The Impact of a Multi-Method Approach for Ethics Education on Occupational Therapy Students’ Self-Efficacy and Confidence

Abstract

The purpose of this study was to explore the effectiveness of a multi-method approach for ethics education. The investigators measured occupational therapy (OT) students' self-efficacy for ethical decision-making and explored their perception of what contributed to their confidence in understanding the American Occupational Therapy Association's (AOTA) "2020 Occupational Therapy Code of Ethics." This one-group mixed methods study included twenty Master of OT students. Self-efficacy was measured via a pre-test and post-test using an adapted version of the New General Self-Efficacy Scale, and open-ended questions captured data regarding student perceptions of what contributed to their confidence. Students presented with high levels of self-efficacy after completing a multi-method approach for ethics education. The results of the Wilcoxon Signed Ranks Test approached statistical significance. Qualitative data analysis revealed two categories: factors that increased confidence and factors that decreased confidence. This study provides foundational evidence that multi-method education on ethics including a standardized simulation, reflection and an ethics assignment enhances OT students' self-efficacy for ethical decision-making and contributes to their confidence in understanding the OT Code of Ethics.