Donnelly Mary Broderick, Horsley Trisha Leann, Adams William H, Gallagher Peggy, Zibricky C Dawn
1 Marcella Niehoff School of Nursing, 2456 Loyola University of Chicago , Maywood, IL, USA.
2 College of Nursing, South Dakota State University, Brookings, SD, USA.
Can J Nurs Res. 2017 Dec;49(4):153-159. doi: 10.1177/0844562117731975. Epub 2017 Sep 26.
Background Undergraduate nursing education standards include acquisition of knowledge of ethics principles and the prevalence of health-care ethical dilemmas mandates that nursing students study ethics. However, little research has been published to support best practices for teaching/learning ethics principles. Purpose This study sought to determine if participation in an ethics consultation simulation increased nursing students' knowledge of nursing ethics principles compared to students who were taught ethics principles in the traditional didactic format. Methods This quasi-experimental study utilized a pre-test/post-test design with randomized assignment of students at three universities into both control and experimental groups. Results Nursing students' knowledge of nursing ethics principles significantly improved from pre-test to post-test ( p = .002); however, there was no significant difference between the experimental and control groups knowledge scores ( p = .13). Conclusion Further research into use of simulation to teach ethics principles is indicated.
背景 本科护理教育标准包括获取伦理原则知识，而医疗保健伦理困境的普遍性要求护理专业学生学习伦理学。然而，鲜有研究发表以支持伦理学原则教学的最佳实践。目的 本研究旨在确定与以传统讲授形式学习伦理学原则的学生相比，参与伦理咨询模拟是否能增加护理专业学生对护理伦理原则的知识。方法 这项准实验研究采用前测/后测设计，将三所大学的学生随机分配到对照组和实验组。结果 护理专业学生对护理伦理原则的知识从前测到后测有显著提高（p = 0.002）；然而，实验组和对照组的知识得分没有显著差异（p = 0.13）。结论 表明需要进一步研究使用模拟来教授伦理原则。
