Comparing the Effectiveness of Professional Ethics Education  Via Mobile Application and Webinar on Maintaining Patient  Dignity from the Perspective of Nursing Students

Mohsen  Shahriari; Maryam Sadat  Hashemi; Arash  Najimi; Mohammad Zare  Reshkoieh

doi:10.18502/ijme.v18i14.19796

Mohsen Shahriari Professor of Nursing, Internal Surgery Nursing Department, School of Nursing and Midwifery, Nursing and Midwifery Care Research Center, Isfahan University of Medical Sciences.
Maryam Sadat Hashemi Assistant Professor of Nursing, Department of Critical Care Nursing, School of Nursing and Midwifery, Isfahan University of Medical Sciences.
Arash Najimi Associate Professor of Health Education and Promotion, Department of Medical Education, Educational Development Center, Medical Education Research Center, Isfahan University of Medical Sciences
Mohammad Zare Reshkoieh Nursing Graduate, Nursing Department, School of Nursing and Midwifery, Isfahan University of Medical Sciences. Instructor of Medical Surgical Nursing, Internal Surgery Nursing Department, School of Nursing and Midwifery, Nursing and Midwifery Care Research Center, Shahid Sadoughi University of Medical Sciences.

DOI: https://doi.org/10.18502/ijme.v18i14.19796

Keywords: Nursing, Medical Ethics, Human Dignity, Patient, Distance Learning.

Abstract

The fundamental nature of nursing care lies in maintaining patients’ human dignity. Protecting the dignity and high value of humanity is the focus of the nursing profession. This study aimed to compare the effectiveness of mobile application-based and webinar-based professional ethics education on maintaining patient dignity among nursing students. This was a quasi-experimental study with a two-group pretest-posttest design involving 90 undergraduate nursing students. One group received professional ethics education via webinars, while the other received training through a mobile application-based program. Data were collected using a demographic information form and a questionnaire assessing nursing students’ views on maintaining patient dignity. The findings showed that before training, the mean total scores for human dignity were 99.96 ± 17.43 in the webinar group and 99.59 ± 16.28 in the mobile application group, with no statistically significant difference (p=0.62). After training, the mean human dignity score was significantly higher in the mobile application group (111.15±14.69) than in the webinar group (104.34 ± 15.38), and this difference was statistically significant (p=0.02). The findings indicated that professional ethics education delivered via a mobile application was associated with a greater improvement in nursing students’ views on patient dignity compared to webinar-based education. Mobile-based education offers a self-directed, flexible learning method, enabling students to have continuous access to educational content without time or place restrictions. It is recommended that medical universities in Iran consider developing and integrating educational applications into their curricula.