The aim of this study was to reveal the level of ethical competence acquired through basic nursing education, to report on the present state of ethics education, and to consider future directions for ethics education....The aim of this study was to reveal the level of ethical competence acquired through basic nursing education, to report on the present state of ethics education, and to consider future directions for ethics education. The medical databases ICHUSHI, MEDLINE, and CINAHL were searched using the search terms “nursing ethics,” “nursing practice,” “ethics education,” and “nursing students.” Of the total results, 25 research articles (original papers, research reports, practical reports, documents) were used for this study. Ethical competence covered in basic nursing education corresponded to points 1 - 11 of the Code of Ethics, and the competencies acquired included cognizance and judgement. Ethics education included methods such as case studies in Japan and blended learning in other countries. At present, ethical competence education does not comprehensively cover the Code of Ethics, and the judgement level of competence is not acquired during basic nursing education. It is thus necessary henceforth to progressively put an educational program in place to develop ethics education that persists from basic nursing education through to continuing nursing education.展开更多
Purpose:This article presents the theoretical framework,research design,methodology,and main findings of the comparative measurement of ethical-moral competences of 15-year-old upper secondary students in Shanghai,und...Purpose:This article presents the theoretical framework,research design,methodology,and main findings of the comparative measurement of ethical-moral competences of 15-year-old upper secondary students in Shanghai,under the ETiK-International-Shanghai project.Design/Approach/Methods:By dividing the ethical-moral competences into the categories of basic ethical-moral knowledge,ethical-moral judgment competence,and competence in developing ethical-moral action plans,a survey of 2,036 students was conducted,using a reliable and valid testing instrument.Findings:In general,15-year-olds from homes with more educational resources perform higher in all three scales across all countries taken under consideration in our study.Furthermore,school practices,teaching,as well as quantity and quality of instruction play a very important role in the moral education process and especially in developing students’proficiency levels of ethical-moral knowledge,reasoning competence,as well as students’high abilities in developing moral action plans.When relevant educational background factors are held constant,Chinese students show lower average scores on basic ethical-moral knowledge and moral judgment competence.With exception of the tested Vienna students,all other European samples scored better than the Chinese students—also on the test for developing ethical-moral action plans.However,Chinese students are especially able to display outstanding empathy when dealing with suffering,misfortune,and sorrow,as well as in their willingness to help others.Originality/Value:The findings of this article can foster thinking about which topics should be further discussed to improve the ethical-moral knowledge and competences of Chinese students and highlight requirements for the further development of moral education in China at the levels of teaching,curriculum,teacher education,and research.展开更多
Quality assurance is a key issue in colorectal cancer screening, because effective screening is able to improve primary prevention of the cancer. The quality measure may be described in terms:how well the screening te...Quality assurance is a key issue in colorectal cancer screening, because effective screening is able to improve primary prevention of the cancer. The quality measure may be described in terms:how well the screening test tells who truly has a disease (sensitivity) and who truly does not have a disease (specificity). This paper raises concerns about identification of the optimal screening test for colorectal cancer. Colonoscopy vs flexible sigmoidoscopy in colorectal cancer screening has been a source of ongoing debate. A multicentre randomised controlled trial comparing flexible sigmoidoscopy with usual care showed that flexible sigmoidoscopy screening is able to diminish the incidence of distal and proximal colorectal cancer, and also mortality related to the distal colorectal cancer. However, colonoscopy provides a more complete examination and remains the more sensitive exam than flexible sigmoidoscopy. Moreover, colonoscopy with polypectomy significantly reduces colorectal cancer incidence and colorectal cancer-related mortality in the general population. The article considers the relative merits of both methods and stresses an ethical aspect of patient's involvement in decision-making. Patients should be informed not only about tests tolerability and risk of endoscopy complications, but also that different screening tests for bowel cancer have different strength to exclude colonic cancer and polyps. The authorities calculate effectiveness and costs of the screening tests, but patients may not be interested in statistics regarding flexible sigmoidoscopy screening and from an ethical point of view, they have the right to chose colonoscopy, which is able to exclude a cancer and precancerous lesions in the whole large bowel.展开更多
