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Volume 17, Issue 3 (2025)
Iran J War Public Health 2025, 17(3): 309-318 |
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Received: 2025/02/19 | Accepted: 2025/05/22 | Published: 2025/07/8
Received: 2025/02/19 | Accepted: 2025/05/22 | Published: 2025/07/8
How to cite this article
Shimran H, Adham Ali S. Effect of Ethical and Therapeutical Communication Educational Program on Critical Care Unit Nurses' Knowledge. Iran J War Public Health 2025; 17 (3) :309-318
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Authors
H.Y. Shimran *1, S. Adham Ali1
1- Department of Adult Health Nursing, College of Nursing, Babylon University, Babylon, Iraq
Abstract (628 Views)
Aims: 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. This study evaluated the effect of an integrated educational program on ethical principles and therapeutic communication in improving nurses’ knowledge and practices in critical care units.
Materials & Methods: This quantitative quasi-experimental study with pre-test, post-test, and follow-up was conducted among 110 nurses working in critical care units at Hilla Teaching Hospitals in Babylon, Iraq. Participants were purposively selected and randomly assigned to an experimental group and a control group (n=55 per group). 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). Pre-test, immediate post-test, and one-month follow-up assessments were administered to evaluate knowledge and practice changes.
Findings: Nurses in the experimental group demonstrated statistically significant improvements in their knowledge of ethical principles (p<0.05) and therapeutic communication skills compared to the control group. Post-test 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 is effective in enhancing critical care nurses’ knowledge and practices.
Materials & Methods: This quantitative quasi-experimental study with pre-test, post-test, and follow-up was conducted among 110 nurses working in critical care units at Hilla Teaching Hospitals in Babylon, Iraq. Participants were purposively selected and randomly assigned to an experimental group and a control group (n=55 per group). 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). Pre-test, immediate post-test, and one-month follow-up assessments were administered to evaluate knowledge and practice changes.
Findings: Nurses in the experimental group demonstrated statistically significant improvements in their knowledge of ethical principles (p<0.05) and therapeutic communication skills compared to the control group. Post-test 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 is effective in enhancing critical care nurses’ knowledge and practices.
Keywords:
Therapeutic Communication [MeSH], Knowledge [MeSH], Critical Care [MeSH], Nurses [MeSH], Iraq [MeSH]
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