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 improv...
| Authors: | ; ; ; ; |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Sage
2019
|
| In: |
Nursing ethics
Year: 2019, Volume: 26, Issue: 6, Pages: 1753-1764 |
| Further subjects: | B
ethics education
B Problem-based Learning B Moral Development B Moral Reasoning B lecture-based learning |
| Online Access: |
Volltext (lizenzpflichtig) |
| Summary: | 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. |
|---|---|
| ISSN: | 1477-0989 |
| Contains: | Enthalten in: Nursing ethics
|
| Persistent identifiers: | DOI: 10.1177/0969733018767246 |