J Nurs Educ. 2014 Mar;53(3):S19-25. doi: 10.3928/01484834-20140211-05. Epub 2014 Feb 11.
Nursing students frequently encounter microethical nursing practice problems during their clinical experience. The purpose of this study was to understand the lived experiences of senior-level baccalaureate students faced with making microethical clinical decisions in practice settings. A descriptive qualitative design was used, and five central themes emerged. A dominant finding was the experience of unapplied and forgotten ethics education revealing a mismatch between what faculty perceived was taught and students' experiences of that education. When faced with microethical decisions, participants trusted and deferred to staff nurse recommendations, even if the advice contradicted best-practice standards. Contextual naivete was brought out of concealment, contributing to the experience of moral disequilibrium (i.e., students felt conflicted about what they learned in school as best practice and what they observed being role modeled in the clinical environment). This study resulted in theory-guided implications for nursing education and recommendations for future study.
护理专业的学生在临床实习中经常会遇到微观伦理护理实践问题。本研究旨在了解在实践环境中做出微观伦理临床决策时，高年级护理本科生的生活体验。采用描述性定性设计，出现了五个中心主题。一个主要发现是应用和遗忘的伦理教育经验，这揭示了教师认为教授的内容与学生对该教育的体验之间的不匹配。当面临微观伦理决策时，参与者信任并听从护士长的建议，即使这些建议与最佳实践标准相矛盾。情境幼稚被暴露出来，导致道德失衡的体验（即，学生对他们在学校所学的最佳实践以及他们在临床环境中观察到的角色模式感到矛盾）。这项研究为护理教育带来了理论指导意义，并为未来的研究提出了建议。
