Comparison of the effectiveness of case-based and lecture-based learning strategies on the moral knowledge of the nursing staff

Abstract

BACKGROUND: Ethics education is essential for nursing students to enhance their ethical decision-making skills. Training methods such as case-based learning (CBL) can improve nurses’ moral reasoning and sensitivity. This experimental study aimed to compare the effectiveness of conventional lecture-based learning (LBL) and CBL in enhancing moral knowledge among nursing professionals. MATERIALS AND METHODS: The study was conducted with 80 nurses at Rajaie Cardiovascular Institute in 2023, who were randomly assigned to either a conventional LBL class or a CBL class where ethical cases were discussed. Before and after the classes, the nurses completed a multiple-choice exam to evaluate their moral knowledge. The results were then compared before and after the intervention in both groups. The normality of the data was assessed using the Kolmogorov–Smirnov test. To compare continuous parametric data, the independent t-test and paired t-test were employed. For categorical data, the chi-square test was utilized. RESULTS: The mean overall post-class scores were significantly higher in the CBL group (P-value = 0.02). Furthermore, post-class scores for the subtests on communication with patients and confidentiality were substantially better in the CBL group (P-value = 0.008 and 0.02, respectively). CONCLUSION: The post-test scores of the CBL group showed a significant improvement compared to the LBL group, suggesting that the CBL method is effective in enhancing moral knowledge.