Teaching strategies: promoting the development of moral competence in undergraduate students

ABSTRACT Objective: To identify strategies and spaces used by professors to promote the development of the moral competence of nursing undergraduate students. Method: Qualitative research, developed with 20 nursing professors, through a semi-structured interview, from July to October 2016. Data were submitted to discursive textual analysis. Results: Three categories were constructed: Active methodologies as strategies for the development of moral competence; Knowledge and development of clinical reasoning as motivating spaces of moral competence; Attitude of professors as a strategy for dialogue, empathy, recovery of moral values and development of caring skills. Final considerations: The use of strategies and spaces to develop pedagogical actions favors the search for knowledge, clinical reasoning and the approach of ethical and moral aspects that collaborate for the development of the moral competence of nursing undergraduate students.

摘要
研究目的：厘清护理专业教授用以推动护理本科生道德胜任力（moral competence）培育的具体策略与实施场域。
研究方法：本研究属于质性研究，于2016年7月至10月期间，面向20名护理专业教授开展半结构化访谈（semi-structured interview），并采用话语文本分析（discursive textual analysis）法对研究数据进行分析处理。
研究结果：最终构建出三大研究类别：一是以主动式教学法作为培育护理本科生道德胜任力的实施策略；二是将临床推理（clinical reasoning）知识与能力的培育作为道德胜任力的赋能场域；三是以教师的自身态度作为搭建对话、共情、重塑道德价值观与培育关怀技能（caring skills）的核心路径。
研究结论：通过运用各类策略与场域开展教学实践活动，有助于学生深化专业知识学习、精进临床推理能力，并充分正视伦理与道德维度的相关议题，进而协同助力护理专业本科生道德胜任力的培育与发展。