Department of Nursing Science, Kookje University, 56 Janganut-gil, Pyeongtaek, 17731, Republic of Korea.
College of Nursing, Research Institute of Nursing Science, Ajou University, 164 World cup-ro, Yeongtong-gu, Suwon 16499, Republic of Korea.
Nurse Educ Today. 2019 Dec;83:104200. doi: 10.1016/j.nedt.2019.08.018. Epub 2019 Aug 29.
While ethics education in undergraduate nursing education can be developed using a variety of teaching and learning strategies, consensus on the content and teaching modules for these ethics courses has still not been established and the effect of ethics education has rarely been evaluated.
The purpose of this study is to compare the effect of debate-based ethics education and lecture-style ethics education on the moral sensitivity and moral judgment of nursing students..
This was a pre-test and post-test quasi-experimental study with a control group. A total of 64 senior-year nursing students in Korea participated in the study (35 in the debate group and 29 in the lecture group). The debate-based ethics education lasted for eight weeks with one two-hour session per week. The debate-based ethics education consisted of 16 rounds of affirmative and negative sides. Each debate lasted a total of 40 min and consisted of the introduction, cross-examination, rebuttal, conclusion, operation time, and wrap-up. The outcomes were measured by moral sensitivity and moral judgment questionnaires.
There was a significant improvement in idealistic moral judgment and realistic moral judgment in the debate group compared to the lecture group. However, no statistically significant difference was found for moral sensitivity between the two groups.
Based on this study's findings, it can be concluded that the debate-based ethics education for undergraduate nursing students is very effective in promoting moral judgment and the ability to take ethical decisions.
尽管本科护理教育中可以采用多种教学策略来开展伦理学教育，但对于这些伦理学课程的内容和教学模块尚未达成共识，而且伦理学教育的效果也很少得到评估。
本研究旨在比较基于辩论的伦理学教育和讲座式伦理学教育对护理学生道德敏感性和道德判断的影响。
这是一项具有对照组的前后测试准实验研究。韩国共有 64 名大四护理专业学生参加了这项研究（辩论组 35 人，讲座组 29 人）。基于辩论的伦理学教育持续八周，每周进行一次两小时的课程。基于辩论的伦理学教育由 16 轮正反双方辩论组成。每轮辩论持续总共 40 分钟，包括介绍、盘问、反驳、结论、操作时间和总结。通过道德敏感性和道德判断问卷来衡量结果。
与讲座组相比，辩论组在理想主义道德判断和现实主义道德判断方面有显著提高。然而，两组之间在道德敏感性方面没有发现统计学上的显著差异。
基于这项研究的发现，可以得出结论，针对本科护理学生的基于辩论的伦理学教育在促进道德判断和伦理决策能力方面非常有效。
