ケーススタディに基づく看護職倫理教育の課題と展望

抄録

The main envisioned contribution of professional ethics education for nurses has been that it offers a clear and concrete antithesis to the previous professional ethics education methodology, according to which it was supposed that nurses would be able to make correct ethical judgments if a set of given standards were applied to clinical problems. It was assumed that students who became medical professionals would be able to make ethical judgments in the clinical workplace if the general principles of these standards were clarified. On this basis, students were taught the principles of these standards as part of their training. The antithesis by professional ethics education for nurses was to spotlight caring which had been ignored because a change to a clear knowledge of science had been impossible. Specifically, case studies were adopted as a method of education, and emphasized the following four points: (1) stimulating moral imagination, (2) recognizing ethical issues, (3) developing analytical skills, and (4) tolerating disagreements and ambiguities. However, in practice, professional ethics education for nurses based on case studies supplies the training of proof, rather than the training of creativity and flexibility. In this paper, I propose the possibility of use of case methods in place of case studies. Case methods offer the possibility of going beyond the limitations of case studies, since they require training in unfettered judgment unrelated to occupational evaluations.