A comparison of problem-based learning and conventional teaching in nursing ethics education

Area of Science:

• Nursing Education
• Medical Ethics
• Pedagogy

Background:

• Nursing ethics education is crucial for professional practice.
• Traditional teaching methods may have limitations in fostering critical ethical reasoning.
• Problem-based learning (PBL) offers an alternative pedagogical approach.

Purpose of the Study:

• To compare the learning effectiveness of peer tutored problem-based learning (PTPBL) versus conventional teaching for nursing ethics.
• To evaluate the impact on ethical discrimination ability and learning satisfaction.
• To assess the potential of PTPBL in resource-limited educational contexts.

Main Methods:

• Experimental design with 142 senior nursing students randomly assigned to PTPBL (experimental) or conventional teaching (control) groups.
• Pre- and post-intervention assessment of nursing ethical discrimination ability.
• Post-intervention learning satisfaction survey focusing on self-motivated learning and critical thinking.

Main Results:

• Both groups demonstrated significant improvement in ethical discrimination post-intervention.
• The PTPBL group showed statistically significant higher ethical discrimination scores than the control group (P < 0.05).
• Significant differences in satisfaction with self-motivated learning and critical thinking favored the PTPBL group.

Conclusions:

• Peer tutored problem-based learning is more effective than conventional teaching for enhancing nursing ethics education.
• PTPBL fosters greater self-motivated learning and critical thinking skills.
• PTPBL presents a viable and effective strategy for nursing ethics instruction, especially under personnel and resource constraints.