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

doi:10.18502/jmehm.v17i18.18670

Tayebe Jalali M.Sc. Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Geriatric Care Research Center, Rafsanjan University of Medical Sciences, Rafsanjan, Iran.
Azam Heidarzadeh M.Sc. Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Geriatric Care Research Center, Rafsanjan University of Medical Sciences, Rafsanjan, Iran.
Ali Ansari M.Sc. Department of Psychiatric and Mental Health Nursing, School of Nursing and Midwifery, Social Determinants of Health Research Center, Rafsanjan University of Medical Sciences, Rafsanjan, Iran.
Mohadeseh Motamed-Jahromi Assistant Professor, Department of Public Health, School of Health, Fasa University of Medical Sciences, Fasa, Iran.
Mina Mobasher Associate Professor, Department of Medical Ethics and History of Medicine, School of Persian Medicine, Kerman University of Medical Sciences, Kerman, Iran.
Mohammad Parvaresh Masoud Assistant Professor, Department of Emergency Medicine, Paramedical Faculty, Qom University of Medical Sciences, Qom, Iran.

DOI: https://doi.org/10.18502/jmehm.v17i18.18670

Keywords: Ethics education; Moral sensitivity; Game-based learning; Lecture-based learning; Nursing student.

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.