A COMPARATIVE STUDY ON THE EFFECTS OF MORAL INTELLIGENCE TRAINING USING TWO MODELS, ROLE-PLAYING AND LECTURE, ON IMPROVING THE PROFESSIONALISM IN NURSING STUDENTS

Abstract

Moral intelligence training by the role-playing model is an important component of nursing student training that can help to improve the individual social growth and professionalism behaviors in students. The present study aimed to determine the comparative effect of moral intelligence training using the lecture and role-playing models on improving the professionalism in nursing students.
Method and Materials
The present study was a quasi-experimental pre-test post-test single group research. 40 students of the 6th semester of nursing were selected by census method and were included in the study. The demographic, moral intelligence assessment, and professional behavior questionnaires were used to collect data. Questionnaires were completed after teaching moral intelligence through lecturing and role-playing model. Data of questionnaires were analyzed using SPSS V.25 at a 95% confidence level.
Results
Mean scores of moral intelligence, instructor's assessment and professionalism were 65.25± 8.34, 51.62± 6.37 and 37.72 ± 7.33 respectively before the moral intelligence training through role playing, and 82.46±6.54, 67.21± 10.19 and 64.89± 9.51 respectively after training through its. In all three scores, a significant difference was observed between scores of pre- and post-training through the role-playing model.
Conclusion
The present study indicated that both methods were effective in improving the moral intelligence and professional behavior in nursing students, but a training method with role playing model was more effective than the lecture model in improving the professional behavior.