Effect of Simulation on Undergraduate Nursing Students’ Knowledge of Nursing Ethics Principles

Background Undergraduate nursing education standards include acquisition of knowledge of ethics principles and the prevalence of health-care ethical dilemmas mandates that nursing students study ethics. However, little research has been published to support best practices for teaching/learning ethic...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Canadian journal of nursing research 2017-12, Vol.49 (4), p.153-159
Hauptverfasser: Donnelly, Mary Broderick, Horsley, Trisha Leann, Adams, William H., Gallagher, Peggy, Zibricky, C. Dawn
Format: Artikel
Sprache:eng
Schlagworte:
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:Background Undergraduate nursing education standards include acquisition of knowledge of ethics principles and the prevalence of health-care ethical dilemmas mandates that nursing students study ethics. However, little research has been published to support best practices for teaching/learning ethics principles. Purpose This study sought to determine if participation in an ethics consultation simulation increased nursing students’ knowledge of nursing ethics principles compared to students who were taught ethics principles in the traditional didactic format. Methods This quasi-experimental study utilized a pre-test/post-test design with randomized assignment of students at three universities into both control and experimental groups. Results Nursing students’ knowledge of nursing ethics principles significantly improved from pre-test to post-test (p = .002); however, there was no significant difference between the experimental and control groups knowledge scores (p = .13). Conclusion Further research into use of simulation to teach ethics principles is indicated.
ISSN:0844-5621
1705-7051
DOI:10.1177/0844562117731975