• Title, Summary, Keyword: Autonomy

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Self-tracking Technology and Personal Autonomy for Personalized Healthcare (정밀의료를 위한 자기추적기술과 개인의 자율성)

  • Ryu, Jae-han
    • Journal of Korean Philosophical Society
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    • v.145
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    • pp.71-90
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    • 2018
  • The purpose of this paper is to examine the concept of autonomy, which is the subject of respect, namely, narrow bioethical autonomy and relational autonomy, before discussing autonomy in the era of personalized healthcare based on self-tracking technology. There is a need to extend the scope of the autonomy concept through a review of the autonomy debates presented by Tom Beauchamp and James Childress. Then, I suggest that relational autonomy based on the capability approach as a broader autonomy than the autonomy of consultation is a suitable concept of autonomy as an object to form ethical guidelines in a new situation.

A Study on the Role of Party Autonomy in Commercial Arbitration (상사중재에 있어서 당사자자치의 역할)

  • Lee, Kang-Bin
    • Journal of Arbitration Studies
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    • v.19 no.2
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    • pp.3-26
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    • 2009
  • This paper is to research on the role of party autonomy in the decision of applicable law for the arbitral proceeding, arbitral award and arbitration agreement, in the decision of the place of arbitration, in the composition of arbitration tribunal, and the choice of arbitral proceedings. The principle of party autonomy is fundamental to arbitration in general and to international arbitration in particular. Generally the tenn of party autonomy is used as the autonomy of the parties to decide all aspects of an arbitration procedure subject only to certain limitations of mandatory law. Party autonomy permits the parties to a commercial arbitration to choose the laws and make the rules which govern the arbitral proceedings. Party autonomy allows the parties freedom to choose the applicable laws for the arbitral proceeding and the place of arbitration. Party autonomy is recognized in relation to the choice of law for the merits of the dispute as well as for the arbitration agreement and the arbitration procedure. On the basis of the recognition of party autonomy in international treaties, national legislation and court decisions, arbitral practice has generally accepted and enforced party autonomy both regarding the procedure and the applicable substantive law. All modern institutional rules of arbitration follow that line. Today it is recognized by national legislators all over the world to the effect that the jurisdiction of national courts can be excluded by arbitration agreement and that the parties may choose the law applicable to arbitral proceedings. Limits on party autonomy are imposed by mandatory provisions of international or national law or of institutional arbitration rules regarding the procedure. Mandatory laws at the place of the arbitration or under any procedural law chosen by the parties may restrict party autonomy. These mandatory laws usually take the form of public policy considerations in the arbitration. Limitations on party autonomy have been reduced more and more, and the trend of modern national as well as international legislation on arbitration leans clearly in the direction of a maximum of party autonomy.

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Concept Analysis of Professional Nurse Autonomy (간호전문직 자율성(Professional Nurse Autonomy)의 개념분석)

  • Chi, Sung-Ai;Yoo, Hyung-Sook
    • Journal of Korean Academy of Nursing
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    • v.31 no.5
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    • pp.781-792
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    • 2001
  • Professional nurse Autonomy is an essential attribute of a discipline striving for full professional status. Purpose: This study was to clarify the concept of professional nurse autonomy to provide basic data needed for development of professional autonomy enhancing strategies. Method: This study use the process of Walker & Avante's concept analysis based on Wade's research (1999), and field data of 21 nurses. Results: Professional nurse autonomy is defined as competency and creative performance of the professional nurse in practice, to decide independently or interdependently nursing activities and to be had accountable for results of decisions, that reflect advocacy and caring. It was identified that critical attributes include responsible discretionary decision making, collegial interdependence, initiative, creativity, and caring, advocacy, cooperative relationship with clients, receptive capacity to others, activeness, self confidence, and devotion and responsibility to their profession. Antecedents include personal characteristics, educational background, experience and structural characteristics that enhance professional nurse autonomy. Consequences of professional nurse autonomy are feelings of self-efficacy, empowerment, job satisfaction, reduction of intention to leave their job. Conclusion: According to these results, it is recommended that the curriculum provides an environment for learning professional nurse autonomy, and that is used as basic data to develope strategies to enhance professional autonomy of nurse in practice and it's effects

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Autonomy Level of Nurse according to Nursing Delivery System (간호 분담체계에 따른 간호사의 자율성 정도)

  • Oh, Eun Sil
    • Korean Journal of Occupational Health Nursing
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    • v.9 no.2
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    • pp.155-165
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    • 2000
  • This study is to grope for a plan to increase nurse's autonomy by grasping autonomy degree according to nursing delivery system. The subject of this study are 265 nurses who work for 4 general hospitals in Seoul, and 73 of them work in primary nursing delivery system, 99 of them in team nursing delivery system and 93 of them in functional nursing delivery system. Data collection was done through questionaires from Sep. 1, 1997 to Sep. 30, 1997, and autonomy was measured by Professional Nursing Autonomy Scale developed by Schutzonhofer. Data analysis as inspected with $X^2$ test, ANOVA, and t-test, using SPSS program. The results are as follows : 1. When it comes to the autonomy of all the nurses, mean score was 161.99. Which is medium level, and autonomy degree according to nursing delivery system had no significant differences. 2. There was a significant difference in autonomy degree according to inservice education among the subject's work-related characteristics, and there was no significant difference in autonomy distribution in each grade according to general characteristics although older group, married group, and junior college graduates group showed rather higher trends. 3. Considering each item, questions related to direct nursing such as "Vital sign monitoring", "Nursing rounding", "Withhold contraindicated drug", showed high score in autonomy scores, and long-term and indirect nursing behaviors such as "Nursing administration", "Nursing research", "Follow-up care" and "Educational planning".

