Karseth Berit
Centre for Professional Studies, Oslo University College, Oslo, Norway.
Nurse Educ Today. 2004 Nov;24(8):638-43. doi: 10.1016/j.nedt.2004.08.003.
Through history nursing education has strongly advocated the importance of educating students towards moral and ethical responsibility. In today's society however, it has become increasingly difficult to honour this concern. One peephole to capture the ongoing struggle is to look into the curriculum where different stakeholders voice different opinions. Following a social constructive perspective the curriculum texts represent specific interest among stakeholders related to nursing education in a certain historical periods. By analysing the two last versions of the curriculum we get an insight into moral and ethical issues at stake and different ways of addressing these questions. While moral and ethical issues in the curriculum of 1987 follow a disciplinary discourse emphasising the importance of learning ethical concepts and modes of arguments, the curriculum of 2000 places ethical and moral issues within an employability discourse. In this curriculum moral issues are seen as an obligation linked to students practical and technical skills. The 2000 curriculum represents a shift from emphasising the independent and reflective professional to underline the skillful and morally obliged practitioner.
纵观历史，护理教育一直大力倡导培养学生道德和伦理责任感的重要性。然而，在当今社会，要践行这一理念变得越来越困难。洞察这一持续斗争的一个视角是审视课程设置，不同的利益相关者在其中表达了不同的观点。从社会建构主义的角度来看，课程文本体现了特定历史时期护理教育利益相关者的特定利益。通过分析课程的最后两个版本，我们洞察到了利害攸关的道德和伦理问题以及解决这些问题的不同方式。1987年课程中的道德和伦理问题遵循学科话语，强调学习伦理概念和论证方式的重要性，而2000年的课程则将伦理和道德问题置于就业能力话语之中。在这一课程中，道德问题被视为与学生实践和技术技能相关的一项义务。2000年的课程代表了一种转变，即从强调独立和善于反思的专业人员转向强调熟练且有道德义务的从业者。
