Ethics education provided to nursing students is important in terms of the development of nurses' ethical awareness and sensitivity in professional life. This study was carried out to determine the effect of the case analysis method on nursing students' ethical sensitivity when used in ethics education. This study was planned using a cross-sectional, descriptive, correlational design, and was conducted between September and December 2019. The study population comprises 138 third-year nursing students. All participants were enrolled in the nursing history deontology and ethics of care course in the nursing department of the healthcare sciences faculty of a rooted university in the Black Sea region of Turkey during the fall semester of the 2019-2020 academic year. The study sample comprises 131 nursing students. The study data were collected using the personal information form, the Modified Moral Sensitivity Questionnaire for Student Nurses (MMSQSN), and the Nursing Effectiveness of Ethics Education Scale (NEEES). Data were analyzed with the SPSS 18.0 software program using frequency, mean, standard deviation, and paired samples ttest. It was found that 46.6% of participating students encountered ethical issues in clinical practices, and that of these students, 27.5% encountered ethical issues regarding drug administration, care practices, and patient information. The mean MMSQSN score of the students before the education was 4.48±0.50, but was found to be 5.05±0.68 after the education; this was found to be a statistically significant difference (p<0.001). The mean NEEES score was 56.37±11.09. It was found that students encounter various ethical issues during clinical practice, that their ethical sensitivity was of a moderate level before the ethics education, that their ethical sensitivity increased after the education, and that students evaluated the ethics education as effective.
Keywords: Nursing student; ethical sensitivity; moral sensitivity; ethics education
Hemşirelik öğrencilerine verilen etik eğitimi, meslek yaşamında etik bilincin ve duyarlılığın gelişmesinde önemlidir. Bu araştırma, hemşirelik öğrencilerinde etik eğitiminde kullanılan vaka analizi yönteminin etik duyarlılıklarına etkisini belirlemek amacıyla yapıldı. Araştırma kesitsel, tanımlayıcı ve ilişki arayıcı tipte olup Eylül-Aralık 2019 tarihleri arasında gerçekleştirildi. Araştırmanın evrenini 138 üçüncü sınıf hemşirelik öğrencisinden oluşmaktadır. Tüm katılımcılar 2019-2020 eğitim öğretim yılı güz döneminde Türkiyenin Karadeniz bölgesinde yer alan köklü bir üniversitenin sağlık bilimleri fakültesi hemşirelik bölümünde hemşirlik tarihi deontolojisi ve bakım etiği dersine kayıt olmuştur. Çalışmanın örneklemi 131 hemşirelik öğrencisinden oluışmaktadır. Verilerin toplanmasında kişisel bilgi formu, Hemşirelik Öğrencileri İçin Uyarlanmış Etik Duyarlılık Ölçeği (HÖUEDÖ) ve Hemşirelikte Etik Eğitiminin Etkinliğini Değerlendirme Ölçeği kullanıldı. Verilerin değerlendirilmesi, SPSS 18 programında frekans, ortalama, standart sapma, eşleştirilmiş gruplarda t-testi ile gerçekleştirildi. Öğrencilerin %46,6'sının klinik uygulamalarda etik sorunlarla karşılaştığı, etik sorun ile karşılaşan öğrencilerin %27,5'inin ilaç uygulamaları, bakım uygulamaları ve hasta bilgilendirme konusunda etik sorunlarla karşılaştığı saptandı. Öğrencilerin eğitim öncesi HÖUEDÖ toplam puan ortalaması 4,48±0,50 iken; eğitim sonrasında 5,05±0,68 puan olduğu saptanmış olup, bu fark istatistiksel olarak anlamlı bulunmuştur (p<0,001). Hemşirelikte Etik Eğitiminin Etkinliğini Değerlendirme Ölçeği toplam puan ortalamasının 56,37±11,09 şeklinde ortalamanın üzerinde olduğu belirlendi. Öğrencilerin, klinik uygulamalarda çeşitli etik sorunlar ile karşılaştıkları, etik eğitimi öncesi etik duyarlılık seviyeleri orta düzeyde iken, eğitim sonrası arttığı ve etik eğitimini etkin olarak değerlendirdikleri saptandı.
Anahtar Kelimeler: Hemşirelik öğrencisi; etik duyarlılık; ahlaki duyarlılık; etik eğitimi
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