• Research in Community and Public Health Nursing
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• v.31 no.4
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• pp.503-513
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• 2020

Purpose: The purpose of this study was to evaluate the validity and reliability of the Korean version of the Ethical Sensitivity Questionnaire for Nursing Students (KESQ-NS). Methods: The participants were 138 nursing students who have experience in clinical practice. The Korean version of ESQ-NS (KESQ-NS) was examined using content validity, construct validity, criterion-related validity, and testing of internal consistency reliability. Data were collected from November to December of 2019 through an online-survey. Results: The KESQ-NS that was composed of 13 items was divided into three dimensions: Critical understanding of the patient, patient holistic care, patient privacy, and confidentiality. The instrument explained 67.9% of the total variance for ethical sensitivity. Cronbach's α was .88. Conclusion: The KESQ-NS showed good validity and reliability. This instrument can be used to evaluate ethical sensitivity in nursing students in Korea.

• Journal of Engineering Education Research
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• v.25 no.6
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• pp.23-37
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• 2022

This study evaluated the engineering students' ethical sensitivity to an AI emotion recognition robot scenario and explored its characteristics. For data collection, 54 students (27 majoring in Convergence Electronic Engineering and 27 majoring in Computer Software) were asked to list five factors regarding the AI robot scenario. For the analysis of ethical sensitivity, it was checked whether the students acknowledged the AI ethical principles in the AI robot scenario, such as safety, controllability, fairness, accountability, and transparency. We also categorized students' levels as either informed or naive based on whether or not they infer specific situations and diverse outcomes and feel a responsibility to take action as engineers. As a result, 40.0% of students' responses contained the AI ethical principles. These include safety 57.1%, controllability 10.7%, fairness 20.5%, accountability 11.6%, and transparency 0.0%. More students demonstrated ethical sensitivity at a naive level (76.8%) rather than at the informed level (23.2%). This study has implications for presenting an ethical sensitivity evaluation tool that can be utilized professionally in educational fields and applying it to engineering students to illustrate specific cases with varying levels of ethical sensitivity.

• Journal of Industrial Convergence
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• v.21 no.1
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• pp.137-145
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• 2023

The purpose of this study was to find the effects of ethical awareness about pandemic and health beliefs of standard precaution on performance standard precaution of nursing students. The survey was performed on 163 nursing students in three universities. Data were collected using a structured questionnaires and analyzed using t-test, ANOVA, Pearson correlation coefficient, and multiple regression with SPSS 25.0 program. Study findings revealed that performance standard precautions was significantly correlated with ethical awareness about pandemic(r=.17, p=.033), perceived susceptibility(r=.33, p<.001), perceived severity (r=.24, p=.003), perceived benefits(r=.35, p<.001) and perceived obstruction(r=-.31, p<.001). The factors that had the influences on performance standard precaution were the perceived benefits(β=.20, p=.014)) and perceived obstruction(β=-.20, p=.008). And the explanation power of the regression model appeared as being 18.1%(F=8.09, p<.001). It is necessary to develop a systematic infection education program that considers ethical awareness, and perceived severity and obstruction among health beliefs of standard precaution to improve performance standard precaution of nursing students.

• Journal of Korean Elementary Science Education
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• v.35 no.4
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• pp.416-425
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• 2016

As curriculum statements require addressing ethical and social issues which are raised by modern science and technology, the ability to perceive ethical and social issues regarding science is necessary for teachers to introduce socio-scientific issues (SSI) in their science class. The purpose of this study is to explore elementary school teachers' ethical sensitivity on SSI and attempts to give implications for teacher education. To explore the ethical sensitivity in the context of SSI, the revised version of the Test for Ethical Sensitivity on Science (TESS) was used. Two socio-scientific issues (genetic engineering and radioactive waste) were provided to read and write down five possible questions they believed should be considered before reaching a decision. Data was collected from eighty-two elementary school teachers in Korea. To analyze the ethical sensitivity, the responses including ethical considerations were analyzed by situation and ethical issues. The result showed that 81 out of 82 teacher participants provided at least more than one ethical consideration on each scenario of this study. However, not many teacher could raise various ethical issues and situation that ethical issue might occur. There were only a few teaches who could consider all the situations, 'process of scientific research', 'application of science and technology', and 'science influenced by society', that ethical issues might occur. Especially, teachers failed to consider that the ethical issue can occur in the situation when science is influenced by society. Based on the results, we suggest that during teacher education teachers need to experience finding various ethical issues that can occur in the context of SSI and especially considering the ethical issues when science is influenced by society.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.509-521
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• 2015

