The effect of flipped-jigsaw learning models on ethical decision-making
Background Ethical decision-making education in nursing can be taught effectively by combining different teaching models that support the visualisation of taught concepts and integrating theory into practice. Objectives The study aims to examine the effect of flipped and jigsaw learning models on et...
Gespeichert in:
| Veröffentlicht in: | Nursing Ethics 2024-05, Vol.31 (2-3), p.132-147 |
|---|---|
| Hauptverfasser: | , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 147 |
|---|---|
| container_issue | 2-3 |
| container_start_page | 132 |
| container_title | Nursing Ethics |
| container_volume | 31 |
| creator | Ziyai, Nasibe Yağmur Bozkurt, Ramazan Kilickiran, Hatice Dogu, Ozlem |
| description | Background
Ethical decision-making education in nursing can be taught effectively by combining different teaching models that support the visualisation of taught concepts and integrating theory into practice.
Objectives
The study aims to examine the effect of flipped and jigsaw learning models on ethical decision-making and ethical sensitivity in nursing.
Research design
We used a nested mixed design. A pretest-posttest single-group quasi-experimental design was used in the quantitative part, and a case study method was used in the qualitative part.
Participants and research context
This study was conducted in fall semester with second-year nursing students who studied an ethics course for the first time, using two different collaborative learning models. In the quantitative part, ethical dilemma and ethical sensitivity scales were made as pre-test with 117 and post-test with 128 students. In the qualitative part, a semi-structured three focus group interviews was conducted with 16 students.
Ethical considerations
After obtaining the approval of the University’s ethics committee, the study was carried out after obtaining participants’ informed written and verbal consent.
Findings
Students’ perspectives changed positively after training. This was related to six cases in section A of the Ethical Dilemma Scale. In part B, Practical Consideration (PC) and Principled Thinking (PT) mean scores were similar, showing no significant difference. For Familiarity in section C, it was determined that 68.4% of students in the pre-test and 77.3% in the post-test were familiar with similar dilemmas. The ethical sensitivity scale’s total scores were in a similar range. In the qualitative stage, ethical decision-making, ethical sensitivity, ethical dilemma and the improvement process were obtained as a theme.
Conclusions
There was an increase in the level of ethical sensitivity and familiarity with ethical dilemmas of nursing students after education. Flipped and jigsaw learning models can be used for nursing ethics courses.
Graphical Abstract |
| doi_str_mv | 10.1177/09697330231187139 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_2847344848</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sage_id>10.1177_09697330231187139</sage_id><sourcerecordid>2847344848</sourcerecordid><originalsourceid>FETCH-LOGICAL-c320t-bade103fd67493aca09a48753d56abf4f02941f54948a56720b19785e72d8e193</originalsourceid><addsrcrecordid>eNp10MtKAzEUBuAgiq3VB3AjATdupiaT-1KKVqHgpq6HzOSkTZ2bkw7i2zulVUFxlcX5zn_Cj9AlJVNKlbolRhrFGEkZpVpRZo7QmHKlEmK0OUbj3TzZgRE6i3FDCFGpVqdoxJTgXEkxRvPlGjB4D8UWNx77MrQtuGQTVtG-4xJsV4d6havGQRlxU2PYrkNhS-ygCDE0dVLZ10GcoxNvywgXh3eCXh7ul7PHZPE8f5rdLZKCpWSb5NYBJcw7qbhhtrDEWK6VYE5Im3vuSWo49YIbrq2QKiU5NUoLUKnTQA2boJt9bts1bz3EbVaFWEBZ2hqaPmap5opxrrke6PUvumn6rh5-lzEitdaSCTkouldF18TYgc_aLlS2-8goyXYtZ39aHnauDsl9XoH73viqdQDTPYh2BT9n_0_8BMKEgn4</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>3068886356</pqid></control><display><type>article</type><title>The effect of flipped-jigsaw learning models on ethical decision-making</title><source>Applied Social Sciences Index & Abstracts (ASSIA)</source><source>MEDLINE</source><source>SAGE Complete</source><creator>Ziyai, Nasibe Yağmur ; Bozkurt, Ramazan ; Kilickiran, Hatice ; Dogu, Ozlem</creator><creatorcontrib>Ziyai, Nasibe Yağmur ; Bozkurt, Ramazan ; Kilickiran, Hatice ; Dogu, Ozlem</creatorcontrib><description>Background
Ethical decision-making education in nursing can be taught effectively by combining different teaching models that support the visualisation of taught concepts and integrating theory into practice.
Objectives
The study aims to examine the effect of flipped and jigsaw learning models on ethical decision-making and ethical sensitivity in nursing.
