A quasi-experimental study: Comparison of three approaches to ethics education

BackgroundSelecting and applying the most effective educational strategies for teaching ethics to undergraduate nursing students is challenging for educators.Research aimThe aim of this study was to compare the effects of three different educational methods in the Nursing Philosophy and Ethics course on students' ethical decision-making levels and to evaluate the perceived effectiveness of the ethics education provided.Research designA quasi-experimental design was used.Participants and research contextThis study conducted on 121 nursing students that divided into simulation with standardized patients, role play, and case analysis groups. Data were collected using the Nursing Ethical Dilemma Test and Nursing Effectiveness of Ethics Education Scale and analyzed using SPSS version 21.0.Ethical considerationsThe study received ethical approval from the University Social Research Ethics Board (Protocol No: 2023/18-01; Date: 1 November 2023). Verbal consent was given by students who voluntarily agreed after being informed about the study.ResultsThe results indicated that there was no statistically significant difference between the groups in terms of mean scores on the Nursing Ethical Dilemma Test, though the case analysis group had slightly higher averages. Among the groups, the simulation group obtained the highest scores on the Nursing Effectiveness of Ethics Education Scale and reported the highest level of student satisfaction.ConclusionsEthics education incorporating active learning strategies, such as simulation, appears to enhance students' perceived effectiveness and satisfaction with ethics education. Nonetheless, considering the absence of statistically significant differences among the three instructional methods, case analysis being more cost-effective and readily implementable remains a viable and practical primary approach in nursing ethics education.