Physiotherapy Department, University of Valencia, Spain.
Nurs Ethics. 2019 Aug;26(5):1410-1423. doi: 10.1177/0969733017748479. Epub 2018 Feb 19.
In the university context, assessing students' attitude, knowledge and opinions when applying an innovative methodological approach to teach professional ethics becomes fundamental to know if the used approach is enough motivating for students.
To assess the effect of a blended-learning model, based on professional ethics and related to clinical practices, on physiotherapy students' attitude, knowledge and opinions towards learning professional ethics.
A simple-blind clinical trial was performed (NLM identifier NCT03241693) (control group, n = 64; experimental group, n = 65). Both groups followed clinical practices for 8 months. Control group performed a public exposition of a clinical case about professional ethics. By contrast, an 8-month blended-learning programme regarding professional ethics was worked out for experimental group. An online syllabus and online activities were elaborated, while face-to-face active participation techniques were performed to discuss ethical issues. Students' attitudes, knowledge and opinions towards learning professional ethics were assessed.
The study was approved by the University Ethic Committee of Human Research and followed the ethical principles according to the Declaration of Helsinki.
After the programme, attitudes and knowledge towards learning professional ethics of experimental group students significantly improved, while no differences were observed in control group. Moreover, opinions reported an adequate extension of themes and temporization, importance of clinical practices and interest of topics. Case study method and role playing were considered as the most helpful techniques.
The blended-learning programme proposed, based on professional ethics and related to clinical practices, improves physiotherapy students' attitudes, knowledge and opinions towards learning professional ethics.
在大学环境中，评估学生在应用创新方法教授专业伦理学时的态度、知识和意见，对于了解所采用的方法是否足以激发学生的兴趣至关重要。
评估基于专业伦理且与临床实践相关的混合学习模式对物理治疗专业学生学习专业伦理的态度、知识和意见的影响。
进行了一项简单盲法临床试验（NLM 标识符 NCT03241693）（对照组，n=64；实验组，n=65）。两组均进行了 8 个月的临床实践。对照组对一个涉及专业伦理的临床案例进行公开阐述。相比之下，实验组开展了为期 8 个月的混合学习专业伦理课程。制定了在线教学大纲和在线活动，并采用面对面的积极参与技术来讨论伦理问题。评估了学生对学习专业伦理的态度、知识和意见。
该研究得到了人类研究大学伦理委员会的批准，并遵循了《赫尔辛基宣言》的伦理原则。
在课程结束后，实验组学生学习专业伦理的态度和知识显著提高，而对照组则没有差异。此外，意见报告表明主题和时间安排、临床实践的重要性以及对课题的兴趣得到了适当的扩展。案例研究法和角色扮演被认为是最有帮助的技术。
基于专业伦理且与临床实践相关的混合学习模式可提高物理治疗专业学生学习专业伦理的态度、知识和意见。
