The effect of simulated problem learning in nursing ethics on moral sensitivity, empathy and critical thinking of nursing students: A quasi-experimental study

IF 3.3 3区医学 Q1 NURSING Nurse Education in Practice Pub Date : 2024-08-28 DOI:10.1016/j.nepr.2024.104119

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Abstract

Aim

Compare the effects of Simulation with problem-based learning (SPBL) and Problem-based learning (PBL) in nursing ethics education on nursing students’ moral sensitivity, empathy, critical thinking, test scores and teaching satisfaction.

Background

Promoting nursing students’ individual and ethical and abilities through education is an essential way to improve their ethical performance and build trustful relationship with patients. Despite significant efforts in this area, few have evaluated the effectiveness of Simulation with problem-based learning and Problem-based learning as applied to nursing ethics education.

Design

A quasi-experimental design based on a non-equivalent control group pre-test/post-test.

Methods

A quasi-experimental design was used. Participants were 161 undergraduate nursing students from two levels of a university, 88 subjects in the experimental group were taught using Simulation with problem-based learning and 73 subjects in the control group were taught using Problem-based learning. A pre-test, post-test and questionnaire were used to assess the effectiveness of student nursing ethics education. χ² test was used to examine group differences in students’ characteristics and satisfaction with teaching post-intervention. Student’s t-test was used to assess group differences in scale scores and test scores.

Results

Compared to the pre-test, empathy as well as critical thinking were significantly higher in the PBL group (P<0.05), but there was no significant change in moral sensitivity (P>0.05); moral sensitivity, empathy and critical thinking were significantly higher in the SPBL group (P<0.05). Moreover, this study also showed that improvement in moral sensitivity, empathy, critical thinking and grades was more significant in the SPBL group of nursing students compared to the PBL group (P<0.05) and no statistically significant difference was found between the two groups in terms of teaching satisfaction (P>0.05).

Conclusion

The use of Simulation with problem-based learning in nursing ethics education has a positive impact on nursing students' competency development and knowledge acquisition. Nurse educators should consider this teaching method and promote change to increase the effectiveness of nursing ethics education.

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护理伦理模拟问题学习对护理专业学生道德敏感性、同理心和批判性思维的影响：准实验研究

目的比较基于问题的模拟学习（SPBL）和基于问题的学习（PBL）在护理伦理教育中对护生道德敏感性、同理心、批判性思维、考试成绩和教学满意度的影响。背景通过教育提高护生的个人道德和能力是提高其伦理表现和与患者建立信任关系的重要途径。尽管在这一领域做出了巨大努力，但很少有人对模拟与基于问题的学习以及基于问题的学习应用于护理伦理教育的效果进行评估。参与者为某大学两个年级的 161 名护理本科生，其中 88 名实验组受试者采用基于问题学习的模拟教学方法，73 名对照组受试者采用基于问题学习的教学方法。通过前测、后测和问卷调查来评估学生护理伦理教育的效果。采用χ2检验来考察干预后学生特征和教学满意度的组间差异。结果与测试前相比，PBL 组的移情能力和批判性思维显著提高（P<0.05），但道德敏感性无显著变化（P>0.05）；SPBL 组的道德敏感性、移情能力和批判性思维显著提高（P<0.05）。此外，本研究还表明，与 PBL 组相比，SPBL 组护生在道德敏感性、移情能力、批判性思维和成绩方面的提高更为显著（P<0.05），而在教学满意度方面，两组间差异无统计学意义（P>0.05）。护士教育者应考虑这种教学方法，并促进其改变，以提高护理伦理教育的有效性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Nurse Education in Practice NURSING-

CiteScore

5.40

自引率

9.40%

发文量

180

审稿时长

51 days

期刊介绍： Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.