Effects of Ethical Instructional Management Model on the Ethical Sensitivity Score of Nursing Students
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Abstract
This quasi-experimental research aimed to compare the ethical sensitivity score of nursing students. The sample consisted of 34 second year nursing students, divided into an experimental group (n = 17) and a control group (n = 17). The experimental group received the ethical instructional management model, while the control group received usual instruction. The research instruments included 1) the ethical instructional management model, which yielded a Content Validity Index (CVI) of 1.00, and 2) data collection tools consisting of a personal information questionnaire and an ethical sensitivity Score with a Cronbach’s alpha coefficient of 0.87. Data were analyzed using the Wilcoxon Signed-Rank Test and the Mann-Whitney U Test. The findings revealed that after receiving the ethical instructional management model, the experimental group’s ethical sensitivity scores were significantly higher than those of the control group (p < .05). Within the experimental group, the mean ethical sensitivity score post-intervention was 212.41 (S.D. = 0.61), which was significantly higher than the pre-intervention score (p < .05). The ethical instructional management model effectively enhances ethical sensitivity among nursing students. Therefore, this model should be integrated into nursing curricula to foster ethical competence in future practitioners.
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