Research design
We used a nested mixed design. A pretest-posttest single-group quasi-experimental design was used in the quantitative part, and a case study method was used in the qualitative part.
Participants and research context
This study was conducted in fall semester with second-year nursing students who studied an ethics course for the first time, using two different collaborative learning models. In the quantitative part, ethical dilemma and ethical sensitivity scales were made as pre-test with 117 and post-test with 128 students. In the qualitative part, a semi-structured three focus group interviews was conducted with 16 students.
Ethical considerations
After obtaining the approval of the University’s ethics committee, the study was carried out after obtaining participants’ informed written and verbal consent.
Findings
Students’ perspectives changed positively after training. This was related to six cases in section A of the Ethical Dilemma Scale. In part B, Practical Consideration (PC) and Principled Thinking (PT) mean scores were similar, showing no significant difference. For Familiarity in section C, it was determined that 68.4% of students in the pre-test and 77.3% in the post-test were familiar with similar dilemmas. The ethical sensitivity scale’s total scores were in a similar range. In the qualitative stage, ethical decision-making, ethical sensitivity, ethical dilemma and the improvement process were obtained as a theme.
Conclusions
There was an increase in the level of ethical sensitivity and familiarity with ethical dilemmas of nursing students after education. Flipped and jigsaw learning models can be used for nursing ethics courses.
Graphical Abstract</description><identifier>ISSN: 0969-7330</identifier><identifier>ISSN: 1477-0989</identifier><identifier>EISSN: 1477-0989</identifier><identifier>DOI: 10.1177/09697330231187139</identifier><identifier>PMID: 37544765</identifier><language>eng</language><publisher>London, England: SAGE Publications</publisher><subject>Adult ; Collaborative learning ; College students ; Curriculum - standards ; Curriculum - trends ; Decision making ; Decision Making - ethics ; Education, Nursing, Baccalaureate - methods ; Ethical dilemmas ; Ethics ; Ethics, Nursing - education ; Familiarity ; Female ; Focus groups ; Focus Groups - methods ; Humans ; Informed consent ; Male ; Measures ; Medical education ; Models, Educational ; Nursing ; Nursing education ; Problem-Based Learning - methods ; Qualitative Research ; Quasi-experimental methods ; Students ; Students, Nursing - psychology ; Students, Nursing - statistics & numerical data ; Teaching ; Tests</subject><ispartof>Nursing Ethics, 2024-05, Vol.31 (2-3), p.132-147</ispartof><rights>The Author(s) 2023</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c320t-bade103fd67493aca09a48753d56abf4f02941f54948a56720b19785e72d8e193</cites><orcidid>0000-0002-1214-9625 ; 0000-0003-1257-2551 ; 0009-0004-5115-383X ; 0000-0003-0175-2303</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1177/09697330231187139$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1177/09697330231187139$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>313,314,776,780,788,21798,27899,27901,27902,30976,43597,43598</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/37544765$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Ziyai, Nasibe Yağmur</creatorcontrib><creatorcontrib>Bozkurt, Ramazan</creatorcontrib><creatorcontrib>Kilickiran, Hatice</creatorcontrib><creatorcontrib>Dogu, Ozlem</creatorcontrib><title>The effect of flipped-jigsaw learning models on ethical decision-making</title><title>Nursing Ethics</title><addtitle>Nurs Ethics</addtitle><description>Background
Ethical decision-making education in nursing can be taught effectively by combining different teaching models that support the visualisation of taught concepts and integrating theory into practice.
Objectives
The study aims to examine the effect of flipped and jigsaw learning models on ethical decision-making and ethical sensitivity in nursing.
Research design
We used a nested mixed design. A pretest-posttest single-group quasi-experimental design was used in the quantitative part, and a case study method was used in the qualitative part.
Participants and research context
This study was conducted in fall semester with second-year nursing students who studied an ethics course for the first time, using two different collaborative learning models. In the quantitative part, ethical dilemma and ethical sensitivity scales were made as pre-test with 117 and post-test with 128 students. In the qualitative part, a semi-structured three focus group interviews was conducted with 16 students.
Ethical considerations
After obtaining the approval of the University’s ethics committee, the study was carried out after obtaining participants’ informed written and verbal consent.
Findings
Students’ perspectives changed positively after training. This was related to six cases in section A of the Ethical Dilemma Scale. In part B, Practical Consideration (PC) and Principled Thinking (PT) mean scores were similar, showing no significant difference. For Familiarity in section C, it was determined that 68.4% of students in the pre-test and 77.3% in the post-test were familiar with similar dilemmas. The ethical sensitivity scale’s total scores were in a similar range. In the qualitative stage, ethical decision-making, ethical sensitivity, ethical dilemma and the improvement process were obtained as a theme.