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The Clinical Nurses' Professional Autonomy Perceived by Staff Nurses and Doctors (간호사와 의사가 지각하는 임상간호사의 전문직 자율성 정도)

  • Kim Hyun-Mi
    • Journal of Korean Academy of Fundamentals of Nursing
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    • v.4 no.2
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    • pp.301-318
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    • 1997
  • This study was done to identify the professional autonomy of clinical nurses perceived by staff nurses and doctors. The subjects consisted of 410 nurses and 219 doctors who are working at 4 general hospital in Daegu and Pusan. The nurses were surveyed by means of July 7 to September 27, 1997. The results are as follows : 1. The score which the nurses perceived clinical nurses' professional autonomy is 159.05 points. This score means mid level of professinal autonomy. 2. The score which the doctors perceived clinical nurses' professional autonomy is 140.37 points. This score means mid level of professinal autonomy. 3. The extent of the perceived clinical nurses' professional autonomy between two groups was remarkably high in the nurses group(P=.000) 4. The relationship between general characteristics and the perception of professional autonomy by nurses showed a significant difference in regard to the age, the marital status, educatioal level, the period of nursing career and the state of position. The score of professional autonomy by age was highest 41 years old or more, while the lowest was for 26-30 years old(P=.008). The score of professional autonomy of a married nurse was higher than an unmarried(P=.003). The score of professional autonomy by the period of nursing career was highest 9 years or more, the lowest was for 3-6 years(P=.009), Also, the higher the educational level(P=.000) and the state of position(P=.049), the higher the score of professional autonomy. But there were no statistically significant difference in regard to the religion and the field of work. 5. The relationship between general characteristics and the perception of professional autonomy by doctors showed no statistically significant difference.

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Mediating Effects of Irrational Beliefs on the Relationships Between Autonomy of Psychological Growth Environment and Behavioral Anger Responses Perceived by Middle School Students (중학생이 지각한 심리적 성장환경의 자율성과 분노행동의 관계에서 비합리적 신념의 매개효과)

  • Kim, Taeeun
    • Journal of Korean Home Management Association
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    • v.34 no.6
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    • pp.27-40
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    • 2016
  • This study examined the mediating effects of irrational beliefs on the relationships of middle school students' autonomy of psychological growth environment and behavioral anger responses(impulsive reaction, verbal aggression, physical confrontation and indirect expression). A sample of 346 first and second year students of middle school participated in the autonomy of psychological growth environment scale, the irrational beliefs scale and behavioral anger responses scale. Pearson's correlation analysis and regression analysis were performed. The results showed that: ⑴ The relations among autonomy of psychological growth environment, irrational beliefs and behavioral anger responses were significant. The autonomy of psychological growth environment had negative correlations with irrational beliefs and behavioral anger responses. Irrational beliefs produced positive correlations with behavioral anger responses. There were positive correlations among the subtypes of behavioral anger responses. ⑵ There were mediating effects of irrational beliefs between autonomy of psychological growth environment and behavioral anger responses. The effects of autonomy of psychological growth environment on impulsive reaction, physical confrontation and indirect expression were fully mediated by irrational beliefs. However, the effect of autonomy of psychological growth environment on verbal aggression was partially mediated by irrational beliefs. This study demonstrated that irrational beliefs mediate the relationship between autonomy of psychological growth environment and behavioral anger responses.

Classification and Evaluation Method for Autonomy Levels of Unmanned Maritime Systems (무인해양시스템의 자율 수준 분류 및 평가 방안)

  • Kwon, Laeun
    • Journal of the Korea Institute of Military Science and Technology
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    • v.19 no.3
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    • pp.404-414
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    • 2016
  • Autonomy of unmanned systems is important because the unmanned system with high level of autonomy is able to perform desired tasks in unstructured environments without continuous human guidance. Evaluation of their autonomy is vital to realize the autonomous operation ability of unmanned system. Compared to the methods of evaluating the level of autonomy(LOA) for an unmanned ground vehicle(UGV) and unmanned aerial vehicle(UAV), the method of expressing the LOA of unmanned maritime system(UMS) is not established yet. Since UMS has a unique characteristics in terms of operational area, mission complexity and required technologies, compared to the UGV and UAV, it is required to establish for expressing the LOA for UMS. This paper reviews the current approaches to assess the LOA of unmanned system and proposes potential metrics for UMS in order to determine the autonomy levels of UMS.

