目的:比较模拟与基于问题的学习(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的影响,同理心,批判性思维,考试成绩和教学满意度。
背景:通过教育促进护生的个体、道德和能力是提高护生的道德表现和与患者建立信任关系的重要途径。尽管在这方面做出了巨大的努力,很少有人通过基于问题的学习和基于问题的学习来评估模拟应用于护理伦理教育的有效性。
方法:基于非等效对照组前测/后测的准实验设计。
方法:采用准实验设计。参与者是来自一所大学两级的161名护理本科生,实验组的88名受试者使用基于问题的学习的模拟进行教学,对照组的73名受试者使用基于问题的学习进行教学。预测试,采用事后测验和问卷调查的方法对学生护理伦理教育的效果进行评价。采用χ2检验检验学生特征和干预后对教学满意度的组间差异。学生t检验用于评估量表评分和测试评分的组间差异。
结果:与预测试相比,PBL组的同理心和批判性思维明显高于PBL组(P<0.05),道德敏感性无显著变化(P>0.05);道德敏感性,SPBL组同理心和批判性思维明显高于SPBL组(P<0.05)。此外,这项研究还表明,道德敏感性的提高,同理心,与PBL组相比,SPBL组护生的评判性思维和成绩更明显(P<0.05),两组在教学满意度方面差异无统计学意义(P>0.05)。
结论:在护理伦理教育中使用基于问题的模拟学习对护生的能力发展和知识获取具有积极影响。护士教育工作者应考虑这种教学方法,并促进变革,以提高护理伦理教育的有效性。
OBJECTIVE: 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.
METHODS: 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).
CONCLUSIONS: 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.