Application of an Ashridge Training Model-Based Ethics and Moral Course in Newly Graduated Nurses
NCT ID: NCT07193238
Last Updated: 2025-09-25
Study Results
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Basic Information
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COMPLETED
NA
120 participants
INTERVENTIONAL
2022-01-01
2023-12-31
Brief Summary
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Researchers compared two groups of newly employed nurses (without work experience) at a specific hospital. The control group received conventional training, while the intervention group underwent a moral education curriculum designed in three stages based on the Ashridge training model, in addition to traditional training. Post-training, the two groups were compared in terms of their sense of professional mission, perceived professional benefits, humanistic care abilities, theoretical knowledge, and practical skills performance.
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Detailed Description
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This study underscores the importance of structured ethical and moral education during this critical transition period. The investigators first developed an ethics and morality curriculum tailored for new EENT nurses based on the Ashridge training model, followed by a non-randomized controlled trial to evaluate its effectiveness. Newly employed nurses (new graduates without work experience) at a tertiary specialized hospital in Shanghai were selected as study subjects. Sixty new nurses employed between January 2022 and December 2022 served as the control group and received conventional training. Between January 2023 and December 2023, sixty newly employed nurses served as the intervention group, receiving an ethics and morality curriculum designed in three phases based on the Ashridge training model, in addition to conventional training.
A mixed-methods research design was adopted. The investigators surveyed the sense of professional mission, professional benefit perception, humanistic care ability, theoretical knowledge, practical skills, and scenario-based case simulation performance in both groups post-training. The qualitative component used purposive sampling to conduct semi-structured interviews with 18 new nurses. Thematic framework analysis was employed to extract viewpoints, categorize reasoning, and summarize themes.
The results indicated that the intervention group outperformed the control group across all measured parameters (P \< 0.05). The results highlight the effectiveness of our course in enhancing the professional identity, ethical decision-making, and humanistic care abilities of newly graduated nurses. Our qualitative interviews further complemented the quantitative findings, providing valuable insights for the development of ethical and moral education courses for new nurses.
Conditions
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Study Design
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NON_RANDOMIZED
PARALLEL
OTHER
SINGLE
Study Groups
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Control group
The control group underwent a conventional one-year training for newly graduated nurses, initially consisting of centralized training by the hospital and nursing departments, covering regulations, laws, medical ethics, nursing professional spirit, specialized theory, and basic operational training. Upon entering their respective departments, one-on-one mentorship was provided by instructors, teaching basic nursing, specialized disease care, basic and specialized nursing operations, and nursing workflows. Theoretical knowledge was delivered through PPT lectures, while nursing skill training included demonstrations, explanations, and organized practice. Real-time guidance was provided during the learning process, with periodic assessments in theory and practice to ensure learning outcomes.
No interventions assigned to this group
Intervention group
In addition to the same training as the control group, the intervention group received the Ethics and Moral Course based on the Ashridge training model, tailored for newly graduated nurses.
The Ethics and Moral Course based on the Ashridge training model
Based on the three-stage characteristics of the Ashridge training model, the developed the content of this ethics course. (1) Discrete stage (within 3 months of employment): This stage aims to initially cultivate the professional identity of new nurses, stimulating humanistic awareness. It primarily involves self-study, supplemented by instructor supervision and implicit positive guidance. (2) Integrated stage (4-6 months of employment): This stage combines professional identity with actual work, enhancing humanistic care abilities in practice. It emphasizes mutual sharing between instructors and new nurses, utilizing diverse training methods to promote experience and reflection. (3) Cumulative stage (7-12 months of employment): This stage develops critical thinking and ethical problem-solving abilities. It focuses on assessing comprehensive abilities in complex nursing situations, providing feedback on the teaching plan, and evaluating training effectiveness.
Interventions
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The Ethics and Moral Course based on the Ashridge training model
Based on the three-stage characteristics of the Ashridge training model, the developed the content of this ethics course. (1) Discrete stage (within 3 months of employment): This stage aims to initially cultivate the professional identity of new nurses, stimulating humanistic awareness. It primarily involves self-study, supplemented by instructor supervision and implicit positive guidance. (2) Integrated stage (4-6 months of employment): This stage combines professional identity with actual work, enhancing humanistic care abilities in practice. It emphasizes mutual sharing between instructors and new nurses, utilizing diverse training methods to promote experience and reflection. (3) Cumulative stage (7-12 months of employment): This stage develops critical thinking and ethical problem-solving abilities. It focuses on assessing comprehensive abilities in complex nursing situations, providing feedback on the teaching plan, and evaluating training effectiveness.
Eligibility Criteria
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Inclusion Criteria
* Possession of a nurse licensure certificate.
* Currently undergoing a one-year standardized training for newly graduated nurses.
* Voluntary participation in the study with informed consent signed by the nurse.
Exclusion Criteria
* Nurses with a recent history of major traumatic events leading to mental debilitation or psychological trauma.
ALL
No
Sponsors
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Eye & ENT Hospital of Fudan University
OTHER
Responsible Party
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Locations
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EYE & ENT Hospital, Fudan University
Shanghai, , China
Countries
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References
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Huang Y. An Empirical Study on Evaluation of Humanistic Caring Ability of Nursing Undergraduates. Master, Fujian Medical University, 2007.
Hu J. Study on Conceptual Framework and Evaluation Tool of Nurse's Perceived Professional Benefits. Master, Second Military Medical University, 2013.
Dobrow SR and Tosti-Kharas J. Calling: The development of a scale measure. Personnel Psychology 2011; 64: 1001-1049.
Zhou Y. Research on the Relationship between Career Calling, Career Commitment and Career Success. Master, Jilin University, 2013.
Missen K, McKenna L, Beauchamp A. Satisfaction of newly graduated nurses enrolled in transition-to-practice programmes in their first year of employment: a systematic review. J Adv Nurs. 2014 Nov;70(11):2419-33. doi: 10.1111/jan.12464. Epub 2014 Jul 2.
Cavanagh N, Cockett G, Heinrich C, Doig L, Fiest K, Guichon JR, Page S, Mitchell I, Doig CJ. Compassion fatigue in healthcare providers: A systematic review and meta-analysis. Nurs Ethics. 2020 May;27(3):639-665. doi: 10.1177/0969733019889400. Epub 2019 Dec 12.
Reebals C, Wood T, Markaki A. Transition to Practice for New Nurse Graduates: Barriers and Mitigating Strategies. West J Nurs Res. 2022 Apr;44(4):416-429. doi: 10.1177/0193945921997925. Epub 2021 Mar 16.
Hallaran AJ, Edge DS, Almost J, Tregunno D. New Nurses' Perceptions on Transition to Practice: A Thematic Analysis. Can J Nurs Res. 2023 Mar;55(1):126-136. doi: 10.1177/08445621221074872. Epub 2022 Jan 24.
Rattanasirivilai P, Shirodkar AL. A study of the role and educational needs of ophthalmic specialist nurses. Br J Nurs. 2021 Jul 22;30(14):858-864. doi: 10.12968/bjon.2021.30.14.858.
Haahr A, Norlyk A, Martinsen B, Dreyer P. Nurses experiences of ethical dilemmas: A review. Nurs Ethics. 2020 Feb;27(1):258-272. doi: 10.1177/0969733019832941. Epub 2019 Apr 11.
Other Identifiers
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FNEF202115
Identifier Type: OTHER_GRANT
Identifier Source: secondary_id
SYSZ2303
Identifier Type: OTHER_GRANT
Identifier Source: secondary_id
Ashridge Training Model
Identifier Type: -
Identifier Source: org_study_id
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