Pederson C
J Contin Educ Nurs. 1993 Mar-Apr;24(2):74-81. doi: 10.3928/0022-0124-19930301-09.
Like many nurses in clinical practice, a small sample of RN-to-BSN nursing students reported their negative attitude toward providing care for persons with AIDS (PWA). Structured controversy is an interactive educational approach that may promote positive attitudes. This experimental study compared the effectiveness of structured controversy with lecture on BSN students' beliefs about and attitude toward providing care for PWA. A questionnaire, based on Ajzen and Fishbein's (1980) theory of reasoned action, was completed by 51 BSN students following an AIDS class session, and by nursing faculty. When compared with students who had listened to the lecture, students who had participated in structured controversy were more positive in general, and were significantly more positive on individual attitude and belief items. Faculty perceptions of these nursing students' beliefs and attitudes were less positive than the students' actual beliefs and attitudes.
和许多临床实践中的护士一样，一小部分从注册护士转为护理学学士的护理专业学生表示，他们对为艾滋病患者提供护理持消极态度。结构化辩论是一种互动式教育方法，可能会促进积极态度的形成。这项实验研究比较了结构化辩论与讲座对护理学学士学生关于为艾滋病患者提供护理的信念和态度的影响。51名护理学学士学生在一堂艾滋病课程结束后，与护理教员一起完成了一份基于阿杰恩和菲什拜因（1980年）理性行动理论的问卷。与听过讲座的学生相比，参与结构化辩论的学生总体上更积极，在个人态度和信念项目上明显更积极。教员对这些护理专业学生的信念和态度的看法不如学生实际的信念和态度积极。
