The Effect of Integration of Role-Modeling and Narration Methods on the Midwifery Students’ Performance in Professional Ethics

Abstract

Introduction: Midwifery care based on the professional ethics leads to mothers’ increased prosperity and satisfaction. This study was performed to compare the effect of integration of two teaching approaches, role-modeling and narration methods, on the midwifery students’ performance in professional ethics in Qom University of Medical Sciences. Methods: This quasi-experimental before- and after- two group study was performed on all midwifery students (N=36) assigned randomly to the experiment or control groups. All were enrolled in Maternal Child Health Course, as a clinical rotation. For the experiment group, professional ethics issues were taught by role-modeling and narrative methods, while the control one experienced only the role-modeling technique. Students' performances in professional ethics in both groups were assessed before and after the instruction using a researcher-made observation checklist (score range: 0-27). Data were analyzed using independent t and paired t-tests. Results: Mean scores of students’ performance in control group was improved significantly in post test (16.85±1.39) compared to the pretest (12.34±1.42) results (t=.71, p=.001). Also in the experiment group, post test scores (20.85±2.39) were significantly different from the pretest (11.96±1.89) findings (t=.82, p=.001). Independent t test implied that the difference of post test scores in two groups was significant (t=0.8, P=0.000). Conclusion: Although both methods were effective in improving students’ performance in professional ethics in clinical setting, a blend of two methods (narration and role modeling) was more effective than role modeling alone. It is recommended that role-modeling and narration methods be used in teaching ethical issues to midwifery students.

Keywords

• professional ethics
• narrative methods
• role-modeling
• mothers’ stories