Fengying Zhang1, Li Zhao2, Yanli Zeng3, Kai Xu4, Xin Wen5. 1. West China School of Nursing, Sichuan University, 37#, Guoxuexiang, Wuhou District, Chengdu 610041, China; Department of Gerontological Home Care and Long-Term Care Nursing, Graduate School of Medicine, The University of Tokyo, 7-3-1, Hongo, Bunkyo-Ku, Tokyo 113-0033, Japan. Electronic address: zhangfengying@scu.edu.cn. 2. West China School of Public Health, Sichuan University, 17#, Section 3, South Remin Road, Chengdu, Sichuan 610041, China. 3. School of Nursing, Chengdu University of Traditional Chinese Medicine, 1166# Liutai Avenue, Wenjiang District, Chengdu, Sichuan 611137, China. 4. School of Business, Chengdu University, 2025#, Chenglue Avenue, Longquanyi District, Chengdu 610106, China. 5. Kunming Medical University, 1168#, Chunrong west road, Kunming, Yunnan 650500, China.
Abstract
BACKGROUND: With developing nursing ethics education, the traditional methods of teaching could not meet the learning needs of undergraduates. Improving ethical decision-making to undergraduates is necessary toward promoting nursing ethics. OBJECTIVE: The aim of study is to compare the effect of inquiry-oriented teaching and lecture-based approach on nursing ethics education for undergraduates. DESIGN: A quasi-experimental study was conducted for undergraduate nursing students. SETTINGS: Two nursing schools participated in the study in mainland China. PARTICIPANTS: A total of 97 undergraduate nursing students participated in the study. METHODS: The study adopted a quasi-experimental design. RESULTS: The inquiry-oriented teaching group was significantly higher on average scoring than the lecture-based group after intervention in 2 aspects including: professional relationship (P = 0.015) and ethical decision making (P = 0.021). Contrarily, this study also showed that in the lecture-based group the score of foundational theories of nursing ethics was higher than Inquiry-oriented group (P = 0.038). A statistically significant difference was not found between the two groups in 3 scenarios: ethics related to nursing practice, ethics related to nursing research and necessity of learning nursing ethics. CONCLUSION: Combination of inquiry-oriented teaching and lecture-based approach is suggested as part of design for curriculum of nursing ethics education.
BACKGROUND: With developing nursing ethics education, the traditional methods of teaching could not meet the learning needs of undergraduates. Improving ethical decision-making to undergraduates is necessary toward promoting nursing ethics. OBJECTIVE: The aim of study is to compare the effect of inquiry-oriented teaching and lecture-based approach on nursing ethics education for undergraduates. DESIGN: A quasi-experimental study was conducted for undergraduate nursing students. SETTINGS: Two nursing schools participated in the study in mainland China. PARTICIPANTS: A total of 97 undergraduate nursing students participated in the study. METHODS: The study adopted a quasi-experimental design. RESULTS: The inquiry-oriented teaching group was significantly higher on average scoring than the lecture-based group after intervention in 2 aspects including: professional relationship (P = 0.015) and ethical decision making (P = 0.021). Contrarily, this study also showed that in the lecture-based group the score of foundational theories of nursing ethics was higher than Inquiry-oriented group (P = 0.038). A statistically significant difference was not found between the two groups in 3 scenarios: ethics related to nursing practice, ethics related to nursing research and necessity of learning nursing ethics. CONCLUSION: Combination of inquiry-oriented teaching and lecture-based approach is suggested as part of design for curriculum of nursing ethics education.