• Korean Journal of Medical Ethics
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• v.21 no.4
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• pp.330-343
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• 2018

This article explores some of the ethical issues associated with the fourth industrial revolution and suggests new directions for bioethics education in Korean universities. Some countries have recently developed guidelines and regulations based on the legal and ethical considerations of the benefits and social risks of new technologies associated with the fourth industrial revolution. Foreign universities have also created courses (both classroom and online) that deal with these issues and help to ensure that these new technologies are developed in an ethically appropriate fashion. In South Korea too there have been attempts to enhance bioethics education to meet the changing demands of society. However, bioethics education in Korea remains focused on traditional bioethical topics and largely neglects the ethical issues related to emerging technologies. Furthermore, Korean universities offer no online courses in bioethics and the classroom courses that do exist are generally treated as electives. In order to improve bioethics education in Korean universities, we suggest that (a) new course should be developed for interprofessional education; (b) courses in bioethics should be treated as required subjects gradually; (c) online courses should be prepared, and (d) universities should continually revise course contents in response to the development of new technologies.

• Journal of Industrial Convergence
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• v.19 no.4
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• pp.49-55
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• 2021

This study attempted to review the research on biomedical ethics of nursing students published in Korea. Keywords included 'nursing students', and 'biomedical ethics', and a total of 26 studies were collected via databases such as KISS, NDSL, RISS. The biomedical ethics awareness was the main concept of biomedical ethics, consisted of right to life of fetus, artificial insemination, organ transplantation, and so on. There were differences in biomedical ethics awareness by ethical education experience, grade, clinical practice experience, and ethical education willingness to attend. Also, major keywords analysed with biomedical ethics were withdrawal of life-sustaining treatment, critical thinking, sexual attitude, nursing professionalism, and death perception. Study results can be used to provide basic data for preparing nursing ethics education in the future.

• 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 Korea Convergence Society
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• v.11 no.10
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• pp.401-407
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• 2020

This study is the quasi-experimental research of nonequivalent groups and is designed to measure and compare the awareness and knowledge of 2 groups of undergraduate nursing students - one group who received the education of biomedical ethics and brain-death organ donation and the other group who did not receive the education - regarding biomedical ethics and brain-death organ donation. We conducted this research for the 76 undergraduate nursing students of a certain university located in "C" city. Collected data were analyzed by Fischer's exact test and t-test, ANCOVA using SPSS 23.0 program. As result of the research, it was found that there was significant difference in the knowledge of brain-death organ donation between the above 2 groups (t=35.21, p=.000). In this regard, the education of biomedical ethics should be included in the curriculum of undergraduate nursing students in consideration of factors influencing the awareness of biomedical ethics.

• Journal of Convergence for Information Technology
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• v.9 no.10
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• pp.227-233
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• 2019

This study surveyed the dental hygiene and health science students in order to grasp the bioethics consciousness from June to July 2018 and to provide basic data for the development of the bioethics curriculum. Correlation between fetal right of life and artificial insemination awareness was significant in gender(r=0.241), religion(r=-0.176), and department(r=-0.160). Correlation between awareness of organ donation and organ transplantation was significant in grade(r=0.129), religion(r=-0.098), bio ethics educ ation(r=0.235). Correlation of euthanasia perception was significant in religion (r=0. 139), bioethics education(r=-0.157). As a result, To establish an ethical view that is desirable for health college students, Necessary to develop a curriculum and to sys tematically run education programs by analyzing the factors that affect biomedical ethics.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.2
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• pp.240-249
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• 2019

The purpose of this study was to find the effect of systemic biomedical ethics education program on moral sensitivity, critical thinking disposition and consciousness of biomedical ethics nursing student. This study is a quasi-experimental research design and repeated measured ANOVA was used to analyzed the collected data statistically on this study. Data was collected from 1st September to 31 of December 2014. Nursing students and nurses in A and S cities participated in this study as subjects. 32 nursing students were assigned to an experimental group, and 33 nursing students were assigned to control group A, 26 nurses were assigned control group B, total subjects were 91. There are significant different in consciousness of biomedical ethics(F=3.432, p=.037). In the category of consciousness of biomedical ethics, there are significant different in 'right to life of fetus'(F=4.476, p=.014) and 'prenatal diagnosis of fetus'(F=6.207, p=.003), and 'right to life of newborn(F=6.207, p=.003) between experimental group and two control groups. The biomedical ethics education influenced the positive effect on moral sensitivity, critical thinking disposition and consciousness of biomedical ethics of nursing students, and shown the significant effect to enhance the consciousness of biomedical ethics for nursing students.

• 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.

• Journal of The Korean Association For Science Education
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• v.29 no.5
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• pp.513-530
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• 2009

Many kinds of teaching methods have been used to instruct ethical issues that arise in the field of science and technology. However, few teaching methods of bioethics have been validated by ethical theories, or justified based on practical utility in bioethics teaching. The aim of this article is to suggest teaching methods of bioethics that are appropriate for ethical theories and socio-scientific issues related to biological sciences in secondary schools. In the article, the teaching methods are classified into three types of ethical theories and into three types of socio-scientific issues in biological sciences. The characteristics of nine teaching/learning methods are then described in terms of appropriate bioethical issues or contexts, and ethical theories or principles.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.7
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• pp.4423-4431
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• 2014

The aim of this study was to identify the factors influencing the consciousness of biomedical ethics in nursing students. The study was conducted on 516 nursing students in C Province and from September $15^{th}$ to October $5^{th}$ 2013. The data was analyzed using a t-test, one-way ANOVA, Pearson's correlation and multiple regression. The significant positive correlation with a critical thinking disposition and professional self-concept. Significant factors influencing the consciousness of biomedical ethics were the critical thinking disposition, experience of biomedical ethic education, academic grade, professional self-concept, and family members' involvement in medical related areas. Considering this result, the development of educational programs of biomedical ethics for nursing students should reflect affecting factors identified.

• Journal of the Korea Convergence Society
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• v.6 no.6
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• pp.255-261
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• 2015

The purpose of this study is to study of correlation of characteristcs of bio-medical ethics and self-esteem for undergraduate students and to compare bio-medical ethics perception between health science and non-health science undergraduate students. We investigated bio-medical ethics and self-esteem of 651 undergraduate students including health science students and non-health science students for two weeks in May, 2015. The results of this study showed significant correlation between self-esteem and bio-medical ethics. The higher self-esteem, the more important bio-medical ethics. But it showed no significant difference between two groups in bio-medical ethics about brain death, euthanasia except biotechnology.