Conclusions
There was an increase in the level of ethical sensitivity and familiarity with ethical dilemmas of nursing students after education. Flipped and jigsaw learning models can be used for nursing ethics courses.
Graphical Abstract</description><subject>Adult</subject><subject>Collaborative learning</subject><subject>College students</subject><subject>Curriculum - standards</subject><subject>Curriculum - trends</subject><subject>Decision making</subject><subject>Decision Making - ethics</subject><subject>Education, Nursing, Baccalaureate - methods</subject><subject>Ethical dilemmas</subject><subject>Ethics</subject><subject>Ethics, Nursing - education</subject><subject>Familiarity</subject><subject>Female</subject><subject>Focus groups</subject><subject>Focus Groups - methods</subject><subject>Humans</subject><subject>Informed consent</subject><subject>Male</subject><subject>Measures</subject><subject>Medical education</subject><subject>Models, Educational</subject><subject>Nursing</subject><subject>Nursing education</subject><subject>Problem-Based Learning - methods</subject><subject>Qualitative Research</subject><subject>Quasi-experimental methods</subject><subject>Students</subject><subject>Students, Nursing - psychology</subject><subject>Students, Nursing - statistics & numerical data</subject><subject>Teaching</subject><subject>Tests</subject><issn>0969-7330</issn><issn>1477-0989</issn><issn>1477-0989</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2024</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNp10MtKAzEUBuAgiq3VB3AjATdupiaT-1KKVqHgpq6HzOSkTZ2bkw7i2zulVUFxlcX5zn_Cj9AlJVNKlbolRhrFGEkZpVpRZo7QmHKlEmK0OUbj3TzZgRE6i3FDCFGpVqdoxJTgXEkxRvPlGjB4D8UWNx77MrQtuGQTVtG-4xJsV4d6havGQRlxU2PYrkNhS-ygCDE0dVLZ10GcoxNvywgXh3eCXh7ul7PHZPE8f5rdLZKCpWSb5NYBJcw7qbhhtrDEWK6VYE5Im3vuSWo49YIbrq2QKiU5NUoLUKnTQA2boJt9bts1bz3EbVaFWEBZ2hqaPmap5opxrrke6PUvumn6rh5-lzEitdaSCTkouldF18TYgc_aLlS2-8goyXYtZ39aHnauDsl9XoH73viqdQDTPYh2BT9n_0_8BMKEgn4</recordid><startdate>20240501</startdate><enddate>20240501</enddate><creator>Ziyai, Nasibe Yağmur</creator><creator>Bozkurt, Ramazan</creator><creator>Kilickiran, Hatice</creator><creator>Dogu, Ozlem</creator><general>SAGE Publications</general><general>SAGE PUBLICATIONS, INC</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>ASE</scope><scope>FPQ</scope><scope>K6X</scope><scope>K9.</scope><scope>NAPCQ</scope><scope>7X8</scope><orcidid>https://orcid.org/0000-0002-1214-9625</orcidid><orcidid>https://orcid.org/0000-0003-1257-2551</orcidid><orcidid>https://orcid.org/0009-0004-5115-383X</orcidid><orcidid>https://orcid.org/0000-0003-0175-2303</orcidid></search><sort><creationdate>20240501</creationdate><title>The effect of flipped-jigsaw learning models on ethical decision-making</title><author>Ziyai, Nasibe Yağmur ; Bozkurt, Ramazan ; Kilickiran, Hatice ; Dogu, Ozlem</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c320t-bade103fd67493aca09a48753d56abf4f02941f54948a56720b19785e72d8e193</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2024</creationdate><topic>Adult</topic><topic>Collaborative learning</topic><topic>College students</topic><topic>Curriculum - standards</topic><topic>Curriculum - trends</topic><topic>Decision making</topic><topic>Decision Making - ethics</topic><topic>Education, Nursing, Baccalaureate - methods</topic><topic>Ethical dilemmas</topic><topic>Ethics</topic><topic>Ethics, Nursing - education</topic><topic>Familiarity</topic><topic>Female</topic><topic>Focus groups</topic><topic>Focus Groups - methods</topic><topic>Humans</topic><topic>Informed consent</topic><topic>Male</topic><topic>Measures</topic><topic>Medical education</topic><topic>Models, Educational</topic><topic>Nursing</topic><topic>Nursing education</topic><topic>Problem-Based Learning - methods</topic><topic>Qualitative Research</topic><topic>Quasi-experimental methods</topic><topic>Students</topic><topic>Students, Nursing - psychology</topic><topic>Students, Nursing - statistics & numerical data</topic><topic>Teaching</topic><topic>Tests</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Ziyai, Nasibe Yağmur</creatorcontrib><creatorcontrib>Bozkurt, Ramazan</creatorcontrib><creatorcontrib>Kilickiran, Hatice</creatorcontrib><creatorcontrib>Dogu, Ozlem</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>British Nursing Index</collection><collection>British Nursing Index (BNI) (1985 to Present)</collection><collection>British Nursing Index</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Premium</collection><collection>MEDLINE - Academic</collection><jtitle>Nursing Ethics</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Ziyai, Nasibe Yağmur</au><au>Bozkurt, Ramazan</au><au>Kilickiran, Hatice</au><au>Dogu, Ozlem</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>The effect of flipped-jigsaw learning models on ethical decision-making</atitle><jtitle>Nursing Ethics</jtitle><addtitle>Nurs Ethics</addtitle><date>2024-05-01</date><risdate>2024</risdate><volume>31</volume><issue>2-3</issue><spage>132</spage><epage>147</epage><pages>132-147</pages><issn>0969-7330</issn><issn>1477-0989</issn><eissn>1477-0989</eissn><abstract>Background
Ethical decision-making education in nursing can be taught effectively by combining different teaching models that support the visualisation of taught concepts and integrating theory into practice.
