Educating ethics codes by lecture or role-play; which one improves nursing students' ethical sensitivity and ethical performance more? A quasi-experimental study

Jasemi, Madineh; Goli, Rasoul; Zabihi, Roghayeh Esmaili; Khalkhali, Hamidreza

doi:10.1016/j.profnurs.2021.11.002

Cited by 23 publications

(15 citation statements)

References 30 publications

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“…Behavior change is the greatest hope for reducing morbidity and avoidable mortality worldwide [ 10 ]. Nursing education can reduce hospital readmission in patients with CVDs [ 11 ]. Patient education based on Health Belief Model (HBM) can improve health preventive behaviors [ 12 ].…”

Section: Introductionmentioning

confidence: 99%

The effect of patient education based on health belief model on hospital readmission preventive behaviors and readmission rate in patients with a primary diagnosis of acute coronary syndrome: a quasi-experimental study

Habibzadeh

Bagherzadi

Didarloo

et al. 2021

BMC Cardiovasc Disord

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Background The health belief model is one of the applicable methods of training health preventive behaviors, especially in patients with cardiovascular diseases. Therefore, this study aimed to determine the effect of patient education based on the health belief model on readmission preventive behaviors and readmission rate in patients with a primary diagnosis of acute coronary syndrome. Methods The present quasi-experimental study was conducted in 2020 on patients with a primary diagnosis of acute coronary syndrome who were discharging from Seyed Al-Shohada Hospital, Urmia, Iran. In this study, a total of 70 samples were recruited using convenience sampling and then randomly assigned to two groups of intervention and control (n = 35 in each group). A total of 7 face-to-face group training sessions were held with the participation of the patients and one of their family members during 14 days after hospital discharge. These sessions were conducted along with concentration on the structures of the health belief model. Data were collected at three time points of immediately before, one month, and three months after the intervention using a demographic questionnaire, a researcher-made questionnaire of readmission preventive behaviors in cardiovascular diseases, and a checklist of hospital readmission. Data were analyzed using SPSS Statistics for Windows, version 17.0 (SPSS Inc., Chicago, Ill., USA). Results The results showed that there was a statistically significant difference in the mean score of preventive behaviors between the two groups at time points of one month and three months after the intervention (p < .05). However, there was no statistically significant difference in the readmission rate between the two groups after the intervention (p > .05). Conclusion Health belief model-based education was shown to be effective on readmission preventive behaviors in patients with acute coronary syndrome, although this model had no effect on the readmission rate in these patients. Other factors affecting the readmission rate are recommended to be investigated.

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Section: Introductionmentioning

confidence: 99%

The effect of patient education based on health belief model on hospital readmission preventive behaviors and readmission rate in patients with a primary diagnosis of acute coronary syndrome: a quasi-experimental study

Habibzadeh

Bagherzadi

Didarloo

et al. 2021

BMC Cardiovasc Disord

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View full text Add to dashboard Cite

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“…As it is considered that content learned in a class using lecture alone is largely forgotten 2 weeks later, 16-19 the section on effective teaching methods of the program developed in this study offers instruction on various active learning teaching techniques; these techniques can be found in previous research 20-22 and include buzz sessions, think-pair-share, case studies, role-play, and flipped classrooms. These teaching methods have been shown to be effective through various studies 23-35 . Meanwhile, the section on how to create a teaching plan of the program offers instruction on participant analysis methods and class structure (goal setting, introduction, unpacking, summary).…”

Section: Discussionmentioning

confidence: 99%

“…These teaching methods have been shown to be effective through various studies. [23][24][25][26][27][28][29][30][31][32][33][34][35] Meanwhile, the section on how to create a teaching plan of the program offers instruction on participant analysis methods and class structure (goal setting, introduction, unpacking, summary). The program also provides teaching materials that can be put to use immediately after program completion (eg, PowerPoint documents, role-play cases, case study cases), even including a faculty outline that can help encourage teachers.…”

Section: Discussionmentioning

confidence: 99%

Development and Effectiveness of an End-of-Life Care Program for Faculty in the Critical Care Field

Tamura

Nishiyama

Takenouchi

et al. 2023

J Hosp Palliat Nurs

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In Japan, end-of-life care education in the critical care field is still insufficient. Therefore, this study developed and verified the effectiveness of an end-of-life care program for faculty in the critical care field in Japan through a randomized controlled trial. The study was implemented from September 2016 to March 2017. Participants were 82 college teaching staff and nurses working in the critical care field. Six months after the program, data of 37 members (84.1%) of the intervention and 39 members (88.6%) of the control group were analyzed. The results demonstrated that the primary end point—“confidence in teaching” 6 months after program completion—differed significantly between the 2 groups (2.5 [0.69] in the intervention group vs 1.8 [0.46] in the control group, P < .001). It is suggested that attending this program will give faculty in the field of critical care continued confidence in their end-of-life care teaching, as well as allow them to implement end-of-life care teaching in their field.

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“…NRPs typically utilize the strategies described in this section. Lecture is a teacher-centered strategy that focuses on the preparation and action of the teacher instead of the learner (Jasemi et al, 2022) and is most effective in conveying new information. Group discussion is a flexible strategy that facilitates ethical reasoning because learners must justify their position (Robichaux et al, 2022; Weber, 1992) as they reflect upon the principles being discussed.…”

Section: Teaching Strategies For Ethics Educationmentioning

confidence: 99%

Embedding Nursing Ethics Within Teaching Strategies in Nurse Residency Programs

West,

Axel-Adams,

Wocial

2024

J Nurses Prof Dev

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Exposing new nurses to theoretical teaching strategies that help them to navigate the ethical challenges in clinical practice is essential for retention and long-term job satisfaction. This article explores the rationale for teaching ethics content in nurse residency programs and ways to navigate ethical decision-making in the clinical setting. Examples of evidence-informed teaching strategies that enhance knowledge retention and reduce the gap between ethical theory and practice are included.

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Educating ethics codes by lecture or role-play; which one improves nursing students' ethical sensitivity and ethical performance more? A quasi-experimental study

Cited by 23 publications

References 30 publications

The effect of patient education based on health belief model on hospital readmission preventive behaviors and readmission rate in patients with a primary diagnosis of acute coronary syndrome: a quasi-experimental study

The effect of patient education based on health belief model on hospital readmission preventive behaviors and readmission rate in patients with a primary diagnosis of acute coronary syndrome: a quasi-experimental study

Development and Effectiveness of an End-of-Life Care Program for Faculty in the Critical Care Field

Embedding Nursing Ethics Within Teaching Strategies in Nurse Residency Programs

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