| Autor: |
Bagherian, Behnaz, Mehdipour-rabori, Roghayeh, Nematollahi, Monirsadat |
| Předmět: |
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| Zdroj: |
Clinical Ethics; Dec2023, Vol. 18 Issue 4, p427-433, 7p |
| Abstrakt: |
Background: Ethics education can be developed in undergraduate nursing curriculum using a variety of teaching and learning strategies, and the content of narrative-based stories has rarely been evaluated in ethics courses. Objective: This study aimed to compare the effect of teaching ethical principles through narrative ethics and lectures on the moral sensitivity of undergraduate nursing students. Methods: This was a pretest and posttest quasi-experimental study with a control group. A total of 105 undergraduate nursing students from the nursing department of Kerman University of medical science were included in the study (35 in the narrative-based story group, 36 in the lecture group and 34 in the control group). The narrative-based story and lecture lasted for four two-hour sessions. The outcomes were measured by a moral sensitivity questionnaire. Results: The study results showed that teaching ethical principles had a significant effect on the mean score of moral sensitivity in the intervention groups after the intervention, but it was not significant in the control group (p > 0.05). Based on the mean score of moral sensitivity, the students in the narrative story group got a higher score in all subscales of moral sensitivity questionnaire. Conclusion: Based on this study's findings, it can be concluded that narrative-based education is an effective way for undergraduate nursing students to promote their moral sensitivity and the ability to make ethical decisions. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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