Table 3 - uploaded by Kwisoon Choe
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The role of nursing faculty members in charge of ethics education is important. Although all nursing students receive the same bioethics education, their experiences differ, related to ethical qualification, which depends on the personal socialization process. This Korean study aimed to provide nursing faculty members with the basic data to help th...
Citations
... Notably, three papers presented empirical data to support such statements. Regarding students learning evolution from pre-debate to post-debate time, Choe et al. (2014) found that both perceived ethical capacity measured by the Ethical Competence Questionnaire and selfreported knowledge of bioethics measured using the Recognition of Bioethical Issues Questionnaire (Choe et al., 2013) improved among Korean 1st, 2nd and 3rd year nursing students. Along the same line, Kim and Park (2019) found a significant enhancement of idealistic moral judgment and realistic moral judgment of Korean 4th year students measured by questions associated with the patient-care vignettes included in the Judgments about Decisions tool (Kim, 1999), although they did not find any improvement in the self-reported answers to the Moral Sensitivity Questionnaire (Han et al., 2010). ...
... Conversely, the self-reported knowledge of bioethics was poorer in the debate group compared to the so-called action learning group, in which students visited the clinical practice site, listened to descriptions of cases involving ethical issues that had been experienced by nurses and attempted to come up with solutions autonomously (Choe et al., 2014). In the latter study, no changes were found between pre-and post-debate rates of the self-reported perception appearing on the Need of Bioethics Education Scale (Choe et al., 2013). ...
Background
Nurse educators are required to prepare graduates for the increasing complexities of the practice environment. Debate is an active teaching strategy long recognised in many disciplines to promote student-centred learning by enhancing the development of communication skills, collaboration, and critical thinking, all of which are essential skill for future nurses.
Objectives
The aim of this study was to compare in-class university structured debate implementation methods among undergraduate nursing students, and to identify the effect of such debate methods in the students' learning.
Design
A systematic review of the literature.
Data sources
Publications in English identified in multiple databases (PubMed, CINAHL, Web of Science, Medline and ERIC) from the launch of the database until 26th November 2019.
Review method
The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guided the review. Studies that investigated the use of in-class debate among undergraduate nursing students as a pedagogical tool were eligible. Information related to the study design, debate process characteristics, evaluation method of the teaching strategy and results were collected.
Results
We identified 14 relevant studies describing structured implementation of debate, 11 of which were instructional design and 3 quasi-experimental studies. Heterogeneity was found across the papers regarding topics, timing schedules, group formation and positioning. Most of the studies evaluated implementation using satisfaction questionnaires or subjective observations. Three quasi-experimental studies reported that implementation of debating improved declarative capacity, argumentative capacity, idealistic moral judgment, and realistic moral judgment.
Conclusions
Current studies do not provide enough evidence to understand the scope of structured debating as an instrument to develop personal competences needed in nursing. However, based on the evidence reviewed, we have identified elements to establish a debate-based learning format that might enhance student's learning and future studies.
... During the Good Research Practice program, the concepts of professional nursing ethics, moral issues, and bioethics were often confused with one another and not clearly defined (Cho & Shin, 2014). Nursing faculty members generally understood the seriousness of various bioethical issues and considered abortion to be the most serious such issue (Choe et al., 2013). ...
This study, conducted in the Republic of Korea, analyzed nursing faculty members’ knowledge of and attitudes toward research ethics according to their characteristics and the institutional environment. A survey was conducted from April 24 to July 23, 2017. The participants were 210 nursing professors from 57 universities in Korea. The survey questionnaire gathered information on participants’ characteristics, their knowledge of and attitudes toward research ethics, and their perceived training needs. A relatively low difficulty index was found for knowledge items dealing with conflicts of interest (0.66), copyright (0.65), and plagiarism and duplicate publications (0.17) than for the other six items. Of the 12 items assessing attitudes toward research ethics, use of a plagiarism-checking program and reviewing manuscripts from members of one’s own research group had the lowest scores. The knowledge level of participants whose institutions provided a plagiarism-checking program was higher than those whose institutions did not. Former group also showed better attitudes toward research ethics. High-priority training needs were obtaining institutional review board (IRB) approval, writing informed consent forms, and obtaining informed consent for studies on children and pregnant women. A more intensive training program for nursing faculty is required on specific topics, including conflicts of interest, copyright, plagiarism, duplicate publications, IRB approval, and informed consent. Furthermore, all nursing institutions in Korea should provide a plagiarism-checking program to faculty members.
