• The Journal of the Convergence on Culture Technology
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• v.6 no.1
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• pp.55-62
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• 2020

The purpose of this study was to review nursing ethics education program for nursing students in Korea. An integrative literature review was applied as a research method, and the study was conducted according to five steps of problem identification, literature search, data evaluation, data analysis, and presentation. Twelve studies were analyzed, and the educational content was about biomedical ethics and nursing ethics, and most of them were through subject classes. Teaching methods included case-based debates, discussions, action learning, online learning, and problem-based learning, including traditional lectures. Through education programs, there was a significant increase in biomedical ethics, ethical values, moral judgment, and moral sensitivity. Progressive and continuous nursing ethics education for nursing college students is required within the curriculum.

• The Journal of Korean Academic Society of Nursing Education
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• v.5 no.2
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• pp.376-387
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• 1999

Purpose : To provide fundamental data to present further direction of education on Nursing Ethics by investigating the status of Nursing Ethics education performed at 4-year-Colleges of Nursing. Korea. Methods : A descriptive survey study The data collected from 28 universities through a questionnaire to examine the status of Nursing Ethics education in Korea. Results : I. Teaching Nursing Ethics class as a independent subject-6(21.4%) universities. 1) The average of 23.67 hours(2 credits) in the total educational hours. 2) Teaching method-theoretical class, discussion of case study, discussion of related issues, presentation of video tapes and discussion, team education, role play, and submission of reports. 3) Education contents-Nursing profession and ethics, the dignity of human life, necessity of bioethics, ethical theory and refutation, code for nurses, ethical issues between nurses and patients, nurses and co-workers, and nurses and nurses 6 universities 4) 5 universities-Included ethical decision making, artificial insemination, external insemination, artificial abortion, organ transplantation, brain death, human subject of study suicide, and euthanasia. II. Teaching Nursing Ethics as an inclusive theme in other subjects-22 (78.57%) universities. 1) Educated in Introduction of Nursing (14 universities), Nursing Management, Nursing Ethics and Philosophy, Special Nursing, Nursing and Law, and Professional Nursing. 2) Educational course-Taught in freshman level at 14 universities, average 9.32 education hours. Conclusion: Showed not only that universities, not operating Nursing Ethics as a independent class, unreasonably operate and assign too many contents in comparing with its education hours and are likely to become only a cramming education but also professors whose major is not Nursing Ethics presently in charge need to take a chance to supplement their knowledge and teaching method.

• Journal of Korean Academy of Nursing
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• v.31 no.5
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• pp.846-857
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• 2001

This study was conducted to study on 1) What is nursing students' experience of ethical problems involving nursing practice\ulcorner 2) What is nursing students' experience of using ethical decision-making models\ulcorner Method: In order to answer these two questions, we selected 97 senior baccalaureate nursing students from two Korean universities using a conceptual framework and method of content analysis. Result: From 97 ethical problems emerged five content categories, the largest being ethical problems involving health professionals (69%); the basic nature of the nursing students' experience of ethical problems consisted of conflict, resolution, and rationale; 94% of the students stated that using an ethical decision- making model was helpful. Conclusion: Although additional research is needed, these findings have important implications for nursing ethics education and practice.

• Journal of Digital Convergence
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• v.11 no.4
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• pp.311-320
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• 2013

The purpose of this study was to identify consciousness of bio-medical ethics of nursing and non-nursing students. The total mean scores of consciousness of bio-medical ethics between nursing(3.04/4) and non-nursing(2.88/4) were significantly different(t=6.79, p<.001). There were statistically significant differences between two groups in sub-categories of consciousness of bio-medical ethics: right to life of fetus, prenatal diagnosis of fetus, right to life of newborn, euthanasia, organ transplantation, brain death. The major predicting factors for consciousness of bio-medical ethics were experience of studying for biomedical ethics over 1 semester, experience of conflict for biomedical ethic problem, and ethical attitude in nursing department. Study results indicate that appropriate and various teaching-learning method for education of each department is deeded according to move up into a higher class with consciousness of bio-medical ethics, ability of decision making, critical thinking.

