Moreau D, Larochelle C
Can Nurse. 1993 May;89(5):44-5.
Because of new advances in biomedical science and bio-technology, nurses are confronted with dilemmas for which no easy solutions are available. For this reason, it is becoming increasingly crucial that nursing students develop moral judgement. Nursing students find it difficult to relate the principles of ethics (moral conduct, duty and judgment) to concrete nursing situations. Blondeau (1986) believes the case study to be one of the most effective teaching strategies that can be used to raise moral sensitivity. However, it is very difficult to use this strategy with young adult students. The authors believe that if students learn ethical principles prior to the case study they will become aware of ethical problems and will be better prepared to discuss in depth ethical implications. They designed a self-learning module and compared the results with an equivalent group of students. Post-test cognitive results showed a difference between the two groups. Students using the new case study module expressed great satisfaction with the format, utilization and attitudes of this module. The approach proved useful since students were able to learn at their own pace. The time previously used to teach ethical principles was then allotted to class discussions and the process of ethical decision-making.
由于生物医学科学和生物技术的新进展，护士面临着一些两难困境，而这些困境没有简单的解决办法。因此，护理专业学生培养道德判断力变得越来越重要。护理专业学生发现很难将伦理原则（道德行为、责任和判断力）与具体的护理情境联系起来。布隆多（1986）认为案例研究是可用于提高道德敏感性的最有效教学策略之一。然而，对成年学生使用这种策略非常困难。作者认为，如果学生在案例研究之前学习伦理原则，他们将意识到伦理问题，并将更好地准备深入讨论伦理影响。他们设计了一个自学模块，并将结果与同等的学生组进行比较。测试后的认知结果显示两组之间存在差异。使用新案例研究模块的学生对该模块的形式、利用率和态度表示非常满意。事实证明这种方法很有用，因为学生能够按照自己的节奏学习。以前用于教授伦理原则的时间随后被分配到课堂讨论和伦理决策过程中。