... Without logical and effective solutions for their ethical concerns, they are likely to experience despair and ethical distress (3)(4)(5)(6), which will, in turn, adversely affect both nurses and patients (7). New ethical challenges require practicing nurses and nursing students, as a future generation of nurses, to be competent ethical decisionmakers who focus on the ethical dimensions of nursing care (8,9), and be skilled in detecting and responding to various ethical issues (10). This goal can be achieved by teaching ethics that focuses on preparing students to be ethically competent decision-makers, possessing knowledge and skills necessary for ethical decision-making (11)(12)(13). ...
... [2] In addition, nurses who take care of clients in clinical settings, unlike in the past, are often confronted with various ethical issues, such as research ethics related to clinical trials, including stem cells and gene therapy; issues related to birth, such as embryo reproduction, abortion, and surrogate motherhood; and questions related to life-sustaining treatments, the process of death, and so forth. [3] In order to help establish a value system in students, nursing education needs to employ a holistic approach. This would not only help to expand students' intellectual capacity but it would also cultivate emotionally stable and morally mature human beings. ...
The purpose of this study was to evaluate the influence of ethics education on Korean nursing students’ awareness regarding the code of ethics. This study employed a one group pretest-posttest design. The participants were 48 sophomore nursing students with no clinical experience from a city in Korea. In this study, ethics education involved lectures related to “nursing ethics and professionalism”. Data were collected in September and December 2016. The collected data were analyzed using means, standard deviations, and paired t tests. The mean score on awareness regarding the code of ethics increased from 3.75 to 4.40 after the ethics education (t = 6.350, p < .001). Scores on the sub-domains of nurses and patients, obligations of nurses as experts, and nurses and cooperators also increased significantly (t = 6.224, t = 5.436, t = 4.969, respectively, all p < .001). In this study, ethics education was found to raise nursing students’ awareness regarding the code of ethics. Both awareness and practice of the code of ethics are crucial for adherence to the moral standards of professional behaviors required from medical professionals. Ethics education needs to be implemented, as it is indispensable for building a desirable ethical value system among future medical professionals and for enabling them to put ethical behaviors into practice by improving their moral judgment and sensitivity.
... Diversos estudios han corroborado que la formación ética tiene un impacto positivo en el comportamiento y las habilidades éticas de los educandos (7,22,24,25), por lo que es deseable que la educación superior de los futuros profesionales de la salud haga hincapié en este aspecto (26); así mismo, es importante tener en cuenta la elección de temas, metodologías y procesos de evaluación para el desarrollo e implementación de la formación bioética, de acuerdo con la naturaleza del conocimiento, las expectativas, las necesidades y las características de los profesionales de la salud que se estén formando (27). ...
