ moral sensitivity- nursing students’ moral reasoning. Timepoint: Pre-education- just after education- one month after education. Method of measurement: Standard questionnaire of nursing students’ moral sensitivity- questionnaire of moral reasoning in nursing. Hamedan University of Medical Sciences Deputy of Research Approved 2014-05-17 Hamedan University of Medical Sciences Hamedan- Pajouhesh square- Shahid Fahmideh Boulevard- Hamedan University of Medical Sciences Hamedan Iran (Islamic Republic of)