Assistant Clinical Professor (Dr Morrill), School of Nursing, Quinnipiac University, North Haven, Connecticut; and Professor (Dr Westrick), Department of Nursing, Southern Connecticut State University, New Haven.
Nurse Educ. 2022;47(4):236-240. doi: 10.1097/NNE.0000000000001178. Epub 2022 Mar 25.
The emphasis on disciplinary and preventive approaches to combating academic misconduct does little to foster student professional identity and core nursing value formation.
There is a need for pedagogy designed to navigate moral decision-making within ambiguous areas of practice as nursing students integrate personal and professional values while becoming a nurse.
Rest's theory of moral development offers a framework for constructing purposeful affective learning activities that operationalize moral sensitivity, judgment, motivation, and character, whereas Krathwohl's theory provides a means to identify affective learning objectives. Offering prelicensure nursing students an opportunity to discuss, reflect on, and consider actions and consequences associated with academic and practice-based situations forms the basis for this affective learning module that fosters connections between academic and professional behaviors of integrity.
Rest's theoretical model provides a viable structured approach to moral development. Curriculum designed to engage moral decision-making offers an innovative approach to cultivating student integrity.
强调学科和预防措施来打击学术不端行为，对培养学生的专业身份和核心护理价值观几乎没有帮助。
需要一种教育学方法，旨在引导护理学生在实践中的模棱两可领域做出道德决策，同时将个人和专业价值观融入成为一名护士的过程中。
雷斯的道德发展理论为构建有目的的情感学习活动提供了框架，这些活动可以实现道德敏感性、判断、动机和品格，而克拉斯沃尔的理论则提供了一种识别情感学习目标的方法。为护理专业的学生提供一个机会，讨论、反思和考虑与学术和实践相关的情况有关的行动和后果，这构成了这个情感学习模块的基础，该模块促进了学术和专业诚信行为之间的联系。
雷斯的理论模型为道德发展提供了一种可行的结构化方法。设计旨在参与道德决策的课程为培养学生的诚信提供了一种创新方法。
