J Nurs Educ. 2020 Sep 1;59(9):506-509. doi: 10.3928/01484834-20200817-05.
The complexity of the current health care system has resulted in increasing demands on nurses to act as patient advocates and moral agents. Understanding faculty's experiences teaching ethics is instrumental to deliver ethically competent care. The purpose of this study was to explore the experiences of nursing faculty teaching ethics content in the classroom setting to prelicensure baccalaureate nursing students.
This qualitative, descriptive phenomenological design asked 11 nursing faculty with recent experience teaching ethics within prelicensure baccalaureate nursing programs to complete qualitative interviews.
Participants expressed the importance of teaching ethics in undergraduate nursing curricula but experienced significant challenges. Three main themes were identified in the data analysis: Lacking Prior Preparation, Difficult Content, and No Place Holder for Ethics Content.
Intentional curriculum design incorporating ethics content is necessary for the preparation of prelicensure nursing students, along with formal and informal opportunities for faculty to explore ethics including philosophical underpinnings. [J Nurs Educ. 2020;59(9):506-509.].
当前医疗体系的复杂性使得护士需要承担更多的患者代言人及道德代理人的角色。了解教师在课堂教授伦理学的经验对于提供符合伦理道德的护理至关重要。本研究旨在探讨在护理本科教育中，教授伦理学内容的教师在课堂环境中教授护理本科生的经验。
本定性描述现象学设计要求 11 名具有在护理本科教育中教授伦理学近期经验的护理教师完成定性访谈。
参与者表示在本科护理课程中教授伦理学的重要性，但经历了重大挑战。数据分析中确定了三个主要主题：缺乏前期准备、内容困难和没有伦理学内容的占位符。
需要对护理本科生进行包含伦理学内容的有目的的课程设计，同时为教师提供探索伦理学的正式和非正式机会，包括哲学基础。