p align="justify">Los estudiantes de optometría y los optómetras están enfrentando más y mayores problemas bioéticos; sin embargo, se desconoce el tipo y la frecuencia de estos en su práctica clínica. Objetivos : explorar el tipo y la frecuencia de los problemas bioéticos apreciados por estudiantes que desarrollan su práctica y examinar la percepción sobre su capacidad para afrontarlos. Metodología : estudio descriptivo. Se aplicó el Cuestionario de Problemas Bioéticos en Optometría a 55 estudiantes entre séptimo y noveno semestre. Resultados : los estudiantes reportan enfrentar problemas bioéticos durante la rotación clínica, como los comentarios descalificadores sobre el desempeño de estudiantes y profesionales, rehusarse a atender un paciente por considerarlo un caso difícil, la revisión del paciente por varios estudiantes y docentes sin solicitar su consentimiento, pedir ayuda a un compañero de rotación por considerar que las habilidades clínicas no son suficientes y la pérdida de folios de las historias clínicas. Conclusiones : los problemas bioéticos reportados estuvieron relacionados con colegialidad, trato de los pacientes, profesionalismo, consentimiento informado y confidencialidad, situaciones comunes con otras profesiones de la salud. También reportaron cuestiones únicas dentro de su papel como estudiantes. Más de la mitad de los encuestados afirmó no sentirse preparado para enfrentar los problemas bioéticos. Es necesario hacer hincapié en el manejo de casos y la toma de decisiones bioéticas dentro del currículo del programa, así como en experiencias y temas que enriquezcan su discurso ético y les permitan afrontar los problemas bioéticos de su entorno clínico.</p
... It is also noted that ethical behaviour can be enhanced and improved by academic education. Therefore, ethics should be a required course rather than an optional one Choe, Song, Kang (2013). ...
Introduction: The practice of active citizenship, ethical-moral courses of action and civic, moral and ethics education are essentials for ethical decision making in health. Objetive: To determine if gender influences students’ ethical- moral course of action. Methods: Descriptive study with a non-probabilistic sample of 85 students enrolled in the 1st cycle of the health degree. Results: Of the participants surveyed 61.2% were found to say that action should take into account their moral principles, with ethical/ moral subjectivism prevailing; 44.7% consider that one should “Do what will have the best consequences for the greatest number of people”, with the principle of utilitarianism being significant; 55.3% think that “An action is ethically good” if “It is in accordance with morality”, thereby highlighting subjectivism/relativism; 45.9% believe that “ethical-moral values” “are relative and vary from society to society” agreeing with relativism as an explanatory principle for action. Males showed a greater tendency to support their decision-making with the principle of objectivism, (Fischer=.010). Conclusion: The results suggest that students’ ethical-moral education is required to promote an ethical-moral course of action in their professional practice. Thus, universities with their health courses should be at the forefront of this education, making their graduates ambassadors/interveners of a way of knowing and of being as well as promoters of the dignity of the citizen of the modern world.
... Though, nursing and the health related disciplines are moving into a new era through advancement of technology, there is no substitute for nursing and ethical behavior. (1) Hence, nurses in their efforts toward patient's recovering from illness, should be aware of patient's ethical rights in fulfilling their caring needs. (2,3) But many factors in today's healthcare environment may challenge nurses in adhering to ethical values. ...
Introduction: As nursing is ethically grounded profession guided by moral principles, ethical problems are also an integral part of the nursing work situation. Therefore, this study was undertaken to explore nurses' lived experience of ethical problem in clinical practice. Methodology: Nurses' experience of ethical problem was explored qualitatively by using a phenomenological hermeneutic approach. Four nurses, involved in patient care for more than five years and working in a teaching hospital of Nepal were selected purposively. After receiving ethical approval, in-depth interview was conducted in Nepali language using a semi-structured interview guide. The interview was audio taped with written permission of the participants. The recordings were downloaded to a password protected personal computer and transcribed verbatim by the Investigator. After transcription, data was analyzed thematically. Results: The four main themes of ethical problems experienced by the nurses were: Negligence and care error; competency of care worker; causing problems; and managing the problems. Regarding negligence and care errors, respondents experienced neglected patient's autonomy, confidentiality and privacy. Working with less experienced and unskilled staff was stressful for the respondents. Inadequate nurse patient ratio and lack of resources caused problem in patient care. Therefore, they used diverse coping mechanisms such as discussion with those involved, self control, reporting matter to the higher authority, feeling guilty, praying and seeking forgiveness to manage the problem. Conclusion: Nurses in their clinical practice, experience a variety of ethical problems regardless of their effort. In order to prevent and control problems, awareness program to stakeholders is recommended.