[Aim] This study aimed to conduct a concept analysis and clarification of ethical competence of nursing students and nurses, and further clarify the components. [Method] Rodger’s concept analysis method was used. A l...[Aim] This study aimed to conduct a concept analysis and clarification of ethical competence of nursing students and nurses, and further clarify the components. [Method] Rodger’s concept analysis method was used. A literature search was conducted using the ICHUSHI database, MEDLINE, and CINAHL databases. The keywords included in the search were ethical competence. A total of 24 published articles were analyzed. [Results] As a concept of ethical competence among nursing students and nurses, five categories of [ethical sensitivity], [ethical reasoning], [ethical decision making], [ethical practice], [ethical reflection], obviously became. As a component, two categories of antecedent factors and three categories of consequences were identified. I defined ethical competence in nursing students and nurses, “including nursing students and nurses thinking processes and nursing practice and reflection to solve ethical problems Behavioral characteristics”. [Conclusion] Review of nursing practice from an ethical perspective [ethical reflection] is indispensable for clarifying self-tasks and deepening better nursing practice.展开更多
<strong>Objectives: </strong>With rapid advancements in medical care, nurses are confronted with ethical issues on a daily basis. If new nurses are introduced to the clinical setting without having acquire...<strong>Objectives: </strong>With rapid advancements in medical care, nurses are confronted with ethical issues on a daily basis. If new nurses are introduced to the clinical setting without having acquired sufficient ethical judgment skills in basic nursing education, they are unable to respond to the ethical dilemmas they face. This results in learned helplessness, which can lead to burnout and turnover. Therefore, it is imperative to develop educational programs where there is a natural progression from basic to continuing nursing. Therefore, in this study, we conducted a nationwide survey using the Nursing Student Care Ethical Competence Scale to present a benchmark for the assessment of this skill and facilitate continuity in nursing education. <strong>Methods: </strong>From February to March 2019, we conducted a questionnaire survey of 4930 final-year nursing students enrolled in nursing colleges, junior colleges, and technical schools nationwide. The survey consisted of 29 items on ethical behavior, 26 items on ethics knowledge, and seven items on personal attributes. For the analysis, we calculated percentiles for the five standards of nursing students’ ethical care competence: safe care provision, respecting self-determination, protecting personal information, providing the best care, and upholding patients’ dignity.<strong> Results:</strong> Responses were obtained from 1505 nursing students (collection rate 30.5%, valid response rate 30.5%). The 80th percentile (minimum value-maximum value) was 128 (38 - 145) points for the ethical competence of nursing students, 37 (11 - 40) points for safe care provision, 28 (4 - 31) points for respect for self-determination, 23 (5 - 25) points for protection of personal information, 23 (5 - 25) points for best care provision, and 13 (3 - 15) points for respect for personal dignity. Discussion: The 80th percentile was established as the benchmark for ethical care competence. <strong>Conclusion:</strong> Based on these criteria, nursing students can objectively as展开更多
文摘The aim of this study was to reveal the level of ethical competence acquired through basic nursing education, to report on the present state of ethics education, and to consider future directions for ethics education. The medical databases ICHUSHI, MEDLINE, and CINAHL were searched using the search terms “nursing ethics,” “nursing practice,” “ethics education,” and “nursing students.” Of the total results, 25 research articles (original papers, research reports, practical reports, documents) were used for this study. Ethical competence covered in basic nursing education corresponded to points 1 - 11 of the Code of Ethics, and the competencies acquired included cognizance and judgement. Ethics education included methods such as case studies in Japan and blended learning in other countries. At present, ethical competence education does not comprehensively cover the Code of Ethics, and the judgement level of competence is not acquired during basic nursing education. It is thus necessary henceforth to progressively put an educational program in place to develop ethics education that persists from basic nursing education through to continuing nursing education.
基金This study was sponsored by the Peak Discipline Construction Project of Education at East China Normal University.
文摘Purpose:This article presents the theoretical framework,research design,methodology,and main findings of the comparative measurement of ethical-moral competences of 15-year-old upper secondary students in Shanghai,under the ETiK-International-Shanghai project.Design/Approach/Methods:By dividing the ethical-moral competences into the categories of basic ethical-moral knowledge,ethical-moral judgment competence,and competence in developing ethical-moral action plans,a survey of 2,036 students was conducted,using a reliable and valid testing instrument.Findings:In general,15-year-olds from homes with more educational resources perform higher in all three scales across all countries taken under consideration in our study.Furthermore,school practices,teaching,as well as quantity and quality of instruction play a very important role in the moral education process and especially in developing students’proficiency levels of ethical-moral knowledge,reasoning competence,as well as students’high abilities in developing moral action plans.When relevant educational background factors are held constant,Chinese students show lower average scores on basic ethical-moral knowledge and moral judgment competence.With exception of the tested Vienna students,all other European samples scored better than the Chinese students—also on the test for developing ethical-moral action plans.However,Chinese students are especially able to display outstanding empathy when dealing with suffering,misfortune,and sorrow,as well as in their willingness to help others.Originality/Value:The findings of this article can foster thinking about which topics should be further discussed to improve the ethical-moral knowledge and competences of Chinese students and highlight requirements for the further development of moral education in China at the levels of teaching,curriculum,teacher education,and research.