Argumentation is a social and collaborative dialogic process. A large number of researchers have focused on analyzing the structure of students' argumentation occurring in the scientific inquiry context, using the Toulmin's model of argument. Since SSI dialogic argumentation often presents distinctive features (e.g. interdisciplinary, controversial, value-laden, etc.), Toulmin's model would not fit into the context. Therefore, we attempted to develop an analytical framework for SSI dialogic argumentation by addressing the concepts of 'discourse clusters' and 'discourse schemes.' Discourse clusters indicated a series of utterances created for a similar dialogical purpose in the SSI contexts. Discourse schemes denoted meaningful discourse units that well represented the features of SSI reasoning. In this study, we presented six types of discourse clusters and 19 discourse schemes. We applied the framework to the data of students' group discourse on SSIs (e.g. euthanasia, nuclear energy, etc.) in order to verify its validity and applicability. The results indicate that the framework well explained the overall flow, dynamics, and features of students' discourse on SSI.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.7
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• pp.46-53
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• 2020

The purpose of this study was to examine the direction of social welfare education in the 4th Industrial Revolution as well as discuss the overall direction of social welfare education such as competency and curriculum and the educational dimension of social welfare professionals. Using Text Network Analysis, 223 studies published from 2005 to 2019 in the Korean Journal of Social Welfare Education were examined in order to explore the direction of social welfare education in the 4th Industrial Revolution. Using Word cloud, overall frequency was analyzed. As a result of key words analysis, social welfare education (43), research method (28), and social welfare field practice (23) were analyzed as influential key words. The directions of social welfare education in the 4th Industrial Revolution era are as follows. First, competency, curriculum, and qualifications are necessary in general social welfare education. Second, education centering on social workers and social welfare students, who are social welfare professionals, is necessary. Third, the ethical sensitivity of future social welfare should be carefully established. Finally, the need for a shared welfare system must be further studied.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.135-145
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• 2018

In this study, we investigated the argumentations of group and classroom discussions in socioscientific issues (SSI) discussion classes. Twenty-seven high school students participated in the SSI discussion classes on nuclear power generation. We observed and recorded the classes and also conducted semi-structured interviews. For the analyses, we revised a previous framework that was developed to analyze dialogic argumentations in the context of SSI. The analyses of the results indicated that there were more discourse schemes in the classroom discussions than the group discussions which are related to awareness and openness to multiple perspectives, evidence based reasoning, and on-going inquiry and skepticism. And there were few discourse schemes related to moral and ethical sensitivity in the group and classroom discussions. Various grounds, data, and information were presented in the classroom discussions. Students concentrated on carrying their claims and were not able to sympathize with and accept other opinions. Therefore, there were few discourse schemes to reach consensus. In addition, they perceived classroom discussions as competitive and actively rebutted other claims or grounds. The levels of argumentation were also high in the classroom discussions. The group discussions were held in relaxed atmosphere, and they asked the opponents more for clarification or additional information and evidences. However, classroom discussions were held in serious atmosphere, and they actively queried the validity of the claims or grounds. Based on the results, some suggestions to implement SSI discussion classes were discussed.

• The Korean Society of Law and Medicine
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• v.15 no.1
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• pp.335-373
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• 2014

