尼日利亚尼日尔三角洲地区护理伦理教育与实践

K. Mcfubara, Augustina Chikaodili Isabu
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摘要

护理专业帮助病人尽快恢复独立,护理伦理教育为有效的专业实践提供了基础。目的:探讨护理伦理教育的影响因素,探讨护理伦理教育对护理实践的影响。方法:采用描述性横断面研究方法,编制两套问卷,分别对四所高校的80名护生和60名护校教师进行问卷调查。问卷共设18道题项、21道题项,分别涵盖调查对象的人口学情况、伦理教育知识、影响伦理教育的因素和伦理教育对护理实践的影响。在Microsoft Excel电子表格上收集标称规模数据并进行分析。根据问题类别计算和制表回答的频率和百分比。结果:学生满意率为86.3%,教师满意率为51.7%。虽然护理伦理教育作为一门整个学期的课程提供,但51%的学生和80%的教师错误地将道德理解为遵守专业行为准则。即便如此,两组受访者中仍有70%的人准备实施有效的护理。同时,82%的学生和53%的教师认为专业疏忽是实践中的重大道德问题。结论:护理专业致力于提供伦理实践,但从业人员及其学员缺乏对伦理真正含义的正确认识。由于这种不正确的知识,人们对专业疏忽给予了过度的关注。这是一个挑战,可能会引发一种保护主义做法。包括伦理学或道德哲学方面的专家来教授护理伦理学,以及采用对话和案例研究的教学方法,将避免这些挑战,并加强对护理实践中伦理学原则和理论的正确理解和应用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Nursing Ethics Education and Practice in the Niger Delta Region of Nigeria
Whereas nursing profession helps the well and the sick regain independence as rapidly as possible, nursing ethics education provides the basis for effective professional practice.Objectives: This study sought to identify factors affecting nursing ethics education and to describe impact of nursing ethics education on nursing practice. Method: A descriptive cross sectional study was conducted, and two sets of questionnaires were developed and administered, one to 80 final year nursing students, the other to 60 nursing teachers in four universities. The questionnaires had 18 and 21 question items respectively covering demography of the respondents, knowledge from ethics education, factors affecting ethics education and impact of ethics education on nursing practice. Nominal scale data were collected and analyzed on a Microsoft Excel spread sheet. Frequencies and percentages of responses were calculated and tabulated under question categories.Results: Response rate was 86.3% for students and 51.7% for teachers. Although nursing ethics education is provided as a whole semester course, 51% of students and 80% of the teachers erroneously understand ethics as adherence to professional code of conduct. Even so 70% of both respondent groups were prepared to practice effective nursing. Meanwhile 82% of the students and 53% of teachers were of the view that professional negligence is a major ethical issue in practice. Conclusion: The nursing profession is committed to providing ethical practice, but the practitioners and their trainees lack the correct knowledge of what ethics really means. Due to this incorrect knowledge undue attention is being given to professional negligence. It is a challenge and may be giving rise to a protectionist practice. The inclusion of specialists in ethics or moral philosophy to teach nursing ethics as well as the adoption of dialogic and case study methods of teaching will avoid these challenges and enhance the proper understanding and application of principles and theories of ethics in nursing practice.
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