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Volume 17, Issue 3 (2025)
Iran J War Public Health 2025, 17(3): 1001-1007 |
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Received: 2025/02/19 | Accepted: 2025/10/22 | Published: 2025/07/19
Received: 2025/02/19 | Accepted: 2025/10/22 | Published: 2025/07/19
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Hasanain Yhiya Shimran, Sahar Adham Ali. Evaluation the Effectiveness of Ethical and Therapeutical Communication educational Program on Critical Care Unit Nurses' Knowledge. Iran J War Public Health 2025; 17 (3) :1001-1007
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Abstract (139 Views)
Background: Therapeutic communication and ethical decision-making are essential for high-quality nursing care in critical care settings. Nurses frequently encounter ethical dilemmas and communication challenges that may affect patient outcomes. Structured training programs that integrate ethical principles with communication strategies may enhance nurses’ knowledge and practice.This study aimed to evaluate the effectiveness of an integrated educational program on ethical principles and therapeutic communication in improving nurses’ knowledge and practices in critical care units.
Methods:A quantitative, quasi-experimental design with pretest–posttest and follow-up was conducted among 110 nurses working in critical care units at Hilla Teaching Hospitals, Babylon, Iraq. Participants were purposively selected and randomly assigned to an experimental group (n=55) and a control group (n=55). The experimental group attended the educational program, while the control group did not. Data were collected from April 20 to July 10, 2025, using a validated questionnaire (72 items; reliability coefficient r = 0.84). Pretest, immediate posttest, and one-month follow-up posttest were administered to assess knowledge and practice changes.
Results: Nurses in the experimental group demonstrated statistically significant improvements in knowledge of ethical principles (p < 0.05) and therapeutic communication skills compared to the control group. Posttest scores showed a shift from poor/fair to good levels of knowledge and practice. Gains were particularly strong in areas such as patient autonomy, informed consent, therapeutic boundaries, and patient-centered communication. The one-month follow-up confirmed retention of knowledge and stability of practice improvements.
Conclusion The integrated ethical and therapeutic communication educational program was effective in enhancing critical care nurses’ knowledge and practices. The program significantly improved nurses’ ethical awareness, communication competence, and ability to provide patient-centered care.
Methods:A quantitative, quasi-experimental design with pretest–posttest and follow-up was conducted among 110 nurses working in critical care units at Hilla Teaching Hospitals, Babylon, Iraq. Participants were purposively selected and randomly assigned to an experimental group (n=55) and a control group (n=55). The experimental group attended the educational program, while the control group did not. Data were collected from April 20 to July 10, 2025, using a validated questionnaire (72 items; reliability coefficient r = 0.84). Pretest, immediate posttest, and one-month follow-up posttest were administered to assess knowledge and practice changes.
Results: Nurses in the experimental group demonstrated statistically significant improvements in knowledge of ethical principles (p < 0.05) and therapeutic communication skills compared to the control group. Posttest scores showed a shift from poor/fair to good levels of knowledge and practice. Gains were particularly strong in areas such as patient autonomy, informed consent, therapeutic boundaries, and patient-centered communication. The one-month follow-up confirmed retention of knowledge and stability of practice improvements.
Conclusion The integrated ethical and therapeutic communication educational program was effective in enhancing critical care nurses’ knowledge and practices. The program significantly improved nurses’ ethical awareness, communication competence, and ability to provide patient-centered care.
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