Krautscheid Lorretta C
J Nurs Educ. 2017 Jan 1;56(1):55-58. doi: 10.3928/01484834-20161219-11.
Despite the inclusion of ethics education in the formal curriculum, students felt ill-prepared to manage ethical issues and protect patients' health and well-being. Nursing students reported knowing what should be done to promote optimal patient care; however, they also reported an inability to act on their convictions due to fear of reprisal, powerlessness, and low confidence.
Bloom's Taxonomy guided the development and implementation of experiential-applied ethics education via microethical dilemmas embedded in existing high-fidelity simulation (HFS) scenarios. Students were unaware that ethical dilemmas would be presented, replicating complex and spontaneous practice environments.
Students reported that the educational strategy was powerful, increasing ethical decision-making confidence, empowering effective advocacy, and building courage to overcome fears and defend ethical practice.
Simulation extends ethics education beyond the cognitive domain, ensuring the purposeful integration of affective and psychomotor learning, which promotes congruence between knowing what to do and acting on one's convictions. [J Nurs Educ. 2017;56(1):55-58.].
尽管在正规课程中纳入了伦理教育，但学生们感觉在处理伦理问题以及保护患者健康和福祉方面准备不足。护理专业学生报告称知道为促进最佳患者护理应采取的措施；然而，他们也表示由于害怕报复、感到无力和信心不足，无法按照自己的信念行事。
布鲁姆教育目标分类法指导了通过嵌入现有高保真模拟（HFS）场景中的微观伦理困境来开展和实施体验式应用伦理教育。学生们并未意识到会出现伦理困境，模拟了复杂且自然的实践环境。
学生们报告称该教育策略很有效，增强了伦理决策信心，赋予了有效维权的能力，并培养了克服恐惧和捍卫伦理实践的勇气。
模拟将伦理教育扩展到了认知领域之外，确保了情感和动作技能学习的有目的整合，这促进了知道该做什么与按照自己的信念行事之间的一致性。[《护理教育杂志》。2017年；56(1):55 - 58。]