• Journal of the Korean Applied Science and Technology
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• v.37 no.6
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• pp.1706-1717
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• 2020

The purpose of this study is to understand the effects of nursing ethics education on ethical values, nursing professional intuition and biomedical ethics of nursing students. Data collection period was from December 2, 2017 to December 31, 2017 and the data were collected from 186 nursing college students at 2 universities. Data were analyzed by t-tests, one-way ANOVA, Pearson's correlation coefficient analysis using the SPSS 21.0 program. The average score for the ethics values was 3.08±0.33 points. the average score of nursing professionalism was 3.22±0.84. The average score of consciousness of biomedical ethics was 2.86±0.22. It is necessary to develop case-centered textbooks in order to raise the competence to apply ethics management about biomedical issues in the course program of nursing ethics to improve the awareness of biomedical ethics for nursing college students.

• The Korean Nurse
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• v.32 no.4
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• pp.6-15
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• 1993

• The Journal of the Korea Contents Association
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• v.19 no.1
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• pp.24-36
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• 2019

Purpose: This study provides preliminary data for job satisfaction and organizational commitment by finding out the effects of ethical climate perceived by and ethical sensitivity of nurses on the organizational effectiveness of small and medium-sized hospitals. Methods: Study participants were 155 nurses who had worked one year or longer at small and medium-sized hospitals located in the G city, and they were recruited through convenient sampling. The SPSS/Win 20.0 program was used analyze frequency, percentage, average, standard deviation through independent t-test, one way ANOVA, Pearson's correlation coefficient, and multiple regression. Results: The mean score for organizational effectiveness of nurses had a significant positive correlation with ethical climate and ethical sensitivity. ethical climate, experience of receiving nursing ethics education were the major predictors of organizational effectiveness and explained 61%(F=48.36, p<.001) of the total variance in the study. Conclusion: it has been confirmed that ethical climate and experience of receiving nursing ethics education affect organizational effectiveness, a concept that shows the degree of achieving organizational goals while nurses at small and medium-sized hospitals.

• Health and Mission
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• s.8
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• pp.24-24
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• 2007

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.6
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• pp.2915-2925
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• 2013

This study examined the moral judgments and ethical decision-making and analyzed ethical dilemmas experienced in practice by nursing students. The data were collected using self-reported questionnaires and reports from 189 college students in their 2nd ~ 4th grades. Data collection period was from Nov 6th - 20th in 2012. Each grade's P(%) scores were 47.92, 43.74, and 43.75 respectively.. For stage 4 score, each grade's scores were 22.37, 22.98, and 19.74. This result shows that, compared to juniors, senior student's P(%) scores did not drop and stage 4 scores rather decreased, which is in line with the results of previous studies about the effects of ethics education. This finding could be attributed to the regular and voluntary case presentations and discussions required for the senior participants. Regarding ethical decision-making type, the most favored was type 3(35.45%). Among seven categories of the ethical dilemmas facing the students, the most commonly reported was the patient's rights and dignity, followed by practices based on nursing standards, arranging for dying patients. This study raises the need that the curriculum is revised to encourage student's participation in the analysis of ethical issues they confront in the field.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.11
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• pp.544-555
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• 2017

This study was conducted to identify the factors influencing consciousness of biomedical ethics, moral sensitivity and critical thinking disposition with respect to the Code of Ethics of nurses among nursing students. A descriptive correlation research design was used for this study. The subjects were 299 nursing students in two large cities from 1 June to 31 July 2015. Collected data were analyzed using a t-test, ANOVA, Scheffe's test and stepwise multiple regression by the SPSS 22.0 program. The results revealed that female subjects comprised 86.65% of the subjects and the mean age was 21.67 years. Awareness of the Code of Ethics for nurses was positively correlated with the consciousness of biomedical ethics(p<0.001), moral sensitivity(p<0.001), and critical thinking disposition(p<0.001). However, there were negative correlations between grade(p=0.017), marital state(p=0.012), and the possibility of increasing ethical problems according to the development of bioscience(p=0.012). Significant influencing factors of the awareness of the Code of Ethics for nurses included grade(p=0.013), marital state(p=0.030), consciousness of biomedical ethics(p=0.017), moral sensitivity(p<0.001), and critical thinking disposition(p=0.001), with apower of explanation of 26.3%. The results of this study show that the consciousness of biomedical ethics, moral sensitivity and critical thinking disposition are factors influencing the code of ethics for nurses among nursing students.