Effect of Simulation on Undergraduate Nursing Students’ Knowledge of Nursing Ethics Principles
Background: Undergraduate nursing education standards include acquisition of knowledge of ethics principles and the prevalence of health-care ethical dilemmas mandates that nursing students study ethics. However, little research has been published to support best practices for teaching/learning ethics principles.
Purpose: This study sought to determine if participation in an ethics consultation simulation increased nursing students’ knowledge of nursing ethics principles compared to students who were taught ethics principles in the traditional didactic format.
Methods: This quasi-experimental study utilized a pre-test/post-test design with randomized assignment of students at three universities into both control and experimental groups. Results: Nursing students’ knowledge of nursing ethics principles significantly improved from pre-test to post-test (p ¼.002); however, there was no significant difference between the experimental and control groups knowledge scores (p ¼.13).
Conclusion: Further research into use of simulation to teach ethics principles is indicated.
Canadian Journal of Nursing Research
DOI of Published Version
Donnelly, Mary Broderick; Horsley, Trisha Leann; Adams, William H.; Gallagher, Peggy; and Zibricky, C. Dawn, "Effect of Simulation on Undergraduate Nursing Students’ Knowledge of Nursing Ethics Principles" (2017). College of Nursing Faculty Publications. 85.