Problem-based learning versus reflective practice on nursing students' moral sensitivity

• Published in: BMC nursing Vol. 22; no. 1; p. 215
• Main Authors: Zia, Toktam, Sabeghi, Hakimeh, Mahmoudirad, Gholamhossein
• Format: Journal Article
• Language: English
• Published: England BioMed Central Ltd 20-06-2023; BioMed Central; BMC
• Subjects: Active learning; Care and treatment; Curricula; Decision making; Education; Empirical approaches; Ethical aspects; Ethics Education; Intervention; Likert scale; Medical research; Methods; Moral Sensitivity; Nurses; Nursing education; Nursing student; Nursing students; Patients; Problem based learning; Problem solving; Professional ethics; Questionnaires; Reflective practice; Reflective teaching; Social aspects; Students; Teaching methods; Training; Iran; Problem-based Learning; Nursing student; Moral Sensitivity; Empirical approaches; Reflective practice; Ethics Education
• ISSN: 1472-6955; 1472-6955
• DOI: 10.1186/s12912-023-01377-8

Moral sensitivity is one of the prerequisites for nurses' professional competency and patient care. It is critical to teach professional ethics in a student-centered manner in order to increase students' moral sensibility. This study evaluated the effects of professional ethics education via problem-based learning and reflective practice on nursing students' moral sensitivity.
This experimental study was performed on 74 nursing students who were randomly divided into three groups of problem-based learning, reflective practice and control. Principles of professional ethics were presented for the two intervention groups in four 2-hour sessions using ethical dilemmas scenarios. Participants completed the Moral Sensitivity Questionnaire before, immediately, and three months after the intervention. Data were analyzed using SPSS
.
Demographic characteristics of the three groups were similar (p > 0.05). The total moral sensitivity score significantly differed between the groups immediately and three months after the intervention (p < 0.001). The total mean score for moral sensitivity was significantly different between the two groups of problem-based learning and reflective practice, with the mean scores in the problem-based learning group being higher (p = 0.02). The mean score of moral sensitivity decreased statistically significantly in both experimental groups three months after the intervention as compared to immediately after the intervention (p < 0.001).
Nursing students' moral sensitivity can be increased through reflective practice and problem-based learning. While the results indicated that problem-based learning was more successful than reflective practice, additional research is recommended to confirm the influence of these two strategies on moral sensitivity.