• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.4
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• pp.389-397
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• 2017

Purpose: This study was conducted to examine awareness of biomedical ethics, and to identify affecting factors of the awareness of biomedical ethics in nursing students. Methods: The subjects consisted of 266 nursing students their third and fourth years of study. The data were collected from October to December, 2015 by self-report using questionnaires. Data analysis was performed using SPSS/WIN 18.0, descriptive statistics, t-test, ANOVA, $Scheff{\acute{e}}$ test, Pearson correlation coefficient, and multiple regression analysis. Results: The mean score of the awareness of biomedical ethics was $2.81{\pm}0.22$, perception of death was $3.15{\pm}0.36$, and knowledge of brain death, organ donation, and organ transplant was $12.12{\pm}3.02$. The prediction factors of awareness of biomedical ethics were gender (${\beta}=.29$, p<.001), participation in religious activity (${\beta}=.23$, p=.015), and perception of death (${\beta}=.20$, p=.016). The explanation power was 17.1%. Conclusion: These results showed that education about biomedical ethics is necessary for nursing students, and the development of biomedical ethics educational programs should reflect affecting factors.

• 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 Administration
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• v.14 no.1
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• pp.26-34
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• 2008

Purpose: This Study was performed to measure the moral judgment of nursing students, and to identify an effect of ethics education being provided to nursing students. Method: This study is a kind of nonequivalent control group pretest-posttest using the Korean version of DIT which can measure the level of human's moral development. Result: In experimental group, the posttest scores on 4 stage and P are higher than the pretest of them, but these gaps between posttest and pretest are not statistically significant. The posttest scores of lower group on 4 stage and P are higher than the pretest scores of them, and these gaps are statistically significant in experimental group. The posttest scores of higher group on 4 stage and P are lower than the pretest scores of them, and these gaps are statistically significant in control group. Conclusion: It is concluded that the ethics education being provided to nursing students has an effect in this study. And it is suggested that it may be a good strategy to use the various scores of DIT to verify an effect of ethics education.

• Journal of Korean Academy of Nursing
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• v.32 no.3
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• pp.364-372
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• 2002

The purposes of this study was to find aesthetical-ethical paradigm of care ethics by understanding the unique moral character of care as an art and to suggest the optimal direction of nursing ethics. Method: This study used meaning-heuristic and -interpretive methods of hermeneutics based on philosophical aesthetic theory; Baumgarten's aesthetics, Schiller's theory of aesthetical education and Kant's theory of aesthetical judgement. Result: The concept of care implied aesthetical and ethical character; caring as an art was related to moral feeling based on human dignity und emotional communication in interpersonal-relationship. Caring as an art was interpreted as a moral ideal for the promotion of the humanity und the interaction in personal-relationship according to nursing theories. Philosophical aesthetics could provide the theoretical base for the interpretation of caring as an art. The proper paradigm of care ethics in nursing could be found in character-trait ethics and communication ethics according to the philosophical aesthetics. Conclusion: This study could show aesthetical-ethical paradigm of care ethics in nursing by the heuristic interpretation of caring as an art according to the philosophical aesthetics

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.3
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• pp.382-392
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• 2015

Purpose: This study was performed to investigate the effects of moral sensitivity and ethical values on biomedical ethics awareness of nursing students. Methods: A descriptive survey design was used for this study. The participants were 324 nursing students from S University located in J city. The data were collected through a questionnaire survey done from September 30 to October 18, 2014. Data were analyzed using a t-test, ANOVA, Scheffe's test, Pearson correlation coefficients, and stepwise multiple regression. Results: The factors influencing nursing students' biomedical ethics awareness were identified as moral sensitivity(${\beta}=.34$), ethical values(${\beta}=.11$), awareness of Korean nurses' declaration of ethics(${\beta}=.15$), religion(${\beta}=.14$), and religious activity(${\beta}=.12$). Five factors explained 10.8% of nursing students' biomedical ethics awareness. Conclusion: The results of this study can be used to develop further educational programs on the moral sensitivity and ethical values for enhancement of nursing students' biomedical ethics awareness.

• The Journal of Korean Academic Society of Nursing Education
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• v.15 no.2
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• pp.216-224
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• 2009

Purpose: This study was to describe the perception of biomedical ethics in 210 nurses working at a hospital in Busan. Method: Data were collected from September 1st to 9th, 2008 using a 4-point Likert scale which was designed by Kwon. Results: The average score of perception of biomedical ethics was $2.88{\pm}0.22$. The highest score, $3.13{\pm}0.35$, was seen in the category of the ethics for right to life, the lowest, $2.49{\pm}0.33$, was seen in the category of ethics of death. There was no significant difference in perception of biomedical ethics according to marital status, participation in religious activity or career length. There was a significant difference in reproductive ethics according to marital status (F=3.559, p= .001) and participation in religious activity (F=3.914, p= .011). There was a significant difference in ethics of death according to career length (F=3.779, p= .011). Statistically significant differences were shown in ethics for right to life according to the ethical values (F=4.421, p= .005) and attendance of a conference for biomedical ethics (F=4.133, p= .018). The difference of the perception of biomedical ethics was significant in ethical values (F=3.859, p= .010) and attendance of a conference for biomedical ethics (F=3.783, p= .025). Conclusion: Continuing educational programs need to be developed and more reinforced education should be offered.

