Impacts of Socratic questioning on moral reasoning of nursing students

Torabizadeh, Camellia; Homayuni, Leyla; Moattari, Marzieh

doi:10.1177/0969733016667775

Cited by 25 publications

(21 citation statements)

References 37 publications

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“…Students obtained knowledge by listening to other student's views and used these experience to improve their judgment. [ 29 ] Although an essential factor in effective discussion is to provide a safe climate. [ 30 ] In the current study, sessions were provided in such a way that students would listen to content and corrective suggestions.…”

Section: Discussionmentioning

confidence: 99%

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The effects of group discussion and self-learning on nursing students' civility

Abedini

Parvizy

2019

Iranian J Nursing Midwifery Res

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Section: Discussionmentioning

confidence: 99%

“…[ 37 ] Another study also showed that the same number of sessions raised civility in nursing students. [ 29 ] Kerber et al (2012) stated that six to eight sessions were enough to teach civility. [ 25 ] On the basis of findings it is recommended that civility be taught to students during a period of eight hours.…”

Section: Discussionmentioning

confidence: 99%

The effects of group discussion and self-learning on nursing students' civility

Abedini

Parvizy

2019

Iranian J Nursing Midwifery Res

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“…It has been said that developing the ability of moral reasoning in nursing ethics education is important. [17,42,43] 5) Educators' abilities: It was revealed in this survey that nursing ethics educators were concerned about their teaching abilities. It appeared that they taught nursing ethics because they belonged to the field of fundamental nursing and were not specialists in the field of ethics.…”

Section: Discussionmentioning

confidence: 99%

“…[10,12,15] Group discussions among students regarding ethical issues prompted them to listen to other students' ideas, positively accept them, and carefully express their own thoughts. [13,[16][17][18] A series of nursing ethics classes in Taiwan that involved both online learning based on 11 scenarios and face-to-face classroom lectures was found to increase students' level of satisfaction and improve their ability to analyze cases. [19] Learning ethical theories as part of nursing education was considered effective.…”

mentioning

confidence: 99%

Educational challenges in teaching nursing ethics: Perspectives of educators in Japan

Tsuruwaka

2018

JNEP

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Background: While nursing ethics is becoming accepted as an independent subject in Japanese universities, there are many issues concerning the education. The purpose of this study was to anew investigate nursing ethics programs in university, to reveal the difficulties that nursing ethics educators in Japanese nursing bachelor’s degree programs faced and educational challenges, and to examine the best form of nursing ethics education.Methods: A self-administered questionnaire survey to nursing ethics educators in 235 nursing bachelor’s degree programs in Japan was conducted. The questionnaire mainly asked about an overview of nursing ethics programs, the difficulties educators experienced and educational challenges, and the association of ethics education with nursing practice.Results: The return rate of the questionnaire was 29.7%. Methods of group discussion based on case studies were common, and patients’ rights and analytical approaches to ethical issues were common topics. Many of the subjects faced difficulties in nursing ethics education: curriculum, students’ circumstances, students’ readiness and abilities, the characteristics of ethical problems, and educators’ abilities. The educators suggested that students should continue to learn nursing ethics over a few school years according to a curriculum built in a step-by-step, systematic manner.Conclusions: This survey indicated that discussions regarding what educational goals in what school year should be offered to students were needed at each university. Cooperation between educators and practical training instructors on the contents of education, and a clear definition of expertise necessary for teaching nursing ethics were challenges to be accomplished as well.

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“…There are important indications that philosophy classes, both in school and in university, promote critical thinking skills (Tallent, Barnes, 2015;Zare, Mukundan, 2015;Tsevreni, 2016). Recent researches suggest that philosophy classes are important for moral development of students (Torabizadeh et al, 2018). Finally, researchers point to the importance of philosophy courses for science education (Burgh, Nichols, 2011;Archila, 2015).…”

Section: Introductionmentioning

confidence: 99%

Students’ Experiences of Philosophy Classes in Higher Education: A Case Study

Saulius¹,

Malinauskas²

2019

European Journal of Contemporary Education

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The current paper addresses research question of how do students of one university (in our case study-Lithuanian Sports University, LSU) experience the educational effect of introductory philosophy course. To answer this question, method of interpretative phenomenological analysis (IPA) was employed. In accordance with this qualitative approach, we used method of purposive sampling. Sample of current study consist of 8 participants (3 females and 5 males). All participants are first year undergraduate students form study program "Physical education and sport" (continuing studies) in LSU. As a data collection method, semi-structured interview was applied. In our research it was found that students more tend to share their cognitive experience of philosophy classes than their emotional experience. Among nine qualitative categories (codes) which are the most prominent in our interview records, two of them were found to be especially frequent-"Philosophical technical language poses a great challenge for a common reader" and "In philosophy everything has a deeper meaning".

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Impacts of Socratic questioning on moral reasoning of nursing students

Abstract: This study confirms the need for the development of an efficient course on ethics in the nursing curriculum. Also, it appears that Socratic questioning is an effective method to teach nursing ethics and develop nursing students' competence of moral reasoning.

Cited by 25 publications

References 37 publications

The effects of group discussion and self-learning on nursing students' civility

The effects of group discussion and self-learning on nursing students' civility

Educational challenges in teaching nursing ethics: Perspectives of educators in Japan

Students’ Experiences of Philosophy Classes in Higher Education: A Case Study

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