Role play and digital storytelling in ethics education among nursing students: A randomized controlled study

Aim: This study aimed to evaluate the effects of role-play simulation and digital storytelling on nursing students' ethical behaviours to protect patient rights and ethical sensitivity compared with traditional teaching methods. Background: Ethics education is critical in enhancing nursing students' ethical behaviours and sensitivity. However, traditional teaching methods are often insufficient in supporting the development of these competencies. Design: A randomized controlled trial. Method: A total of 63 third-year nursing students were assigned to role-play simulation (n = 21), digital storytelling (n = 21) and control (traditional teaching, n = 21) groups. Data were collected using the Nurses' Ethical Behaviors for Protecting Patient Rights Scale and the Modified Moral Sensitivity Questionnaire for Student Nurses at three time points: pre, post-theoretical training and post-case discussions. Results: A significant increase over time was observed in the mean scores for respect for the right to information and decision-making in both the role-play simulation and control groups (p < 0.05). While the role-play group demonstrated improvements in overall ethical sensitivity, experiences of ethical dilemmas and beneficence scores, the control group showed an increase in beneficence (p < 0.05). Conclusions: This study shows that role-play simulation, digital storytelling and case analyses enhance nursing students' ethical sensitivity and behaviours for protecting patient rights. Role-play contributed most to autonomy, beneficence and ethical dilemma sensitivity. Improvements in the control group highlight that traditional methods also foster ethical growth. Ethics education should therefore integrate diverse pedagogical approaches for multidimensional support.