Impact of Educational Intervention on Knowledge and Attitude towards Health Care Ethics and Law among Diploma Nursing Students

Abstract

Background: Health care ethics encompasses autonomy, beneficence, non-malfeasance, and justice, while health care law addresses confidentiality, documentation, negligence, malpractice, and patients’ rights. Aims: The study aims to assess pre-test knowledge and attitudes towards health care ethics and law among diploma nursing students; implement a structured educational intervention programme; assess post-test knowledge and attitudes; compare pre-test and post-test scores; and determine associations between post-test knowledge and attitude scores and selected demographic variables, including age, gender, prior ethics exposure, and clinical experience. Methodology: A quantitative evaluative approach with a pre-experimental one-group pre-test and post-test design was adopted among final-year GNM nursing students. A total of 60 participants were selected through purposive sampling from a selected nursing institution. Data were collected using a demographic proforma, structured knowledge questionnaire, and Likert attitude scale. The intervention was administered after the pre-test, and the post-test was conducted on the 7th day. Data were analysed using descriptive and inferential statistics, including paired t-test and chi-square test, using SPSS. Informed consent, confidentiality, and institutional approval were maintained. Results: Students initially demonstrated inadequate knowledge and neutral to unfavourable attitudes. Following the intervention, knowledge and attitude improved markedly. The mean knowledge score increased from 12.3 ± 2.9 in the pre-test to 24.7 ± 2.1 in the post-test (t = 21.62, p < 0.05). The mean attitude score increased from 42.6 ± 5.8 to 62.4 ± 6.1 (t = 18.34, p < 0.05). Significant associations were observed with prior exposure, source of information, and clinical experience, whereas age and gender showed no significant association. Conclusion: The structured educational intervention significantly improved students’ knowledge and attitudes towards health care ethics and law and highlighted the relevance of prior exposure and clinical experience to learning outcomes.