Felton G M, Parsons M A
J Nurs Educ. 1987 Jan;26(1):7-11. doi: 10.3928/0148-4834-19870101-04.
A study of 227 baccalaureate and 111 master's nursing students was conducted to determine the influence of the level of formal education on three selected factors: ethical/moral reasoning, attribution of responsibility, and ethical/moral dilemma resolution. Moral development theory and Heider's attribution of responsibility construct provided the theoretical framework. A comparison of the overall index of ethical/moral reasoning showed that graduate students reasoned at a higher level than undergraduate students. The amount of attribution of responsibility assigned and the dilemma resolution score did not differ for the two groups. The results of this study suggest that undergraduate and graduate nursing programs must place more emphasis on identifying dilemmas, increasing ethical/moral reasoning levels and attributing responsibility in a justifiable manner. Nurse researchers must continue to study how nurses respond in dilemma situations and how personal characteristics, factors in the environment, education, and the assignment of responsibility affect nurses' ability to resolve ethical/moral dilemmas.
对227名护理学学士学生和111名护理学硕士学生进行了一项研究，以确定正规教育水平对三个选定因素的影响：伦理/道德推理、责任归因和伦理/道德困境解决。道德发展理论和海德的责任归因结构提供了理论框架。伦理/道德推理总体指数的比较表明，研究生的推理水平高于本科生。两组在责任归因量和困境解决得分上没有差异。本研究结果表明，本科和研究生护理课程必须更加强调识别困境、提高伦理/道德推理水平以及以合理方式归因责任。护士研究人员必须继续研究护士在困境情况下的反应，以及个人特征、环境因素、教育和责任分配如何影响护士解决伦理/道德困境的能力。
