Słowa kluczowe
etyka
studenci pielęgniarstwa
metody nauczania oparte na doświadczeniu
Abstrakt
METODY OPARTE NA DOŚWIADCZENIU W EDUKACJI ETYCZNEJ STUDENTÓW PIELĘGNIARSTWA I POŁOŻNICTWA
Wprowadzenie. Nauczanie-uczenie się etyki zawodu pielęgniarki, położnej na przestrzeni lat ulegało zmianom. Zwrócono uwagę na konieczność zmniejszenia luki wiedza-praktyka w związku z czym wprowadzono nowoczesne metody kształcenia – oparte na doświadczeniu.
Cel pracy. Celem pracy jest przedstawienie znaczenia empirycznych metod nauczania w kształtowaniu kompetencji etycznych studentów pielęgniarstwa i położnictwa oraz założeń projektu realizowanego w ramach programu ERASMUS +, KA220-HED pt.: “Strengthening the ethical competence of future nurses and midwives: An inter-professional action-learning project on experiential training methods (ETHCOM)”.
Materiał i metody. Wykonano niesystematyczny przegląd piśmiennictwa przy użyciu baz danych (PubMed, CINAHL Complete). Do analizy włączono 38 artykułów, które zostały opublikowane w latach 2010-2023, w języku angielskim i polskim.
Wnioski. W tradycyjnych metodach etycznej edukacji główną rolę odgrywa nauczyciel, natomiast w tych opartych na doświadczeniu – student. Wśród opartych na doświadczeniu metod nauczania etyki studentów pielęgniarstwa i położnictwa, które są skuteczne w nabywaniu i rozwijaniu kompetencji etycznych można wyróżnić np. naukę poprzez gry, opowiadanie historii, symulację itd. Dobór metody edukacyjnej w procesie kształcenia kompetencji etycznych wśród studentów pielęgniarstwa i położnictwa ma istotne znaczenie, by przyszli adepci byli w stanie stawiać czoła współczesnym etycznym problemom.
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