Krawczyk R M
Boston College School of Nursing, Chestnut Hill, MA 02167-3805, USA.
Nurs Ethics. 1997 Jan;4(1):57-65. doi: 10.1177/096973309700400107.
The purpose of this study was to determine the development of moral judgement in first-year and senior baccalaureate nursing students. These students were enrolled in three separate nursing programmes, each of which differed significantly in ethical content. The sample totalled 180 students enrolled in three New England programmes. Programme A included an ethics course taught by a professor of ethics. Programme B integrated ethical issues into all nursing theory courses. Programme C did not include ethical content in theory courses. The design was of a developmental cross-sectional study. The dependent variable was the development of moral judgement, as measured by Rest's Defining Issues Test. The independent variable was the amount of ethics taught in the nursing programmes and the level of academic education. The senior nursing students from programme A scored significantly higher than the other senior groups on the Defining Issues Test. The conclusion is that an ethics course with group participation and a decision-making element significantly facilitated nursing students' development of moral judgement.
本研究的目的是确定本科一年级和四年级护理专业学生道德判断能力的发展情况。这些学生参加了三个不同的护理项目，每个项目在伦理内容上有显著差异。样本包括来自新英格兰地区三个项目的180名学生。项目A包括一门由伦理学教授讲授的伦理学课程。项目B将伦理问题融入所有护理理论课程。项目C在理论课程中不包括伦理内容。该设计为发展性横断面研究。因变量是道德判断能力的发展，通过雷斯特界定问题测试来衡量。自变量是护理项目中讲授的伦理内容量和学术教育水平。项目A的四年级护理专业学生在界定问题测试中的得分显著高于其他四年级学生组。结论是，一门包含小组参与和决策要素的伦理学课程显著促进了护理专业学生道德判断能力的发展。
