Problem-based learning versus reflective practice on nursing students’ moral sensitivity
Abstract Background Moral sensitivity is one of the prerequisites for nurses’ professional competency and patient care. It is critical to teach professional ethics in a student-centered manner in order to increase students’ moral sensibility. This study evaluated the effects of professional ethics e...
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| Format: | Article |
| Language: | English |
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BMC
2023-06-01
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| Series: | BMC Nursing |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12912-023-01377-8 |
| _version_ | 1797795774426251264 |
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| author | Toktam Zia Hakimeh Sabeghi Gholamhossein Mahmoudirad |
| author_facet | Toktam Zia Hakimeh Sabeghi Gholamhossein Mahmoudirad |
| author_sort | Toktam Zia |
| collection | DOAJ |
| description | Abstract Background Moral sensitivity is one of the prerequisites for nurses’ professional competency and patient care. It is critical to teach professional ethics in a student-centered manner in order to increase students’ moral sensibility. This study evaluated the effects of professional ethics education via problem-based learning and reflective practice on nursing students’ moral sensitivity. Methods This experimental study was performed on 74 nursing students who were randomly divided into three groups of problem-based learning, reflective practice and control. Principles of professional ethics were presented for the two intervention groups in four 2-hour sessions using ethical dilemmas scenarios. Participants completed the Moral Sensitivity Questionnaire before, immediately, and three months after the intervention. Data were analyzed using SPSS16. Results Demographic characteristics of the three groups were similar (p > 0.05). The total moral sensitivity score significantly differed between the groups immediately and three months after the intervention (p < 0.001). The total mean score for moral sensitivity was significantly different between the two groups of problem-based learning and reflective practice, with the mean scores in the problem-based learning group being higher (p = 0.02). The mean score of moral sensitivity decreased statistically significantly in both experimental groups three months after the intervention as compared to immediately after the intervention (p < 0.001). Conclusion Nursing students’ moral sensitivity can be increased through reflective practice and problem-based learning. While the results indicated that problem-based learning was more successful than reflective practice, additional research is recommended to confirm the influence of these two strategies on moral sensitivity. |
| first_indexed | 2024-03-13T03:23:06Z |
| format | Article |
| id | doaj.art-54451199e3134d8e965ae3183e22bb81 |
| institution | Directory Open Access Journal |
| issn | 1472-6955 |
| language | English |
| last_indexed | 2024-03-13T03:23:06Z |
| publishDate | 2023-06-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Nursing |
| spelling | doaj.art-54451199e3134d8e965ae3183e22bb812023-06-25T11:12:58ZengBMCBMC Nursing1472-69552023-06-012211810.1186/s12912-023-01377-8Problem-based learning versus reflective practice on nursing students’ moral sensitivityToktam Zia0Hakimeh Sabeghi1Gholamhossein Mahmoudirad2Faculty Member, Department of Medical Surgical Nursing, School of Nursing and Midwifery, Birjand University of Medical SciencesDepartment of Nursing, School of Nursing and Midwifery, Birjand University of Medical SciencesDepartment of Nursing, School of Nursing and Midwifery, Birjand University of Medical SciencesAbstract Background Moral sensitivity is one of the prerequisites for nurses’ professional competency and patient care. It is critical to teach professional ethics in a student-centered manner in order to increase students’ moral sensibility. This study evaluated the effects of professional ethics education via problem-based learning and reflective practice on nursing students’ moral sensitivity. Methods This experimental study was performed on 74 nursing students who were randomly divided into three groups of problem-based learning, reflective practice and control. Principles of professional ethics were presented for the two intervention groups in four 2-hour sessions using ethical dilemmas scenarios. Participants completed the Moral Sensitivity Questionnaire before, immediately, and three months after the intervention. Data were analyzed using SPSS16. Results Demographic characteristics of the three groups were similar (p > 0.05). The total moral sensitivity score significantly differed between the groups immediately and three months after the intervention (p < 0.001). The total mean score for moral sensitivity was significantly different between the two groups of problem-based learning and reflective practice, with the mean scores in the problem-based learning group being higher (p = 0.02). The mean score of moral sensitivity decreased statistically significantly in both experimental groups three months after the intervention as compared to immediately after the intervention (p < 0.001). Conclusion Nursing students’ moral sensitivity can be increased through reflective practice and problem-based learning. While the results indicated that problem-based learning was more successful than reflective practice, additional research is recommended to confirm the influence of these two strategies on moral sensitivity.https://doi.org/10.1186/s12912-023-01377-8Ethics EducationMoral SensitivityProblem-based LearningReflective practiceNursing studentEmpirical approaches |
| spellingShingle | Toktam Zia Hakimeh Sabeghi Gholamhossein Mahmoudirad Problem-based learning versus reflective practice on nursing students’ moral sensitivity BMC Nursing Ethics Education Moral Sensitivity Problem-based Learning Reflective practice Nursing student Empirical approaches |
| title | Problem-based learning versus reflective practice on nursing students’ moral sensitivity |
| title_full | Problem-based learning versus reflective practice on nursing students’ moral sensitivity |
| title_fullStr | Problem-based learning versus reflective practice on nursing students’ moral sensitivity |
| title_full_unstemmed | Problem-based learning versus reflective practice on nursing students’ moral sensitivity |
| title_short | Problem-based learning versus reflective practice on nursing students’ moral sensitivity |
| title_sort | problem based learning versus reflective practice on nursing students moral sensitivity |
| topic | Ethics Education Moral Sensitivity Problem-based Learning Reflective practice Nursing student Empirical approaches |
| url | https://doi.org/10.1186/s12912-023-01377-8 |
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