Martins Vera, Santos Cristina, Duarte Ivone
Center for Health Technology and Services Research (CINTESIS), R. Dr. Plácido da Costa, 4200-450 Porto, Portugal.
Center for Health Technology and Services Research (CINTESIS), R. Dr. Plácido da Costa, 4200-450 Porto, Portugal; Department of Community Medicine, Information and Health Decision Sciences, Faculty of Medicine, University of Porto, Al. Prof. Hernâni Monteiro, 4200- 319 Porto, Portugal.
Nurse Educ Today. 2020 Dec;95:104601. doi: 10.1016/j.nedt.2020.104601. Epub 2020 Sep 21.
The nurse accompanies individuals throughout their lives and, when in the hospital environment, provides care to those who face illness or injury. Nurses witness numerous situations involving ethical dilemmas that require a prompt and effective response based on ethical and moral principles.
This study aimed to determine whether bioethics education in nursing influences the level of moral competence and opinion of nursing students about three ethical dilemmas.
A longitudinal study was conducted through the application of the MCTxt (Moral Competence Test extended) questionnaire, composed of three ethical dilemmas (worker, doctor and judge), on two separate occasions (before and after students completed the Bioethics and Nursing Ethics curricular unit, which covered a total of 32 h).
122 s-year students from a Portuguese nursing school.
Nursing students showed a moral competence stagnation (1.2-point difference between the two assessments), although this did not reach statistical significance (p = 0.268). Regarding performance for each of the dilemmas, students showed an increase in performance for the worker's and judge's dilemmas and a sharp decrease in performance for the doctor's dilemma.
The support of students by morally competent teachers and monitors, the development of methods that provide the development of critical judgement and decision-making ability, and the increase of hours for the Bioethics course unit seem crucial factors to develop nursing students' moral competence.
护士陪伴人们一生，在医院环境中，为患病或受伤的人提供护理。护士目睹了许多涉及伦理困境的情况，这需要基于伦理和道德原则迅速做出有效回应。
本研究旨在确定护理专业的生物伦理学教育是否会影响护生的道德能力水平以及他们对三种伦理困境的看法。
通过应用MCTxt（扩展道德能力测试）问卷进行纵向研究，该问卷由三种伦理困境（工人、医生和法官）组成，在两个不同的时间点（学生完成生物伦理学和护理伦理学课程单元之前和之后，该课程单元共32小时）进行调查。
来自一所葡萄牙护理学校的122名5年级学生。
护生的道德能力出现停滞（两次评估之间相差1.2分），尽管这未达到统计学意义（p = 0.268）。关于每种困境的表现，学生在工人困境和法官困境中的表现有所提高，而在医生困境中的表现大幅下降。
由具备道德能力的教师和监督员对学生进行支持、开发有助于培养批判性判断和决策能力的方法以及增加生物伦理学课程单元的课时，似乎是培养护生道德能力的关键因素。
