Vynckier Tine, Gastmans Chris, Cannaerts Nancy, de Casterlé Bernadette Dierckx
Catholic University of Leuven, Belgium; University Hospitals Leuven, Belgium
Catholic University of Leuven, Belgium; University Hospitals Leuven, BelgiumCatholic University of Leuven, Belgium.
Nurs Ethics. 2015 May;22(3):287-306. doi: 10.1177/0969733014538888. Epub 2014 Aug 4.
The effectiveness of ethics education continues to be disputed. No studies exist on how nursing students perceive the effectiveness of nursing ethics education in Flanders, Belgium.
To develop a valid and reliable instrument, named the 'Students' Perceived Effectiveness of Ethics Education Scale' (SPEEES), to measure students' perceptions of the effectiveness of ethics education, and to conduct a pilot study in Flemish nursing students to investigate the perceived efficacy of nursing ethics education in Flanders.
Content validity, comprehensibility and usability of the SPEEES were assessed. Reliability was assessed by means of a quantitative descriptive non-experimental pilot study.
86 third-year baccalaureate nursing students of two purposefully selected university colleges answered the SPEEES.
Formal approval was given by the ethics committee. Informed consent was obtained and anonymity was ensured for both colleges and their participating students.
The scale content validity index/Ave scores for the subscales were 1.00, 1.00 and 0.86. The comprehensibility and user-friendliness were favourable. Cronbach's alpha was 0.94 for general effectiveness, 0.89 for teaching methods and 0.85 for ethical content. Students perceived 'case study', 'lecture' and 'instructional dialogue' to be effective teaching methods and 'general ethical concepts' to contain effective content. 'Reflecting critically on their own values' was mentioned as the only ethical competence that, was promoted by the ethics courses. The study revealed rather large differences between both schools in students' perceptions of the contribution of ethics education to other ethical competences.
The study revealed that according to the students, ethics courses failed to meet some basic objectives of ethics education. Although the SPEEES proved to be a valid and reliable measure, the pilot study suggests that there is still space for improvement and a need for larger scale research. Additional insights will enable educators to improve current nursing ethics education.
道德教育的有效性仍存在争议。目前尚无关于比利时弗拉芒地区护理专业学生如何看待护理道德教育有效性的研究。
开发一种有效且可靠的工具，即“学生对道德教育有效性的认知量表”（SPEEES），以衡量学生对道德教育有效性的认知，并在弗拉芒地区的护理专业学生中进行一项试点研究，以调查弗拉芒地区护理道德教育的感知效果。
评估了SPEEES的内容效度、可理解性和可用性。通过定量描述性非实验性试点研究评估了信度。
两所经特意挑选的大学学院的86名护理学专业三年级本科生回答了SPEEES量表。
获得了伦理委员会的正式批准。两所学院及其参与研究的学生均获得了知情同意，并确保了匿名性。
各子量表的量表内容效度指数/平均得分分别为1.00、1.00和0.86。可理解性和用户友好性良好。总体有效性的Cronbach's alpha系数为0.94，教学方法为0.89，伦理内容为0.85。学生认为“案例研究”“讲座”和“指导性对话”是有效的教学方法，“一般伦理概念”包含有效的内容。“批判性反思自身价值观”被认为是道德课程所培养的唯一道德能力。该研究揭示，两所学校的学生在对道德教育对其他道德能力贡献的认知方面存在相当大的差异。
该研究表明，根据学生的看法，道德课程未能达到道德教育的一些基本目标。尽管SPEEES被证明是一种有效且可靠的测量工具，但试点研究表明仍有改进空间，需要进行更大规模的研究。更多的见解将使教育工作者能够改进当前的护理道德教育。
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