School of Nursing, Jilin University, Changchun, Jilin 130021, China.
Department of Otolaryngology Head and Neck Surgery, The First Hospital of Jilin University, Changchun, Jilin 130021, China.
Nurse Educ Pract. 2024 Oct;80:104119. doi: 10.1016/j.nepr.2024.104119. Epub 2024 Aug 28.
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.
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.
A quasi-experimental design based on a non-equivalent control group pre-test/post-test.
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. χ 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.
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).
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.
比较模拟与基于问题的学习（SPBL）和基于问题的学习（PBL）在护理伦理学教育中对护理学生道德敏感性、同理心、批判性思维、考试成绩和教学满意度的影响。
通过教育促进护理学生的个人和伦理能力是提高他们的伦理表现和与患者建立信任关系的重要途径。尽管在这方面做了大量工作，但很少有人评估模拟与基于问题的学习和基于问题的学习在护理伦理学教育中的有效性。
基于非等效对照组前后测的准实验设计。
采用准实验设计。参与者为来自一所大学两个年级的 161 名本科护理学生，实验组 88 名学生采用模拟与基于问题的学习进行教学，对照组 73 名学生采用基于问题的学习进行教学。采用前测、后测和问卷评估学生护理伦理学教育的效果。χ 检验用于检验干预后学生特征和教学满意度的组间差异。学生 t 检验用于评估量表评分和考试成绩的组间差异。
与前测相比，PBL 组的同理心和批判性思维显著提高（P<0.05），但道德敏感性无显著变化（P>0.05）；SPBL 组的道德敏感性、同理心和批判性思维均显著提高（P<0.05）。此外，本研究还表明，与 PBL 组相比，SPBL 组护理学生的道德敏感性、同理心、批判性思维和成绩的提高更为显著（P<0.05），两组在教学满意度方面无统计学差异（P>0.05）。
在护理伦理学教育中使用模拟与基于问题的学习对护理学生的能力发展和知识获取有积极影响。护理教育者应考虑这种教学方法，并促进变革以提高护理伦理学教育的效果。
