Frisch N C
Department of Nursing, Southeast Missouri State University, Cape Girardeau.
J Nurs Educ. 1987 Oct;26(8):328-32. doi: 10.3928/0148-4834-19871001-07.
In an investigation of junior-level baccalaureate nursing students, the value analysis teaching strategy was used to teach content related to nursing ethics. It was hypothesized that such a strategy, which emphasized the need for careful evaluation and weighing of facts preparatory to drawing conclusions, would impact on the student's level of cognitive moral development. Cognitive moral development was defined in accord with Kohlberg's theory of moral development. Control and experimental populations were derived from two groups of students sequentially enrolled in the same course. Pre- and post-testing using scores on Rest's Defining Issues Test (DIT) showed significant differences in gain between control and experimental subjects. There was a strong association between DIT score gains and self-report of peer discussion of ethical issues. The major implication of this study is that instructional intervention produces measurable change in some students' level of moral judgment.
在一项针对护理学学士学位低年级学生的调查中，采用价值分析教学策略教授与护理伦理相关的内容。研究假设，这种强调在得出结论前需仔细评估和权衡事实的策略，会对学生的认知道德发展水平产生影响。认知道德发展是根据科尔伯格的道德发展理论来定义的。对照组和实验组来自两门相继开设的同一课程的学生。使用雷斯特界定问题测验（DIT）的分数进行前测和后测，结果显示对照组和实验组学生在得分增长方面存在显著差异。DIT分数的增长与学生关于伦理问题的同伴讨论的自我报告之间存在密切关联。这项研究的主要启示是，教学干预会使部分学生的道德判断水平产生可测量的变化。