Association of Traumatic Events, Post Traumatic Stress Disorder and Sexual Autonomy among Female University Students of North Korean Defectors (북한이탈 여대생의 외상경험, 외상 후 스트레스장애와 성적 자율성의 관련성)

  • Lee, Young Jin;Kim, Hae Won
    • Korean Journal of Women Health Nursing
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    • v.25 no.1
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    • pp.46-59
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    • 2019
  • Purpose: To determine associations of traumatic events and post-traumatic stress disorder (PTSD) with sexual autonomy and identify factors influencing sexual autonomy among female university students of North Korean defectors. Methods: A cross-sectional, descriptive study was performed with a total of 103 female students who completed a structured online self-report survey from January 7 to March 31, 2018. This study was conducted using questionnaires on interpersonal trauma scale, the Traumatic Scale for North Korean Refugees (TSNKR), and sexual autonomy measurement for college students. Data were analyzed using descriptive statistics, t-test, one-way ANOVA, Pearson's correlation coefficients, and multiple linear regression with SPSS WIN 23.0 program. Results: Traumatic events, PTSD, and sexual autonomy scores were $3.96{\pm}3.07$, $31.47{\pm}10.75$, and $52.66{\pm}6.89$, respectively. PTSD was positively correlated with traumatic events (r=.22, p=.030). Sexual autonomy was inversely correlated with PTSD (r=-.25, p=.010). Contraceptive use, PTSD, and voluntary sexual debut explained 26% of sexual autonomy of participants. Conclusion: To improve sexual autonomy of young women from North Korea, reproductive intervention programs including contraception, sexual assertiveness training, and psychoeducation to reduce PTSD need to be developed and implemented.

Sexual Autonomy in College Students (대학생의 성적[性的] 자율성에 관한 연구)

  • 장순복;이미경
    • Journal of Korean Academy of Nursing
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    • v.33 no.3
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    • pp.339-346
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    • 2003
  • Purpose: This study was to add to the understanding of sexual autonomy in college students in Korea. A descriptive survey design was used. Method: The participants in this study were 1,865 college students from 13 colleges, The questionnaire consisted of 15 items on general characteristics and 13 items measuring sexual autonomy. The SPSS 10.0 program was used for data analysis. Result: The global score for sexual autonomy was relatively high at 55.24 with a possible range of 13~65. The item on sexual autonomy with the highest score were, ‘I can prevent repeated STD infections’ and the item with the lowest sexual autonomy score was ‘I can speak clearly about having intercourse’. Factors related to sexual autonomy were identified as gender, parents’ attitude, year in university, experience with STD prevention and experience with pregnancy prevention. The score for sexual autonomy was lower in male college students (p=.000), students whose parents’ attitudes to sex were vague, first year students (p=.000), students who had little experience with prevention of STDs (p=.002), students who had little experience with prevention of pregnancy (p=.001). Conclusion: The results showed that in setting priorities for sex education the following groups of students should be given first priority, male students, students whose parents’ attitudes to sex were vague, first year students, students who have not had experience with prevention of STDs, and students who have not had experience with prevention of pregnancy.

Autonomy, Teaching Effectiveness, and Clinical Practice Satisfaction for Fundamentals Nursing Clinical Practice in Student Nurses (간호 대학생의 기본간호 임상실습에 관한 자율성, 교수효율성 및 임상실습 만족도)

  • Kim Yeong-Hee
    • Journal of Korean Academy of Fundamentals of Nursing
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    • v.13 no.1
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    • pp.6-14
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    • 2006
  • Purpose: The purpose of this study was to investigate autonomy, teaching effectiveness, and clinical practice satisfaction for fundamentals nursing clinical practice in student nurses. Method: The participants were 244 sophomores, who had done the practice for 8 weeks from June 17 ${\sim}.33$ August 23, 2005. Autonomy the Caring Perspective(ACP) devised by Boughn(1995) was used to measure autonomy, Instrument to Measure Effectiveness of Clinical Instructor(IMECL) by Reeve(1994) for measuring teaching effectiveness, and an instrument by Moon(2002) for measuring satisfaction. Results: After practice, the role model was seen as rich in knowledge and experience(48.77%). Desirable categories for instructor were full-time professors with a practice background and head nurses(31.97%). Average score for autonomy was 3.71(${\pm}.33$), for teaching effectiveness, 3.67(${\pm}.48$) and for satisfaction 3.51(${\pm}.38$). Autonomy scores were high for students satisfied with their major(F=5.23, p=.006), and interested In practice(F=4.38, p=.014). Teaching effectiveness scores were high for students satisfied with practice (F=2.57, p=.038). Clinical practice satisfaction scores were high for students interested in practice(F=5.01, p=.007). Relationships between autonomy and teaching effectiveness (r=.174, p=.006), and between leaching effectiveness and satisfaction showed a positive correlation(r=.632, p=.000). Conclusion: Interest in clinical practice courses in first year affect autonomy, teaching effectiveness and satisfaction.

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