Rafiee Ghazanfar, Moattari Marzieh
Department of Medical and surgical nursing, Nursing and Midwifery School, Shiraz University of Medical Sciences, Iran.
Iran J Nurs Midwifery Res. 2013 May;18(3):214-7.
Although nursing faculties may believe that they possess a core of knowledge about ethical interactions with students, they may unwittingly risk crossing an ethical boundary in the learning environment. The ethical dimension in education exists because the instructor has authority to contribute to or impede the students' acquisition of knowledge. Therefore, this study aimed to determine the views of Iranian baccalaureate nursing and midwifery students regarding the occurrence rate of their faculties' unethical behaviors.
In this study, 115 subjects, including 61 nursing and 54 midwifery students, completed a questionnaire (response rate = 67.6%). The questionnaire consisted of demographic data and 27 short statements which described the faculties' unethical behaviors. Reliability of instrument was confirmed (0.92) using Cronbach-Alpha.
Delaying in announcing the exam results (40%), lack of a positive learning environment (35.7%), failure to keep regularly scheduled office appointments (35.7%), and failure to update lecture notes when teaching a course (31.3%) were reported by the students as the main faculties' unethical behaviors. Data analysis confirmed that there were no statistically significant differences between nursing and midwifery students' responses (the two-tailed t-test was not significant at alpha 0.05 levels; P > 0.05).
The study findings suggest that more emphasis should be put on faculties being accessible for consultation out of class time, announcing the exam results in a timely manner, and creating a positive learning environment.
尽管护理学院可能认为他们拥有与学生进行道德互动的核心知识，但他们可能在不知不觉中冒着在学习环境中跨越道德界限的风险。教育中的道德层面之所以存在，是因为教师有权促进或阻碍学生获取知识。因此，本研究旨在确定伊朗护理学和助产学本科学生对其教师不道德行为发生率的看法。
在本研究中，115名受试者，包括61名护理专业学生和54名助产专业学生，完成了一份问卷（回复率 = 67.6%）。问卷包括人口统计学数据和27条描述教师不道德行为的简短陈述。使用克朗巴哈系数（Cronbach - Alpha）确认了该工具的信度（0.92）。
学生报告称，教师的主要不道德行为包括延迟公布考试成绩（40%）、缺乏积极的学习环境（35.7%）、未按时赴约（35.7%）以及授课时未更新讲义（31.3%）。数据分析证实，护理专业学生和助产专业学生的回答之间没有统计学上的显著差异（双尾t检验在α = 0.05水平不显著；P > 0.05）。
研究结果表明，应更加重视教师在课外时间可随时咨询、及时公布考试成绩以及营造积极的学习环境。