Objectives
The study aims to examine the effect of flipped and jigsaw learning models on ethical decision-making and ethical sensitivity in nursing.
Research design
We used a nested mixed design. A pretest-posttest single-group quasi-experimental design was used in the quantitative part, and a case study method was used in the qualitative part.
Participants and research context
This study was conducted in fall semester with second-year nursing students who studied an ethics course for the first time, using two different collaborative learning models. In the quantitative part, ethical dilemma and ethical sensitivity scales were made as pre-test with 117 and post-test with 128 students. In the qualitative part, a semi-structured three focus group interviews was conducted with 16 students.
Ethical considerations
After obtaining the approval of the University’s ethics committee, the study was carried out after obtaining participants’ informed written and verbal consent.
Findings
Students’ perspectives changed positively after training. This was related to six cases in section A of the Ethical Dilemma Scale. In part B, Practical Consideration (PC) and Principled Thinking (PT) mean scores were similar, showing no significant difference. For Familiarity in section C, it was determined that 68.4% of students in the pre-test and 77.3% in the post-test were familiar with similar dilemmas. The ethical sensitivity scale’s total scores were in a similar range. In the qualitative stage, ethical decision-making, ethical sensitivity, ethical dilemma and the improvement process were obtained as a theme.
Conclusions
There was an increase in the level of ethical sensitivity and familiarity with ethical dilemmas of nursing students after education. Flipped and jigsaw learning models can be used for nursing ethics courses.
Graphical Abstract</abstract><cop>London, England</cop><pub>SAGE Publications</pub><pmid>37544765</pmid><doi>10.1177/09697330231187139</doi><tpages>16</tpages><orcidid>https://orcid.org/0000-0002-1214-9625</orcidid><orcidid>https://orcid.org/0000-0003-1257-2551</orcidid><orcidid>https://orcid.org/0009-0004-5115-383X</orcidid><orcidid>https://orcid.org/0000-0003-0175-2303</orcidid></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0969-7330 |
| ispartof | Nursing Ethics, 2024-05, Vol.31 (2-3), p.132-147 |
| issn | 0969-7330 1477-0989 1477-0989 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_2847344848 |
| source | Applied Social Sciences Index & Abstracts (ASSIA); MEDLINE; SAGE Complete |
| subjects | Adult Collaborative learning College students Curriculum - standards Curriculum - trends Decision making Decision Making - ethics Education, Nursing, Baccalaureate - methods Ethical dilemmas Ethics Ethics, Nursing - education Familiarity Female Focus groups Focus Groups - methods Humans Informed consent Male Measures Medical education Models, Educational Nursing Nursing education Problem-Based Learning - methods Qualitative Research Quasi-experimental methods Students Students, Nursing - psychology Students, Nursing - statistics & numerical data Teaching Tests |
| title | The effect of flipped-jigsaw learning models on ethical decision-making |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-08T03%3A50%3A36IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=The%20effect%20of%20flipped-jigsaw%20learning%20models%20on%20ethical%20decision-making&rft.jtitle=Nursing%20Ethics&rft.au=Ziyai,%20Nasibe%20Ya%C4%9Fmur&rft.date=2024-05-01&rft.volume=31&rft.issue=2-3&rft.spage=132&rft.epage=147&rft.pages=132-147&rft.issn=0969-7330&rft.eissn=1477-0989&rft_id=info:doi/10.1177/09697330231187139&rft_dat=%3Cproquest_cross%3E2847344848%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=3068886356&rft_id=info:pmid/37544765&rft_sage_id=10.1177_09697330231187139&rfr_iscdi=true |