The effects of nursing ethics education through case-based learning on moral reasoning among nursing students

Background: Despite their significant roles in patient care, most nursing students have limited ability to make wise ethical decisions in difficult situations. Objectives:This study aimed to examine the effects of nursing ethics education through case-based learning (CBL) on moral reasoning among nursing students. Methods:This controlled trial was conducted in 2016-017 on 73 4th year nursing students recruited from Urmia Faculty of Nursing and Midwifery, Urmia, Iran. Participants were randomly allocated to an intervention (n = 37) and a control (n = 36) groups. Nursing ethics education to participants in the intervention and the control groups was provided through the case-based learning and the lecture methods, respectively. Using the Nursing Dilemma Test, participants' moral reasoning was assessed both before and 1 month after the intervention. Data were analyzed using the paired- and the independent-samples t and the Chi-square tests. Results:No statistically significant difference was found between the intervention and the control groups regarding the pretest mean score of moral reasoning (44.97 ± 7.50 vs. 43.64 ± 6.87;P = 0.44). However, the post test mean score of moral reasoning in the intervention group was significantly greater than the control group (49.08 ± 5.74 vs. 44.67 ± 5.87;P = 0.002). Conclusion: Nursing ethics education through CBL is an effective strategy for improving moral reasoning among nursing students. Therefore, this method is recommended for ethics education to nursing students