Dierckx de Casterlé B, Grypdonck M, Vuylsteke-Wauters M, Janssen P J
Department of Nursing, Catholic University of Leuven, Belgium.
Nurs Ethics. 1997 Jan;4(1):12-28. doi: 10.1177/096973309700400103.
In literature as well as in nursing practice a growing concern about nurses' ethical competence can be observed. Based on the cognitive theory of moral development by Kohlberg, this research examined nursing students' ethical behaviour in five nursing dilemmas. Ethical behaviour refers not only to the ethical reasoning of nursing students but also to the relationship between reasoning and behaviour. Kohlberg's definition of morality was refined by adding a care perspective. The results show that the majority of students can be located in the fourth moral stage according to Kohlberg's theory, that is, the conventional level of moral development. This finding implies that students are still guided by professional rules, norms and duties, and have not (yet) succeeded in making personal ethical decisions on the basis of their own principles and acting according to such decisions.
在文学作品以及护理实践中，可以观察到对护士道德能力的关注度日益提高。基于科尔伯格的道德发展认知理论，本研究考察了护理专业学生在五个护理困境中的道德行为。道德行为不仅指护理专业学生的道德推理，还指推理与行为之间的关系。通过增加关怀视角，对科尔伯格的道德定义进行了细化。结果表明，根据科尔伯格的理论，大多数学生处于道德发展的第四阶段，即传统道德发展水平。这一发现意味着学生仍然受专业规则、规范和职责的指导，尚未成功地基于自身原则做出个人道德决策并据此行动。
