• The Journal of Korean Academic Society of Nursing Education
• /
• v.29 no.4
• /
• pp.371-380
• /
• 2023

Purpose: The purpose of this study is to determine the relationship between nursing students' biomedical and artificial intelligence (AI) ethical awareness, ethical values, professional self-concept, and ethical decision-making confidence, and to then identify factors that can influence their ethical decision-making confidence. Methods: This study employed a descriptive research method and was conducted from June 8 to 12, 2023, with 204 students from three nursing colleges in Korea. The collected data were analyzed by frequency and percentage, independent t-test, Pearson's correlation coefficient, and multiple regression using IBM SPSS 23.0. Results: The results of the multiple regression analysis showed that the regression model was significant (F=18.88, p<.001) and that professional self-concept (β=.46, p<.001), ethics education (β=.23, p<.001), AI ethical awareness (β=.16, p=.020), and relativistic ethical values (β=.14, p=.035) explained 34.6% of the nursing students' ethical decision-making confidence. Conclusion: It is necessary to include professional self-concept, AI ethical awareness, and ethical values contents when constructing the curriculums of educational programs in order to improve nursing students' ethical decision-making confidence.

• Journal of the Korea Convergence Society
• /
• v.8 no.6
• /
• pp.75-84
• /
• 2017

The purpose of this converged study was to investigate the level of perceived ethical confidence, character, nursing professional value and moral sensitivity as well as to identify the factors influencing the perceived ethical confidence in nurses. The study evaluated on 174 nurses working in general hospital in D and S Province. The data were analyzed using descriptive statistics, t-test, ANOVA, Pearson's correlation, Multiple regression. As a result, the level of perceived ethical confidence was moderate score. There were positive correlations between perceived ethical confidence and character and nursing professional value and moral sensitivity. The significant factors influencing the perceived ethical confidence were character, nursing professional value, moral sensitivity, which explained 25% of variance in perceived ethical confidence. Based on these findings, education programs that develop character and nursing professional value and moral sensitivity are necessary for nurses to promote perceived ethical confidence.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.21 no.6
• /
• pp.144-153
• /
• 2020

This study evaluated the moral sensitivity, self-assertiveness, ethical decision-making confidence and their correlations, and the factors that influence ethical decision-making confidence among nurses working in a long-term care hospital. Overall, 149 nurses working in a long-term care hospital in G Province were evaluated. The date was collected from November 30 2019 to December 18, 2019 and analyzed using SPSS/WIN 21.0 program. The mean of moral sensitivity among nurses was 4.94, the mean of self-assertiveness was 3.17 and the mean of ethical decision-making confidence was 3.49. The self-assertiveness will, according to the general characteristics, was significantly different according to experienced moral distress, and there was a significant difference in the degree of ethical decision-making confidence according to social positions and experience of ethical education. There were positive correlations between the ethical decision-making confidence and moral sensitivity (r=.382, p<.001) and self-assertiveness (r=.224, p<.01). Regression analysis revealed that the factors that significantly influenced ethical decision-making confidence were moral sensitivity, self-assertiveness and ethical education during nursing practice, which explained 25.0% of variance in ethical decision-making confidence. Therefore, to improve ethical decision-making confidence of nurses, programs should be developed that improve moral sensitivity and self-assertiveness by promoting ethical education.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.18 no.3
• /
• pp.501-512
• /
• 2017

This study examines ethical confidence among clinical nurses. Data were collected from the 10th to 29th November 2014 with a structured questionnaire from 125 clinical nurses. The data collected were analyzed by SPSS/WIN 21.0. to obtain percentage, average, mean rating, standard deviation, t-test, ANOVA, Scheffe's test, Pearson's correlation coefficients and stepwise multiple regression. The degree of ethical confidence in research targets showed remarkable differences statistically by age (F=3.14, p=.017), education (F=7.36, p<.001), career duration (t=-2.31, p=.024), and code of ethics knowledge (t=-3.17, p=.002). Ethical Confidence was positively correlated, r=.25(p<.001) with the degree of ethical values. There was a significant difference in Ethical Confidence by ethical value, education, and code of ethics knowledge. The total explanatory power was 15.0% and the explanatory power of the degree of ethical value(${\beta}=.28$) was greater than other factors. To help clinical nurses improve ethical confidence, interventions should be provided to increase ethical value, education, and knowledge about the code of ethics. Therefore, it is necessary to develop and implement such programs to improve ethical confidence in clinical nurses.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.29 no.2
• /
• pp.180-189
• /
• 2023

Purpose: The purpose of this study is to confirm the relationship between nursing students' nursing professionalism and ethical decision-making confidence, and to clarify the mediating effect of moral sensitivity which has a mutual influence on nursing professionalism and ethical decision-making confidence. Methods: The data collection for this study was conducted from January 23 to February 1, 2021 with junior and senior nursing students enrolled in five nursing departments in two regions. The data collected in this study were analyzed using the IBM SPSS statistics version 23.0 program. Results: Through this study, it was found that nursing professionalism (β=.47) and moral sensitivity (β=.32) acted as important influencing factors on the ethical decision-making confidence of nursing students, with an explanatory power of 31.2%. In addition, it was confirmed that there was a partial mediating effect of moral sensitivity in the relationship between the nursing professionalism and ethical decision-making confidence of nursing students, and the mediating effect coefficient of moral sensitivity was .16. Conclusion: Based on the results of the study, it is suggested to prepare a plan to increase ethical decision-making confidence and moral sensitivity when planning interventions to improve nursing professionalism in nursing students.