... Though, nursing and the health related disciplines are moving into a new era through advancement of technology, there is no substitute for nursing and ethical behavior. (1) Hence, nurses in their efforts toward patient's recovering from illness, should be aware of patient's ethical rights in fulfilling their caring needs. (2,3) But many factors in today's healthcare environment may challenge nurses in adhering to ethical values. ...
Introduction: As nursing is ethically grounded profession guided by moral principles, ethical problems are also an integral part of the nursing work situation. Therefore, this study was undertaken to explore nurses' lived experience of ethical problem in clinical practice. Methodology: Nurses' experience of ethical problem was explored qualitatively by using a phenomenological hermeneutic approach. Four nurses, involved in patient care for more than five years and working in a teaching hospital of Nepal were selected purposively. After receiving ethical approval, in-depth interview was conducted in Nepali language using a semi-structured interview guide. The interview was audio taped with written permission of the participants. The recordings were downloaded to a password protected personal computer and transcribed verbatim by the Investigator. After transcription, data was analyzed thematically. Results: The four main themes of ethical problems experienced by the nurses were: Negligence and care error; competency of care worker; causing problems; and managing the problems. Regarding negligence and care errors, respondents experienced neglected patient's autonomy, confidentiality and privacy. Working with less experienced and unskilled staff was stressful for the respondents. Inadequate nurse patient ratio and lack of resources caused problem in patient care. Therefore, they used diverse coping mechanisms such as discussion with those involved, self control, reporting matter to the higher authority, feeling guilty, praying and seeking forgiveness to manage the problem. Conclusion: Nurses in their clinical practice, experience a variety of ethical problems regardless of their effort. In order to prevent and control problems, awareness program to stakeholders is recommended.
... To study the recognition of bioethical issues, we used a set of questionnaires developed by Choe et al. (2013b). The assessment consisted of two parts: (a) self-rating of knowledge of bioethics and (b) seriousness of bioethical issues. ...
... Next, to assess students' perspectives on the seriousness of bioethical issues, two questionnaires were used: (a) one-item, four-point Likert-type questionnaire on general recognition of the seriousness of bioethical issues ("not serious at all" to "very serious") and (b) a 17item questionnaire on the recognition of specific bioethical issues. Regarding the reliability of the 17-item scale, in a previous study (Choe et al., 2013b), Cronbach's α for nursing students was .86 and that for nursing faculty was .91. In this study, for the reliability of the 17-item scale, Cronbach's α was .84. ...
... To assess the ethical competence of nursing students, we used a questionnaire developed by Choe et al. (2013b) containing five themes related to ethical competence-respect for others, respect for self, ethical emotions, ethical knowledge, and ethical behavior. This questionnaire consisted of two parts: (1) rating the five ethical competencies by general priority, and (2) self-rating of the student's own ethical competencies. ...
La importancia de la toma de decisiones éticas en ciencias de la salud ha promovido la generación de esquemas que orientan este proceso. El objetivo es proponer un modelo teórico de toma de decisiones bioéticas. Se hizo una búsqueda y revisión de la literatura en bases de datos y bibliotecas electrónicas con palabras clave, se identificaron y analizaron once modelos de toma de decisiones éticas según parámetros establecidos y se incluyeron resultados de estudios sobre el tema. Los esquemas analizados plantean una toma de decisiones basada en la razón a partir de un número variable de pasos cognitivos y, en general, aportan pocos elementos para su aplicación práctica. Se planteó el Modelo de Integración Razón Emoción para la Toma de Decisiones Bioéticas en Ciencias de la Salud. Este modelo sintetiza los pasos cognitivos para tomar decisiones adecuadas, mediante la integración de la razón y la emoción, la posibilidad de aplicación de diversos marcos éticos y la puesta en juego de la competencia ética y las habilidades de pensamiento crítico.
