在临床实践期间护理学生的道德困扰:定性系统审查和元合成
Zhengjun Zhu1, Meicao Wang1, Zixuan Li1
1College of Nursing, Chengdu University of Traditional Chinese Medicine, Chengdu, China.
Nurse education today
|November 18, 2025
概括
由于临床环境中的伦理挑战,护理学生经历了道德困扰. 解决这个问题需要支持性的指导和道德教育,以培养道德性和专业发展.
科学领域:
- 护理教育 护理教育
- 生物伦理学生物伦理学
- 定性研究是指质量研究.
背景情况:
- 护理学生的道德困扰源于临床实习期间的伦理冲突和障碍.
- 经历不道德的做法和价值差异的经历可能会导致情绪紧张,并阻碍职业认同.
- 之前的审查缺乏全面的范围和方法的严格性.
研究的目的:
- 在临床实践中系统地综合护理学生的道德困境经历的定性证据.
- 解释在护理教育中的道德困境的多面性质.
主要方法:
- 使用乔安娜·布里格斯研究所 (JBI) 方法的定性系统审查和元合成.
- 从创立到2024年11月,搜索了十个数据库,通过JBI关键评估检查表进行评估.
- 对八个国家的9项使用NVivo 14的研究进行了专题分析,结果由JBI ConQual评估.
主要成果:
- 确定了六个总体主题和17个道德困境的子主题.
- 关键的触发因素包括不道德的行为,有限的自主权和不足的监督.
- 学生的反应是沉默或回避;同行/教师的支持培养了道德性.
结论:
- 护理学生的道德困境是一个复杂的,文化影响的问题.
- 系统性,关系性和个人因素塑造了学生的体验.
- 反思式指导和道德教育可以建立性并支持道德发展.
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