• Journal of Digital Convergence
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• v.19 no.4
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• pp.435-441
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• 2021

This study was performed to investigate the relations on nursing professionalism, consciousness of biomedical ethics and intrapersonal intelligence of nursing students. The study included 159 nursing students. Data collection period was from December 3, 2018 to December 7 (5 days). Nursing professionalism was 3.97 with low social awareness and consciousness of biomedical ethics was 2.95 with high right to life of newborn and organ transplantation but low artificial abortion and euthanasia. Intrapersonal intelligence was 3.79, which showed high self reflection and self-understanding but low self-planning. There was significant positive correlation between nursing professionalism and consciousness of biomedical ethics (r=.31, p<.001) and nursing professionalism and intrapersonal intelligence(r=.39, p<.001). Nursing professionalism showed a positive correlation with biomedical ethics and intrapersonal intelligence. As a result, the nursing education strategy for positive establishment of nursing professionalism of nursing college students needs to be provided with education to improve intrapersonal intelligence that can improve self-development and education that deals with the foundation of Nursing professionalism.

• The Journal of the Korea Contents Association
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• v.22 no.9
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• pp.592-601
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• 2022

This study was attempted to suggest future directions for nursing ethics education by analyzing research trends related to ethical conflicts among nurses and the current status of nursing ethics education. In four domestic databases, it was searched as a combination of words 'nurse', 'ethics', 'moral', 'bioethics', 'conflict', 'sensitivity', 'dilemma', 'issue', and 'value'. As a result, 591 papers were confirmed from 2000 to December 2021, of which 111 papers were finally analyzed. The status of nursing ethics education was analyzed for 184 out of 203 schools that operated a four-year bachelor's degree program registered with the Korean Accreditation Board of Nursing Education. As a result of the study, the number of studies related to ethical conflicts among nurses steadily increasing, and quantitative studies on nurses in general hospitals were the most common. The main keywords were identified as moral sensitivity, moral agony, ethical dilemma, and biomedical ethics awareness. Nursing ethics education was operated by 68% of universities as a major subject, and more than half of universities opened it in the first and second grades with one or two credits. As a result of this study, ethical conflicts experienced by nurses are increasing according to social change. Therefore, it is necessary for universities to further expand the proportion of nursing ethics education and to establish an educational model for each grade level for the continuity of the educational effect.

• The Journal of Korean Academic Society of Nursing Education
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• v.29 no.1
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• pp.51-59
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• 2023

Purpose: This descriptive cross-sectional study aimed to examine the influence of nurses' moral sensitivity and ethical values on their biomedical ethics awareness. Methods: The study participants included 140 registered nurses working at three hospitals in Jeollabuk-do Province over six months. The data were collected from June 22 to July 3, 2020, and were analyzed using descriptive statistics, an independent t-test, one-way ANOVA, Pearson correlation coefficients, and stepwise multiple regression analysis with the IBM SPSS/WIN 20.0 program. Results: As a result of an analysis using stepwise multiple regression, nurses' biomedical ethics awareness was found to be significantly influenced by ethical values (β=.36, p<.001), moral sensitivity (β=.21, p=.007), and education in biomedical ethics (β=.16, p=.042) (adjusted R²=.21, p<.001). Conclusion: These findings suggest that moral sensitivity and ethical values are key factors in hospital nurses' development of biomedical ethics. Furthermore, the devising and implementing of a practical education program based on practical cases in medical situations to enhance nurses' biomedical ethics awareness is needed.

• The Journal of Korean Academic Society of Nursing Education
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• v.26 no.4
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• pp.402-411
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• 2020

Purpose: The purpose of this study is to explore the trends of research related to ethical topics in Korean nursing students. Methods: A total of 131 articles that were published from 2000 to 2020 were analyzed and summarized according to publishing type, research design, subject, data analysis method, main research topic, research variables and instrument. Results: Most studies were journal articles (93.9%) and their most frequent research design was survey (75.7%). The research subjects covered all grades (35.1%) or they were divided between clinical nursing practicum (29.8%) or not (21.4%). The main research topics were biomedical ethics, ethical values, moral judgment and ethics education. Recently, ethical decision making and practical ability in nursing practice were reported. The instruments for measuring variables were limited and the same tools were used several times. Conclusion: Based on the findings of this study, it is suggested that the selection of various research topics and the application of research methods related to ethics for nursing students will continue in response to rapidly changing social phenomena in the future. In particular, it is necessary that research related to ethical and practical ability as well as ethical attitudes and perceptions of nursing students be actively carried out.