Abstract:

Objective To explore the application effect of microfilm teaching based on Embodied Cognition Theory in the Nursing Ethics course. Methods A total of 282 undergraduate nursing students of the 2023 cohort from the School of Nursing of a university in Southwest China were recruited via convenience sampling as participants. Microfilm teaching based on Embodied Cognition Theory was implemented in the experimental teaching session of Nursing Ethics. Students’ course performance was evaluated，and the Ethical Sensitivity Scale and the Nursing Ethical Decision-Making Ability Scale were used to survey students before and after the course. Upon completion of the course，purposive sampling was used to select 12 students for semi-structured interviews to explore their learning gains and suggestions regarding microfilm teaching. Results The students’ average course score was 81.4±4.0 points. After the course，students’ scores on ethical sensitivity and ethical decision-making ability were significantly higher than those before the course（P<0.05）. Analysis of interview data revealed that microfilm teaching enabled students to achieve embodied understanding of ethical concepts，accompanied by distinct shifts in their ethical focus，empathic disposition，and sense of practical readiness. Meanwhile，students proposed suggestions for teaching optimization，including establishing a role rotation mechanism and inviting clinical specialists to provide instructional guidance. Conclusion Microfilm teaching based on Embodied Cognition Theory can effectively improve undergraduate nursing students’ ethical sensitivity and ethical decision-making competence，facilitating the integrated development of “knowledge-ability-emotion” in students. It can provide empirical evidence and references for teaching innovation and reform in Nursing Ethics course.

Key words: Nursing Ethics, Microfilm Teaching, Embodied Cognition Theory, Ethical Sensitivity, Ethical Decision-Making Ability, Undergraduate