背景:确保有道德能力的护士取决于许多因素,如环境、社会,政治,和文化。然而,护理教育中的一些不足之处已经被记录下来,对于如何在本科教育中教授护理伦理学,还没有建立共同的框架。
目的:在伦理学教学中建立的护理计划之间有哪些不同的方法?在制定能够培养道德胜任的护士的课程时,计划之间的主要相似之处和不同之处是什么?
方法:国际比较教育研究分为五个步骤:(1)制定初始问题;(2)定义比较单位;(3)确定比较结果;(4)描述结果。确定了比较变量,提取,并填充在一个试点网格中。
方法:“促进道德胜任护士”项目合作伙伴有目的地选择了六所大学,用于2022-2023年交付的护理教育课程。
方法:不需要道德批准,没有人类参与者和关于护理课程的公共数据。
结果:命名课程时使用的术语出现了变化,用于教学道德的学分和小时数,当课程交付(从护理教育的最初学期或集中在最后几年),以及它们的主要交付模式(单个或单独的模块或集成在整个课程中)。内容有一些相似之处,而教学方法各不相同,并且包括(或不包括)与临床实践的明确联系。所有课程都必须参加。所使用的评估方法各不相同,从基于知识的方法到涉及多维战略的更多基于能力的方法。
结论:这项比较研究探讨了六个不同欧洲国家护理项目的异同。审查的道德课程缺乏明显的清晰度,它们为未来的发展提供了重要的考虑领域。出现了关于术语的问题,学习工作负载,什么时候交货,如何交付,主要内容,以及值得进一步讨论的教学和评估方法。
BACKGROUND: Ensuring morally competent nurses depends on many factors, such as environmental, social, political, and cultural. However, several inadequacies in nursing education have been documented, and no common framework has been established for how nursing
ethics should be taught in undergraduate education.
OBJECTIVE: What are the different approaches across nursing programmes established in teaching
ethics? What are the main similarities and differences across programmes facilitating a common understanding in developing a curriculum capable of preparing a morally competent nurse?
METHODS: International comparative education
study in five steps: (1) formulating the initial question; (2) defining the units of comparison; (3) determining the variables of comparison; (4) describing the findings; (5) interpreting the findings. The comparative variables were identified, extracted, and populated in a piloted grid.
METHODS: Six universities were purposefully selected by the Promoting a Morally Competent Nurse project partners for their nursing education curricula as delivered in 2022-2023.
METHODS: No ethical approval was required, given no human participants and public data regarding nursing curricula.
RESULTS: Variability emerged in the terminologies used in naming the courses, the numbers of credits and hours devoted to teaching ethics, when the courses are delivered (since the initial semesters of nursing education or concentrated in the final years), and their main modes of delivery (a single or separate module or integrated across the curriculum). Contents have some similarities, whereas the teaching methods varied and included (or not) explicit connections with clinical practice. Attendance is mandatory in all courses. The assessment methods used varied from knowledge-based to more competence-based approaches involving multidimensional strategies.
CONCLUSIONS: This comparative
study explored similarities and differences across nursing programmes in six different European countries. The reviewed
ethics curricula lack significant clarity, and they offer important areas to consider for future development. Issues emerged regarding terminologies, learning workloads, when to deliver, how to deliver, the main contents, and the teaching and assessment methods that merit further discussion.