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Role-playing or jurisprudential inquiry model: A comparison of two active learning methods in teaching of professional ethics to nursing students
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Zahra Tayebi1   , Maryam Shiri1 , Roohangiz Norouzinia2 , Mansoureh Tajvidi3 , Zahra Hosseini Nodeh 4 |
1- School of Nursing, Alborz University of Medical Sciences, Karaj, Iran.
2- Schools of Paramedical Sciences, Alborz University of Medical Sciences, Karaj, Iran.
3- College of Nursing & Midwifery, Karaj Branch, Islamic Azad University, Karaj, Iran.
4- Nursing department, University of social welfare and rehabilitation sciences, Tehran, Iran. , z.hosseini.n@gmail.com |
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Abstract: (4270 Views) |
Introduction: education of professional ethics is a necessary section of nursing curriculum. To change attitude and function, traditional educational methods are not effective versus active models. This study conducted to comparison of two active learning educational models; role-playing with jurisprudential inquiry model
Methods: in this quasi-experimental study, 79 nursing students selected by stage sampling. Half of them received their education via roleplaying and other half student received it by jurisprudential inquiry model. Data collected via a writing test in two stages. The test designed and validated according to ethical reasoning resources and analyzed with SPSS software.
Results: paired t-test did not show any significant difference between mean scores of ethics in 4 weeks after education with 3 months later. Mean score of professional ethics in related with colleges, 3 month after education, showed a significant difference among jurisprudential inquiry model group (p=0.03).
Conclusions: jurisprudential inquiry model is more effective than role-playing in long-term remembering of professional ethics of nursing students, especially in relationship with colleges. In short-term, both are effective, equally. |
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| Keywords: Role-playing, jurisprudential inquiry model, active learning, professional ethics, nursing, education |
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Full-Text [PDF 303 kb]
(2400 Downloads)
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Article Type: Original Research |
Subject:
New Methods of Teaching in Medical Sciences
Received: 2018/12/3 | Accepted: 2019/01/28 | Published: 2019/12/1
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