Impact of Educational Intervention on Knowledge and Attitude towards Health Care Ethics and Law among Diploma Nursing Students
J. Jaivin Jaisingh *
T.S. Misra College of Nursing, T.S Mishra University, Lucknow, Uttar Pradesh, India.
Aneeta Sharma
T.S. Misra College of Nursing, T.S Mishra University, Lucknow, Uttar Pradesh, India.
Cinderella Camester
T.S. Misra College of Nursing, T.S Mishra University, Lucknow, Uttar Pradesh, India.
*Author to whom correspondence should be addressed.
Abstract
Background: Health care ethics encompasses autonomy, beneficence, non-malfeasance, and justice, while health care law addresses confidentiality, documentation, negligence, malpractice, and patients’ rights.
Aims: The study aims to assess pre-test knowledge and attitudes towards health care ethics and law among diploma nursing students; implement a structured educational intervention programme; assess post-test knowledge and attitudes; compare pre-test and post-test scores; and determine associations between post-test knowledge and attitude scores and selected demographic variables, including age, gender, prior ethics exposure, and clinical experience.
Methodology: A quantitative evaluative approach with a pre-experimental one-group pre-test and post-test design was adopted among final-year GNM nursing students. A total of 60 participants were selected through purposive sampling from a selected nursing institution. Data were collected using a demographic proforma, structured knowledge questionnaire, and Likert attitude scale. The intervention was administered after the pre-test, and the post-test was conducted on the 7th day. Data were analysed using descriptive and inferential statistics, including paired t-test and chi-square test, using SPSS. Informed consent, confidentiality, and institutional approval were maintained.
Results: Students initially demonstrated inadequate knowledge and neutral to unfavourable attitudes. Following the intervention, knowledge and attitude improved markedly. The mean knowledge score increased from 12.3 ± 2.9 in the pre-test to 24.7 ± 2.1 in the post-test (t = 21.62, p < 0.05). The mean attitude score increased from 42.6 ± 5.8 to 62.4 ± 6.1 (t = 18.34, p < 0.05). Significant associations were observed with prior exposure, source of information, and clinical experience, whereas age and gender showed no significant association.
Conclusion: The structured educational intervention significantly improved students’ knowledge and attitudes towards health care ethics and law and highlighted the relevance of prior exposure and clinical experience to learning outcomes.
Keywords: Educational intervention, diploma nursing students, health care ethics, health care law, knowledge; attitude, nursing education, ethical principles, legal responsibilities, General Nursing, Midwifery