• The Journal of the Convergence on Culture Technology
• /
• v.7 no.3
• /
• pp.27-34
• /
• 2021

The purpose of this study was to investigate the effect of ethical decision making confidence in nursing students and to provide the basic data of to control ethical decision making confidence. Data were collected from 205 nursing students in B city and analyzed by t-test, ANOVA, Pearson correlation coefficient, and multiple regression using SPSS/WIN 22.0. The degree of ethical decision making confidence in nursing students was 3.83±.62. There were significant differences in ethical decision making confidence with respect to gender(t=2.118, p=.037), achivement of life(F=3.851, p=.023). There was positive correlation between ethical decision making confidence and ethical value(r=.153, p=.028), critical thinking disposition(r=.477, p<.001), and professional self concept(r=.566, p<.001). The factors affecting the ethical decision making confidence of the study subjects were critical thinking disposition(β=.254, p<.001), professional self concept(β=.418, p<.001), with an explanatory power of 35.1%. Through this research requires the fellow study to determine the factors affecting ethical decision making confidence of nursing students.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.17 no.9
• /
• pp.610-618
• /
• 2016

This study was conducted to investigate the level of moral sensitivity, critical thinking disposition and perceived ethical confidence, as well as to identify the factors influencing the perceived ethical confidence in nursing students. The study evaluated 170 nursing students in D Province from May 16-20, 2016. Data were analyzed using a t-test, one-way ANOVA, Pearson's correlation and multiple regression. The mean score of the perceived ethical confidence was $3.54({\pm}0.51)$, the moral sensitivity was $4.92({\pm}0.59)$ and the critical thinking disposition was $3.45({\pm}0.39)$. There were positive correlations between the perceived ethical confidence and moral sensitivity (r=0.410, p<0.001) and critical thinking disposition (r=0.523, p<0.001). The significant factors influencing the perceived ethical confidence were moral sensitivity and critical thinking disposition, which explained 33.2% of the variance in perceived ethical confidence. Based on these findings, programs and teaching methods that develop moral sensitivity and critical thinking disposition are necessary for college nursing students to promote perceived ethical confidence.

• Journal of Korean Academy of Rural Health Nursing
• /
• v.18 no.1
• /
• pp.19-26
• /
• 2023

Purpose: This study was to evaluate the effects of a blended-learning based bioethics program on perceived ethical confidence, critical thinking disposition, moral sensitivity, and academic self-efficacy of the nursing students living in S city. Methods: The program was conducted 13 sessions (2 hours/session) and evaluated for perceived ethical confidence, critical thinking disposition, moral sensitivity, and academic self-efficacy. The collected data were analyzed with descriptive statistics and paired t-test using the SAS 9.4 program. Results: The blended learning based bioethic program was found to be effective for perceived ethical confidence (t=8.70, p<.001), critical thinking disposition(t=8.96, p<.001), moral sensitivity (t=6.43, p<.001), academic self-efficacy (t=20.5, p<.001), and program satisfaction(t=4.92, p<.001). Conclusion: The results of this study suggest that a blended learning program including TBL has advantages of case-based discussion and active interaction for nursing students' bioethics education.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.21 no.1
• /
• pp.568-576
• /
• 2020

This study examines the effects of ethical education using CEDA discussion learning, on nursing professional self-concept, ethical dilemma and ethical decision-making confidence of nursing students. The participants were 57 third year nursing students from a nursing college in C city, and the data were collected from March 4 to May 13, 2019. Ethics education using CEDA discussion learning was conducted for 9 weeks, including 3 weeks of theoretical education and 6 weeks of CEDA discussion. Collected data were analyzed by t-test, one-way ANOVA and paired t-test using the SPSS WIN / 21.0. The results indicate that ethical education using CEDA discussion learning positively affects nursing professional self-concept (t=13.816, p<0.001), ethical dilemma (t=6.205, p<0.001) and ethical decision-making confidence (t=11.950, p<0.001). In addition, the self-concept of nursing professional, ethical dilemma, and ethical decision-making self-confidence are correlated, and nursing professional self-concept differs according to major satisfaction. Our results indicate a necessity to strengthen the ethics education of nursing college students, to help develop positive nursing professional self-concept and confident ethical decision-making in an ethical dilemma.

• Journal of Korean Dental Hygiene Science
• /
• v.6 no.2
• /
• pp.91-100
• /
• 2023

Background: This study evaluated the learning outcomes of dental hygiene students' ethical consciousness and ethical decision-making competence through dental ethics courses conducted in some universities. Methods: The subjects were 35 and 29 fourth-year dental hygiene students at G University in the first semester of 2021 and 2022, respectively, and 53 and 43 third-year dental hygiene students at D University, respectively, for a total of 160 students. After implementing the dental hygiene ethics course, classroom performance was evaluated in terms of moral sensitivity, confidence in making ethical decisions, classroom practicality, learning outcomes, and class satisfaction. Statistical analysis was conducted using independent t-test and paired t-test, and the statistical significance level was 0.05. Results: Both universities reported an increase in moral sensitivity and confidence in ethical decision-making after the course (p<0.001). Classroom practicality and class satisfaction for the dental hygiene ethics course did not differ between disciplines and were rated positively with a score of 4 or higher (p>0.05). Learning outcomes were higher among 4-year students than 3-year students (p<0.001). Conclusions: It was evaluated that the ethics in dental hygiene curriculum can strengthen students' competence in ethical decision-making, including moral sensitivity and confidence in solving ethical problems in dental hygiene.