Application of an Ashridge Training Model-Based Ethics and Moral Course in Newly Graduated Nurses
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 120
- 试验地点
- 1
- 主要终点
- Humanistic Caring Ability
研究概览
简要总结
The objective of this historical control trial is to evaluate the effectiveness of an Ethics and Moral Course, based on the Ashridge training model, in newly graduated nurses. The primary questions it aims to address are: (1) What is the impact of integrating moral education into the standardized training of newly employed nurses on their professional outlook? (2) Can this study enhance the humanistic care abilities and overall competencies of newly graduated nurses?
Researchers compared two groups of newly employed nurses (without work experience) at a specific hospital. The control group received conventional training, while the intervention group underwent a moral education curriculum designed in three stages based on the Ashridge training model, in addition to traditional training. Post-training, the two groups were compared in terms of their sense of professional mission, perceived professional benefits, humanistic care abilities, theoretical knowledge, and practical skills performance.
详细描述
With the continuous development of the healthcare sector, nursing personnel face increasingly higher professional demands. Newly graduated nurses, lacking work experience, are particularly prone to ethical dilemmas during their transition from nursing students to clinical practitioners. Ophthalmology and otolaryngology diseases often affect patients' sensory functions and quality of life, imposing higher competency requirements on Eye, Ear, Nose, and Throat (EENT) nurses. Standardized training, as a crucial transitional period for new nurses, presents an optimal opportunity to integrate ethical education, thereby fostering their professional outlook and moral qualities.
This study underscores the importance of structured ethical and moral education during this critical transition period. The investigators first developed an ethics and morality curriculum tailored for new EENT nurses based on the Ashridge training model, followed by a non-randomized controlled trial to evaluate its effectiveness. Newly employed nurses (new graduates without work experience) at a tertiary specialized hospital in Shanghai were selected as study subjects. Sixty new nurses employed between January 2022 and December 2022 served as the control group and received conventional training. Between January 2023 and December 2023, sixty newly employed nurses served as the intervention group, receiving an ethics and morality curriculum designed in three phases based on the Ashridge training model, in addition to conventional training.
A mixed-methods research design was adopted. The investigators surveyed the sense of professional mission, professional benefit perception, humanistic care ability, theoretical knowledge, practical skills, and scenario-based case simulation performance in both groups post-training. The qualitative component used purposive sampling to conduct semi-structured interviews with 18 new nurses. Thematic framework analysis was employed to extract viewpoints, categorize reasoning, and summarize themes.
The results indicated that the intervention group outperformed the control group across all measured parameters (P < 0.05). The results highlight the effectiveness of our course in enhancing the professional identity, ethical decision-making, and humanistic care abilities of newly graduated nurses. Our qualitative interviews further complemented the quantitative findings, providing valuable insights for the development of ethical and moral education courses for new nurses.
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- Single (Participant)
盲法说明
The intervention study employed a single-blind design, keeping subjects unaware of the specific interventions and whether they were assigned to the control or intervention group.
入排标准
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Newly graduated nurses with no prior clinical nursing experience.
- •Possession of a nurse licensure certificate.
- •Currently undergoing a one-year standardized training for newly graduated nurses.
- •Voluntary participation in the study with informed consent signed by the nurse.
排除标准
- •Newly graduated nurses on medical leave exceeding three months or those in a non-working status during the study period, including maternity leave, sick leave, or vacation.
- •Nurses with a recent history of major traumatic events leading to mental debilitation or psychological trauma.
研究组 & 干预措施
Control group
The control group underwent a conventional one-year training for newly graduated nurses, initially consisting of centralized training by the hospital and nursing departments, covering regulations, laws, medical ethics, nursing professional spirit, specialized theory, and basic operational training. Upon entering their respective departments, one-on-one mentorship was provided by instructors, teaching basic nursing, specialized disease care, basic and specialized nursing operations, and nursing workflows. Theoretical knowledge was delivered through PPT lectures, while nursing skill training included demonstrations, explanations, and organized practice. Real-time guidance was provided during the learning process, with periodic assessments in theory and practice to ensure learning outcomes.
Intervention group
In addition to the same training as the control group, the intervention group received the Ethics and Moral Course based on the Ashridge training model, tailored for newly graduated nurses.
干预措施: The Ethics and Moral Course based on the Ashridge training model (Other)
结局指标
主要结局
Humanistic Caring Ability
时间窗: Within 7 days after the completion of the training program
Evaluation was conducted using the Nursing Students' Humanistic Caring Ability Scale. This scale consists of 45 items across eight dimensions: Instilling Beliefs and Hope (9 items), Humanitarian Altruistic Values (6 items), Health Education (7 items), Promoting Emotional Communication (5 items), Scientifically Solving Health Problems (4 items), Assisting in Meeting Basic Needs (4 items), Helping Solve to Difficulties (5 items), and Providing a Good Environment (5 items). It uses a Likert 5-point scale, with positive items scored from 4 (completely agree) to 0 (completely disagree), and 10 reverse-scored items from 0 (completely agree) to 4 (completely disagree), providing a total score range of 0 to 180. Higher scores indicate stronger humanistic caring abilities.
Professional Calling
时间窗: Within 7 days after the completion of the training program
Evaluation was conducted using the Professional Calling Scale. This scale consists of 12 items and is a unidimensional scale. It uses a Likert 5-point scale, ranging from 1 (strongly disagree) to 5 (strongly agree), resulting in a total score range of 12 to 60, with higher scores indicating a stronger sense of professional calling.
Professional Benefits
时间窗: Within 7 days after the completion of the training program
Evaluation was conducted using the Nurse Professional Benefits Scale. This scale comprises 29 items across five dimensions: Positive Professional Perception (5 items), Family and Friends' Recognition (7 items), Team Belongingness (5 items), Good Nurse-Patient Relationship (6 items), and Personal Growth (6 items). It uses a Likert 5-point scale, ranging from 1 (strongly disagree) to 5 (strongly agree), with a total score range of 29 to 145. Higher scores indicate a higher level of professional benefits for nurses.
次要结局
- Theoretical Knowledge and Practical Skills, and Scenario Simulation Exam Scores(During the last seven days of the training program)
- Qualitative Research(Within 7 days after the completion of the training program)