According to one Medicare report, in the US, total federal spending on health care expends almost 18 percent of the nation's GDP, about double what most industrialized nations spend on health care. And in 2011, Medicare spending reached close to $554 billion, which amounted to 21 percent of the total spent on U.S. health care in that year. Of that $554 billion, Medicare spent 28 percent, or about $170 billion, on patients' last six months of life. So what are the reasons of this high cost in EOL care and its possible solutions? Much spendings of Medicare on End-of-Life care for the terminally ill/chronically ill in the US has led health economics experts to assess the characteristics of the care. Decades of study shows that EOL care is usually supply-sensitive and poor in cost-effectiveness. The volume of care is sensitively depending on the supply of resources, rather than the severity of illness or preferences of patients. This means at the End-of-Life care, the medical resources are being overused. On the other hand, opposed to the common assumption, "The more care the better utility", the study shows that the outcome is very poor. Actually the patient preference and concerns are quite the opposite from what intense EOL care would bring about. This study analyzes the reasons for the supply-sensitiveness of EOL care. It can be resulted from the common misconception about the intense care and the outcome, physicians' mission for patients, lack of End-of-Life Care Decision which helps the patients choose their own preferred treatment intensity. It also could be resulted from physicians' fear of legal liabilities, and the management strategy since the hospitals are also seeking for financial benefits. This study suggests the possible solutions for over-treatment at the End-of-Life resulting from supply-sensitiveness. Solutions can be sought in two aspects, legal implementation and management strategy. In order to implement advance directive properly, active ethics education for physicians to change their attitude toward EOL care and more conversations about end-of-life care between physicians and patients is crucial, and incentive system for the physicians who actively have the conversations with patients will also help. Also, the general education towards the public is also important in the long run, and easy and official advance directive registry system-such as online registry-has to be built and utilized more widely. Alternative strategies in management are also needed. For example, the new strategic cost management and management education, such as cutting unnecessary costs and resetting values as medical providers have to be considered. In order to effectively resolve the problem in EOL care for the terminally ill/chronically ill and provide better experience to the patients, first of all, the misconception and the wrong conventional wisdom among doctors, patients, and the government have to be overcome. And then there should be improvements in systems and cultures of the EOL care.

• Journal of the Korea Convergence Society
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• v.12 no.9
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• pp.239-250
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• 2021

This study has been conducted to identify the theoretical understanding of cultural competence by systematically reviewing national and international quantitative studies on 'nurses' and 'nursing students' cultural competence dimensions. A literature search was conducted over approximately three months from June to August 2020, targeting academic journals and dissertations published from January 1, 2010, to December 31, 2019. Literature extraction was conducted according to the PRISMA guidelines, and 67 papers from a total of 1,175 were selected for the systematic literature review. As a result, the most commonly measured component was cultural perception, other dimensions included cultural knowledge, cultural skills, cultural sensitivity, cultural encounter, cultural attitude, cultural behavior, cultural longings and cultural receptivity, cultural experience, cultural security, cultural ethics, cultural beliefs, cultural practice, motivation and curiosity, cultural emotions and empathy. Therefore, in order to improve the cultural competency of nurses and nursing students, it is necessary to seek consensus and a multifaceted approach that is essential in each society based on various components.

• Journal of Korea Entertainment Industry Association
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• v.13 no.6
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• pp.211-220
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• 2019

It helps to wisely abstain from errors of the a priori subjective emotions related to human emotions, and orders emotions to make rational choices. These emotional happiness of human and moral sensitivities work directly or indirectly in rational choice of rational thought and reason. Abraham would have been troubled by the divine mandate to sacrifice a son who was only one, and a son who had been healed. Was his reason reasonable at this time? In rational reason, it can be said that the act of dedicating his son is an appropriate act, but is it possible in the human mind? Aristoteles also called human virtue virtue in good for human beings. Because happiness is also a mental activity, we have to know a certain degree about the mind. This ψυχή(psyche, spirit) spirit is an irrational element that is invisible but an intervention in rational principles. Also C. G. Jung states that all human beings have four dynamic psychological functions that are not visible, and that the mind is driven by these four functional dimensions. This means that the elements of S, Sensing, N, Intuition, T, Thinking, and Feeling are combined. David Hume also emphasized the principle of empathy, asserting that morality can not be derived from reason, and Max Ferdinand Scheler, before grasping the visual characteristics of a person, has already captured the whole feeling of the person, And that the value given to this feeling is the value, and that the function of emotion that is elevated to the perceived object by grasping the value through this process and the value is always preceded by the reason. Emmanuel Levinas states that emotional emotions of love are ahead of reason and that emotions precede human reasoning and rationality is the inability of emotional control that we need rational thought and rational and wise action as reason of control and temperance. As part of human emotional education, in the 7th curriculum, Bloom's cognitive, perceptive, and behavioral domain, which is a person with integrated thinking, is trying to be a moral practitioner. It focuses on how to act according to the direction of emotions for virtuous acts and how to develop emotions for emotions on behalf of vicious acts. We can design the possibility and direction of cultivating human emotions and emotional happiness and happy sensitivities by the principle of strengthening virtue and the principle of elimination of ill feeling.