Lecture-based versus problem-based learning in ethics education among nursing students

Background: Moral reasoning is a vital skill in the nursing profession. Teaching moral reasoning to students is necessary toward promoting nursing ethics. Objectives: The aim of this study was to compare the effectiveness of problem-based learning and lecture-based methods in ethics education in imp...

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Vydáno v:Nursing ethics Ročník 26; číslo 6; s. 1753 - 1764
Hlavní autoři: Khatiban, Mahnaz, Falahan, Seyede Nayereh, Amini, Roya, Farahanchi, Afshin, Soltanian, Alireza
Médium: Journal Article
Jazyk:angličtina
Vydáno: London, England SAGE Publications 01.09.2019
SAGE PUBLICATIONS, INC
Témata:
Clinical decision making
College students
Cooperative learning
Decision making
Education
Education, Nursing, Baccalaureate - methods
Education, Nursing, Baccalaureate - standards
Ethical dilemmas
Ethics
Ethics, Nursing - education
Familiarity
Female
Group work
Groups
Humans
Informed consent
Iran
Learning
Male
Measurement
Medical education
Medical ethics
Medicine
Moral Development
Moral dilemmas
Moral education
Moral judgment
Nurses
Nursing
Nursing education
Personal characteristics
Problem based learning
Problem-Based Learning - standards
Problem-Based Learning - statistics & numerical data
Quasi-experimental methods
Reasoning
Research design
Students
Students, Nursing - psychology
Students, Nursing - statistics & numerical data
Surveys and Questionnaires
Teaching
Teaching - standards
Teaching - statistics & numerical data
Training
Young Adult
Iran
moral development
problem-based learning
moral reasoning
Ethics education
lecture-based learning
ISSN:0969-7330, 1477-0989, 1477-0989
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Shrnutí:Background: Moral reasoning is a vital skill in the nursing profession. Teaching moral reasoning to students is necessary toward promoting nursing ethics. Objectives: The aim of this study was to compare the effectiveness of problem-based learning and lecture-based methods in ethics education in improving (1) moral decision-making, (2) moral reasoning, (3) moral development, and (4) practical reasoning among nursing students. Research design: This is a repeated measurement quasi-experimental study. Participants and research context: The participants were nursing students in a University of Medical Sciences in west of Iran who were randomly assigned to the lecture-based (n = 33) or the problem-based learning (n = 33) groups. The subjects were provided nursing ethics education in four 2-h sessions. The educational content was similar, but the training methods were different. The subjects completed the Nursing Dilemma Test before, immediately after, and 1 month after the training. The data were analyzed and compared using the SPSS-16 software. Ethical considerations: The program was explained to the students, all of whom signed an informed consent form at the baseline. Findings: The two groups were similar in personal characteristics (p > 0.05). A significant improvement was observed in the mean scores on moral development in the problem-based learning compared with the lecture-based group (p < 0.05). Although the mean scores on moral reasoning improved in both the problem-based learning and the lecture-based groups immediately after the training and 1 month later, the change was significant only in the problem-based learning group (p < 0.05). The mean scores on moral decision-making, practical considerations, and familiarity with dilemmas were relatively similar for the two groups. Conclusion: The use of the problem-based learning method in ethics education enhances moral development among nursing students. However, further studies are needed to determine whether such method improves moral decision-making, moral reasoning, practical considerations, and familiarity with the ethical issues among nursing students.
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ISSN:0969-7330
1477-0989
1477-0989
DOI:10.1177/0969733018767246