Shiraz University of Medical Sciences, Iran.
Nurs Ethics. 2018 Mar;25(2):174-185. doi: 10.1177/0969733016667775. Epub 2016 Sep 30.
Nurses are often faced with complex situations that made them to make ethical decisions; and to make such decisions, they need to possess the power of moral reasoning. Studies in Iran show that the majority of nursing students lack proper ethical development. Socratic teaching is a student-centered method which is strongly opposed to the lecturing method.
This study was conducted to evaluate the impacts of Socratic questioning on the moral reasoning of the nursing students.
In a quasi-experimental study, Crisham's Nursing Dilemma Test was used to evaluate the results of three groups before, immediately after, and 2 months after intervention. The data were analyzed using the SPSS statistical software (v 15). Participants and research context: Through random allocation, 103 nursing students were divided into three groups. In experiment group 1 (37 students), intervention consisted of Socratic questioning-based sessions on ethics and how to deal with moral dilemmas; experiment group 2 (33 students) attended a 4-h workshop; and the control group (33 students) was not subject to any interventions. Signed informed consent forms: This research was approved by the Ethics Committee of the University. All the participants signed written informed consents.
There were significant differences between experiment group 1 and experiment group 2's pre-test and post-test scores on moral reasoning (p ≤ 0.001, p ≤ 0.001), nursing principled thinking (p ≤ 0.001, p ≤ 0.001), and practical considerations (p ≤ 0.001, p ≤ 0.031).
Both the teaching approaches improved the subjects' moral reasoning; however, Socratic questioning proved more effective than lecturing. Compared to other similar studies in Iran and other countries, the students had inadequate moral reasoning competence.
This study confirms the need for the development of an efficient course on ethics in the nursing curriculum. Also, it appears that Socratic questioning is an effective method to teach nursing ethics and develop nursing students' competence of moral reasoning.
护士经常面临复杂的情况，需要做出伦理决策；为了做出这样的决策，他们需要具备道德推理的能力。伊朗的研究表明，大多数护理学生缺乏适当的伦理发展。苏格拉底式教学是以学生为中心的方法，与讲授式教学方法截然相反。
本研究旨在评估苏格拉底式提问对护理学生道德推理能力的影响。
在一项准实验研究中，使用了克里沙姆的护理困境测试（Crisham's Nursing Dilemma Test）来评估三组学生在干预前、干预后即刻和干预后 2 个月的结果。数据使用 SPSS 统计软件（v15）进行分析。参与者和研究背景：通过随机分配，103 名护理学生被分为三组。实验组 1（37 名学生）的干预包括基于苏格拉底式提问的伦理和处理道德困境的课程；实验组 2（33 名学生）参加了一个 4 小时的研讨会；对照组（33 名学生）没有接受任何干预。签署知情同意书：本研究得到了大学伦理委员会的批准。所有参与者都签署了书面知情同意书。
实验组 1 和实验组 2 的道德推理（p ≤ 0.001，p ≤ 0.001）、护理原则性思维（p ≤ 0.001，p ≤ 0.001）和实际考虑（p ≤ 0.001，p ≤ 0.031）的预测试和后测试分数之间存在显著差异。
两种教学方法都提高了受试者的道德推理能力；然而，苏格拉底式提问比讲授式教学更有效。与伊朗和其他国家的其他类似研究相比，学生的道德推理能力不足。
本研究证实了在护理课程中需要开发一门有效的伦理学课程。此外，苏格拉底式提问似乎是一种教授护理伦理学和培养护理学生道德推理能力的有效方法。
