Etik Eğitiminde Standart Hasta Kullanımının Hemşirelik Lisans Öğrencilerinin Ahlaki Duyarlılık, Ahlaki Muhakeme Ve Etik Karar Verme Becerilerine Etkisinin İncelenmesi

Abstract

This study was conducted both as quasi experimental to investigate the effects of using standardized patients in ethics education on nursing baccalaureate students’ moral sensitivity, moral reasoning and ethical decision-making by comparing it with case analysing in class, and as qualitative to explore the views of students. Sample consisted of 89 Hacettepe University Faculty of Nursing students who were enrolled to Nursing History and Deontology course during the education year of 2017-2018 and who had voluntarily accepted to participate this study. In this study, following the lectures of theoretical components of ethics, students were randomly assigned into two working groups, namely; group 1 continued learning with standardized patients, while group 2 continued though case analysing in the class. Data were collected using the Moral Sensitivity Questionnaire, Rests’ Defining Issues Test and Nursing Dilemma Test. Quantitative data were analysed using descriptive statistics, and qui square test, Mann Whitney U test, the Unpaired t-test and Cochran’s Q Test were employed to compare the differences between two groups, and Friedman test is used for one-way repeated measures. The strength of association between variables was analysed using the Pearson and Spearman correlation tests. Qualitative data were analysed by transcribing verbatim and grouping into themes and subthemes based on the focus group questions. According to the results, the mean score of moral sensitivity of students in standardized patient group significantly decreased over time compared to students in the case analysing group, while the mean scores of students in both groups on moral reasoning and ethical decision making were not statistically significant. Results indicated that compared to case analysing method, the use of standardized patients in ethics education improved the moral sensitivity of nursing students; however, there was no difference in terms of developing their moral reasoning and ethical decision-making. Qualitative data obtained from focus group discussions revealed that students consider ethical decision-making as a difficult and complex process; however, they reported that learning experiences either via case analysing or using standardized patients were useful because such experiences increased their awareness of ethical problems and ability to discover their own feelings. Based on the results of this study, we recommend the use of both standardized patients and case analysing as teaching methods in ethics education.