A comparison between the impacts of lecture and game based teaching on moral sensitivity among nursing students
-
Tayebe jalali
,
Azam Heidarzadeh
,
Ali Ansari
,
Mohadeseh Motamed-Jahromi
,
Mina Mobasher
,
Mohammad Parvaresh-Masoud
Abstract
Effective educational strategies are crucial for developing moral sensitivity in nursing students. Traditional lecture-based methods may lack engagement, prompting the exploration of game-based approaches. This study compares the impacts of game-based and lecture-based teaching on nursing students' moral sensitivity.In this quasi-experimental study, 46 fourth-semester nursing students from Rafsanjan University of Medical Sciences participated. The control group received traditional lectures, while the intervention group engaged in game-based learning focused on moral scenarios in eight 90-minute sessions.Of the initial 46 students, 42 completed the study. Both groups had similar demographics. Post-intervention, the game-based group showed a statistically significant increase in total moral sensitivity scores (P = 0.017). Additionally, they scored higher in “experience of ethical problems and conflicts” (P = 0.044) and in “sincerity and benevolence” (P = 0.007) compared to the lecture group. It was concluded that game-based teaching methods significantly enhance moral sensitivity among nursing students compared to traditional lectures, particularly in areas related to ethical conflicts and benevolence. Future research should focus on the long-term effects and integration of game-based learning in nursing education.
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| Issue | Vol 17 (2024) | |
| Section | Original Article(s) | |
| Keywords | ||
| Ethics education; Moral sensitivity; Game-based learning; Lecture-based learning; Nursing student. | ||
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