Effect of Digital Storytelling and Role Play on Nursing Students' Ethical Behaviours to Protect Patient Rights and Ethical Sensitivity: A Randomized Controlled Study
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 69
- 试验地点
- 1
- 主要终点
- Mean scores of ethical behaviors toward protecting patients'rights
研究概览
简要总结
This study aimed to investigate the effect of an ethics education using role-play and digital storytelling, on nursing students' ethical behaviours to protect patient's rights and ethical sensitivity.
- Is role-playing in ethics education effective in improving students' behaviours to protect patients' rights?
- Is role-playing in ethics education effective in improving students' ethical sensitivity?
- Is digital storytelling in ethics education effective in improving students' behaviours towards protecting patients' rights?
- Is digital storytelling in ethics education effective in developing students' ethical sensitivity? The researchers will compare the mean scores of the ethical behaviours toward protecting patient rights scale and ethical sensitivity scale to see whether role-playing and digital storytelling methods in ethics education have an effect on nursing students' ethical behaviours and ethical sensitivity towards protecting patient rights.
- All groups will participate in the theoretical lectures of ethics education for a total of five weeks, three hours a week.
- The theoretical lectures will consist of examination of ethics and related concepts, ethical principles, professional values in nursing, relationship between care and ethics, ethical problems and ethical approaches.
- One week after the theoretical lecture, all groups will participate in a two-week practice phase, three hours a week.
- Each group will be divided into small groups of 6-7 people.
- The Intervention I group will conduct an ethical case analysis involving an ethical problem given to them by the researchers in the classroom environment every week and will discuss the analysis using the role-play method in the ethics committee to be formed after the session.
- Intervention II group will discuss the ethical case analyses with ethical problems written by themselves by coming together outside the classroom environment.
- Each small group of 6-7 people will present their ethical case analyses to other group members in the classroom through digital storytelling.
- The control group will continue the standard education.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- Double (Participant, Outcomes Assessor)
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •First-time registration in the course
- •Being a volunteer
排除标准
- •Non-native speakers of the country's native language
- •Previous graduation from any health-related university
研究组 & 干预措施
Role-playing
The role play group will make an ethical analysis of a case involving an ethical problem given to them by the researchers in the classroom environment every week and will discuss the cases using the role play method in the ethics committee to be formed after the session.
干预措施: Role Playing (Other)
Digital storytelling
Digital storytelling group will discuss the ethical analyses of the cases with ethical issues written by themselves outside the classroom environment. Each small group of 6-7 people will present their ethical case analyses to other group members in the classroom through digital storytelling.
干预措施: Digital Storytelling (Other)
standard education
The control group will continue the standard education.
结局指标
主要结局
Mean scores of ethical behaviors toward protecting patients'rights
时间窗: From enrollment to the end of ethics education at 8 weeks.
The mean score will be obtained using the ethical behaviors toward protecting patients'rights scale.
Mean scores of ethical sensitivity
时间窗: From enrollment to the end of ethics education at 8 weeks.
The mean score will be obtained using the ethical sensitivity scale.
次要结局
未报告次要终点
研究者
Evrim Eyikara
assistant professor
Gazi University