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  1. Lecture-Based Versus Problem-Based Learning in Ethics Education Among Nursing Students.Mahnaz Khatiban, Seyede Nayereh Falahan, Roya Amini, Afshin Farahanchi & Alireza Soltanian - 2019 - Nursing Ethics 26 (6):1753-1764.
    Background: Moral reasoning is a vital skill in the nursing profession. Teaching moral reasoning to students is necessary toward promoting nursing ethics. Objectives: The aim of this study was to compare the effectiveness of problem-based learning and lecture-based methods in ethics education in improving moral decision-making, moral reasoning, moral development, and practical reasoning among nursing students. Research design: This is a repeated measurement quasi-experimental study. Participants and research context: The participants were nursing students in a University of Medical Sciences in (...)
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  • Effects of an Ethical Empowerment Program on Critical Care Nurses’ Ethical Decision-Making.Fatemeh Jamshidian, Mohsen Shahriari & Mohsen Rezaei Aderyani - 2019 - Nursing Ethics 26 (4):1256-1264.
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  • Impacts of Socratic Questioning on Moral Reasoning of Nursing Students.Camellia Torabizadeh, Leyla Homayuni & Marzieh Moattari - 2018 - Nursing Ethics 25 (2):174-185.
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  • The Development and Implications of a Case-Based Computer Program to Train Ethical Decision-Making.Eun-Jun Park - 2013 - Nursing Ethics 20 (8):943-956.
    To effectively train ethical decision-making of nursing students, a case-based computer program was developed using Flash animation. Seven ethical cases collected from practicing registered nurses’ actual clinical experiences and a six-step Integrated Ethical Decision-Making Model developed by the author were employed in the program. In total, 251 undergraduate students from three nursing schools used the program in their nursing ethics course. The usability of the program and its usefulness in improving 11 abilities needed in ethical decision-making were measured; it scored (...)
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  • Ethics Interventions for Healthcare Professionals and Students: A Systematic Review.Minna Stolt, Helena Leino-Kilpi, Minka Ruokonen, Hanna Repo & Riitta Suhonen - 2018 - Nursing Ethics 25 (2):133-152.
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  • A Meta-Analytic Comparison of Face-to-Face and Online Delivery in Ethics Instruction: The Case for a Hybrid Approach.E. Michelle Todd, Logan L. Watts, Tyler J. Mulhearn, Brett S. Torrence, Megan R. Turner, Shane Connelly & Michael D. Mumford - 2017 - Science and Engineering Ethics 23 (6):1719-1754.
    Despite the growing body of literature on training in the responsible conduct of research, few studies have examined the effectiveness of delivery formats used in ethics courses. The present effort sought to address this gap in the literature through a meta-analytic review of 66 empirical studies, representing 106 ethics courses and 10,069 participants. The frequency and effectiveness of 67 instructional and process-based content areas were also assessed for each delivery format. Process-based contents were best delivered face-to-face, whereas contents delivered online (...)
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  • Ethical Competence.Kathleen Lechasseur, Chantal Caux, Stéphanie Dollé & Alain Legault - forthcoming - Nursing Ethics:096973301666777.
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  • Recognizing Bioethical Issues and Ethical Qualification in Nursing Students and Faculty in South Korea.K. Choe, E. Song & Y. Kang - 2013 - Nursing Ethics 20 (2):0969733012472734.
    The role of nursing faculty members in charge of ethics education is important. Although all nursing students receive the same bioethics education, their experiences differ, related to ethical qualification, which depends on the personal socialization process. This Korean study aimed to provide nursing faculty members with the basic data to help them develop as bioethics experts and provide nursing students with knowledge to improve their ethical decision-making abilities. We used a survey design to assess recognition of bioethical issues and ethical (...)
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