文摘Quality assurance is a key issue in colorectal cancer screening, because effective screening is able to improve primary prevention of the cancer. The quality measure may be described in terms:how well the screening test tells who truly has a disease (sensitivity) and who truly does not have a disease (specificity). This paper raises concerns about identification of the optimal screening test for colorectal cancer. Colonoscopy vs flexible sigmoidoscopy in colorectal cancer screening has been a source of ongoing debate. A multicentre randomised controlled trial comparing flexible sigmoidoscopy with usual care showed that flexible sigmoidoscopy screening is able to diminish the incidence of distal and proximal colorectal cancer, and also mortality related to the distal colorectal cancer. However, colonoscopy provides a more complete examination and remains the more sensitive exam than flexible sigmoidoscopy. Moreover, colonoscopy with polypectomy significantly reduces colorectal cancer incidence and colorectal cancer-related mortality in the general population. The article considers the relative merits of both methods and stresses an ethical aspect of patient's involvement in decision-making. Patients should be informed not only about tests tolerability and risk of endoscopy complications, but also that different screening tests for bowel cancer have different strength to exclude colonic cancer and polyps. The authorities calculate effectiveness and costs of the screening tests, but patients may not be interested in statistics regarding flexible sigmoidoscopy screening and from an ethical point of view, they have the right to chose colonoscopy, which is able to exclude a cancer and precancerous lesions in the whole large bowel.
文摘[Aim] This study aimed to conduct a concept analysis and clarification of ethical competence of nursing students and nurses, and further clarify the components. [Method] Rodger’s concept analysis method was used. A literature search was conducted using the ICHUSHI database, MEDLINE, and CINAHL databases. The keywords included in the search were ethical competence. A total of 24 published articles were analyzed. [Results] As a concept of ethical competence among nursing students and nurses, five categories of [ethical sensitivity], [ethical reasoning], [ethical decision making], [ethical practice], [ethical reflection], obviously became. As a component, two categories of antecedent factors and three categories of consequences were identified. I defined ethical competence in nursing students and nurses, “including nursing students and nurses thinking processes and nursing practice and reflection to solve ethical problems Behavioral characteristics”. [Conclusion] Review of nursing practice from an ethical perspective [ethical reflection] is indispensable for clarifying self-tasks and deepening better nursing practice.
文摘<strong>Objectives: </strong>With rapid advancements in medical care, nurses are confronted with ethical issues on a daily basis. If new nurses are introduced to the clinical setting without having acquired sufficient ethical judgment skills in basic nursing education, they are unable to respond to the ethical dilemmas they face. This results in learned helplessness, which can lead to burnout and turnover. Therefore, it is imperative to develop educational programs where there is a natural progression from basic to continuing nursing. Therefore, in this study, we conducted a nationwide survey using the Nursing Student Care Ethical Competence Scale to present a benchmark for the assessment of this skill and facilitate continuity in nursing education. <strong>Methods: </strong>From February to March 2019, we conducted a questionnaire survey of 4930 final-year nursing students enrolled in nursing colleges, junior colleges, and technical schools nationwide. The survey consisted of 29 items on ethical behavior, 26 items on ethics knowledge, and seven items on personal attributes. For the analysis, we calculated percentiles for the five standards of nursing students’ ethical care competence: safe care provision, respecting self-determination, protecting personal information, providing the best care, and upholding patients’ dignity.<strong> Results:</strong> Responses were obtained from 1505 nursing students (collection rate 30.5%, valid response rate 30.5%). The 80th percentile (minimum value-maximum value) was 128 (38 - 145) points for the ethical competence of nursing students, 37 (11 - 40) points for safe care provision, 28 (4 - 31) points for respect for self-determination, 23 (5 - 25) points for protection of personal information, 23 (5 - 25) points for best care provision, and 13 (3 - 15) points for respect for personal dignity. Discussion: The 80th percentile was established as the benchmark for ethical care competence. <strong>Conclusion:</strong> Based on these criteria, nursing students can objectively as
