Asadi Leila, Keshmiri Fatemeh, Khavari Farideh
Research Center for Nursing and Midwifery Care, Non-Communicable Diseases Research Institute, Department of Midwifery, School of Nursing and Midwifery, Shahid Sadoughi University of Medical Sciences, Yazd, Iran.
National Agency for Strategic Research in Medical Sciences Education, Tehran, Iran.
J Educ Health Promot. 2025 Jul 31;14:289. doi: 10.4103/jehp.jehp_1322_23. eCollection 2025.
This study aimed to assess the effect of scenario-based learning (SBL) in legal midwifery education to enhance moral sensitivity and reasoning among midwifery students.
The Scholarship of Teaching and Learning (SOTL) was conducted at Shahid Sadoughi University of Medical Sciences between 2021 and 2022. A census sampling method was employed, enrolling 66 midwifery students. The intervention consisted of scenario-based learning, and outcomes were evaluated through pre- and post-intervention assessments of moral sensitivity and reasoning skills. Academic performance was measured using a key feature (KF) exam of students Moral judgment, and student satisfaction was also assessed. Data were analyzed using descriptive-analytical methods in IBM SPSS (version 18), with statistical significance set at * < 0.05.
The findings demonstrated a significant improvement in both clinical reasoning and moral sensitivity (< 0.001). In the first year, clinical reasoning scores increased from 2.17 ± 0.48 to 4.17 ± 0.65, while in the second year, they rose from 2.22 ± 0.50 to 4.19 ± 0.60. Moral sensitivity scores also improved, increasing from 5.04 ± 1.25 to 5.82 ± 0.87 in the first year and from 4.9 ± 1.34 to 5.93 ± 0.76 in the second year. Additionally, student satisfaction and KF exam scores were at desirable levels.
Scenario-based learning effectively enhanced moral reasoning and sensitivity in midwifery students. The findings suggest that SBL is a valuable pedagogical approach for addressing legal issues in midwifery education and improving students' professional competence.
本研究旨在评估基于情景的学习（SBL）在助产士法律教育中的效果，以提高助产专业学生的道德敏感性和推理能力。
2021年至2022年在沙希德·萨杜基医科大学开展了教学学术研究（SOTL）。采用普查抽样方法，招募了66名助产专业学生。干预措施包括基于情景的学习，并通过干预前后对道德敏感性和推理技能的评估来评价结果。使用学生道德判断的关键特征（KF）考试来衡量学业成绩，同时也评估了学生满意度。数据在IBM SPSS（版本18）中采用描述性分析方法进行分析，统计学显著性设定为* < 0.05。
研究结果表明，临床推理和道德敏感性均有显著提高（< 0.001）。第一年，临床推理得分从2.17 ± 0.48提高到4.17 ± 0.65，第二年从2.22 ± 0.50提高到4.19 ± 0.60。道德敏感性得分也有所提高，第一年从5.04 ± 1.25提高到5.82 ± 0.87，第二年从4.9 ± 1.34提高到5.93 ± 0.76。此外，学生满意度和KF考试成绩处于理想水平。
基于情景的学习有效地提高了助产专业学生的道德推理和敏感性。研究结果表明，SBL是解决助产士教育中的法律问题和提高学生专业能力的一种有价值的教学方法。
