• Journal of Korean Academy of Nursing
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• v.33 no.6
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• pp.820-828
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• 2003

Purpose: In this longitudinal study, we examined the moral judgment level and its related factors, such as individual characteristics. The result of this study will provide baseline data to establish policy of ethics education for college students and healthcare professionals. Method: We enrolled 37 nursing students and 20 medical students as the subjects in a university in Suwon, Korea. We conducted a questionnaire on the subjects using Korean version of Defining Issues Test(DIT) to analyze the subjects' moral judgment level. Collected data was coded using ASCII document and scored using Fortran program for computer. Then the data was statistically analyzed by SPSS Version 10.0. Result: Nursing students' moral development score at each stage were consistently higher at stage 5A across 4-years rather than other stages. On the other hand, medical students' moral development score were consistently higher at stage 4 than other stages. There was no significant difference in the change P(%) score at each academic year in both groups. In the perspective of the subjects' general characteristics, P(%) score showed no significant in both groups. Conclusion: Based on the results of this study, further studies will examine the correlation between curriculum and moral judgment development in detail. Moreover, we suggest that the current ethics education should be developed and evaluated in more realistic manner.

• Journal of Korean Philosophical Society
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• v.142
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• pp.1-25
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• 2017

Kant's doctrine of virtue shows how an actor should behave morally in an individual situation with moral law defines the limits of human action. There is latitude for action in the course of formulating the maxims of action by an actor. And moral judgement, as Aristotle's Pronesis, is very important in the latitude for action. In the doctrine of virtue, Kant suggests two kinds of duty of virtue: one's own perfeciton as an obligatory end, and the happiness to others as an obligatory end-and raises the question of casuistics for each. However, this was the practice and training for the human moral life by application of the moral law. In particular, Kant saw that ethics does not give laws for action, but only give laws for the maxims of action, and further intended to realize the practice in a proper way of seeking truth through casuistical questions. Thus, Kant points out that the casuistic is related only to ethics in a fragmentary way and is added to ethics only as a comment on the system. According to Kant, virtue and judgment are inevitable to apply categorical imperative in the empirical and realistic world. In other words, virtue and judgment are necessary to enable people who are likely to act in accordance to inclination to live a moral life in accordance with the command of reason. Thus Kant saw that in order to take wide duty into narrow ones, human beings must not only have to cultivate virtues as a strong power of will, but also to exercise judgment. In addition, the distinction between duty of law(narrow obligation) and duty of virtue(wide obligation) is dependent on whether there is a latitude for action in the application of both duties. So the role of virtue and training of judgement is very important in the latitude for action that occurs in the process of formalizing actor's maxims. In detail, as the duty is wider, so man's obligation to action is more imperfect, but the closer to narrow duty(Law) he brings the maxim of observing this duty(in his attitude of will), so much the more perfect is his virtuous action. Thus, it was an effort to show how Kant's best moral principles, that is categorical imperative could be applied to the real world at the time of criticism. Of course, even if it is difficult to assess Kant's efforts as successful, criticizing Kant's ethics as 'formal', 'abstract', or 'monologous' is not persuasive because of critics did not understand his ethics as a whole.

• The Journal of Korean Academic Society of Nursing Education
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• v.18 no.2
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• pp.248-258
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• 2012

Purpose: The purpose of this study was to compare the effects of CEDA (Cross Examination Debate Association) debate with those of traditional lecture education on moral judgment and ethical values using the Korean version of DIT and the ethical values. Methods: The experiment was performed for 9 weeks, from September 2 to November 12, 2010. Participants were 71 undergraduate nursing students in a nursing college, assigned to an experimental group (36 students) or a control group (35 students). The design of this study was a non equivalent control group pretest-posttest design. Results: The experimental group reported significantly higher scores of the 4 stage scores of moral judgment (t=-2.19, p=.036) and ethical values (t=3.04, p=.004) than the control group. However, no significant differences were found in the P score of moral judgment between the two groups. Conclusion: The findings of this study showed the benefits of providing a CEDA debate course for nursing ethics education. Therefore, in further studies, it is necessary to develop various teaching strategies or educational programs to improve nursing ethical values and moral judgment.

• Journal of Korean Academy of Nursing Administration
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• v.19 no.3
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• pp.351-360
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• 2013

Purpose: This study was done to investigate changes in nursing students' moral judgment throughout their professional education, and to identify more suitable ways to evaluate ethics education by using P (%) scores only and P (%) scores with 4th scores. Methods: The study consisted of cross-sectional and longitudinal surveys as well as a study using a nonequivalent control group pre-post experimental design. The participants were nursing students attending a university in Gyeongju, Korea. The data were collected from September 1, 2006 to October 31, 2009 using the Korean version of the Defining Issues Test. Results: In the cross-sectional survey, there was no significant difference in the nursing students' moral judgment scores according to their school grades. In the longitudinal survey, nursing students' moral judgment scores did not change significantly over the duration of their education. In the nonequivalent control group study, the effectiveness of nursing ethics education was identified by P (%) scores only. Conclusion: The evidence indicates that nursing professional education does not influence the development of nursing students' moral judgment, and using P (%) scores only seems to be a better way compared to other ways to evaluate the effects of nursing ethics education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.4
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• pp.2486-2494
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• 2015

This study is intended to look into the effects of forest experience activities for developing a moral sense on moral development of children. To achieve this, forest experience activities were performed to 40 5-year-old children from H kindergarten in Chungnam area through April 7 to July 25, 2014. They were classified into an experimental group(9 male children and 11 female children) and a control group(9 male children and 11 female children). Forest experience activities and Nuri curriculum-related forest experience activities were performed to the experimental group and the control group 10 times, respectively. The results were as follows. First, forest activity education had an effect on improving children's moral judgment. Second, moral behaviors showed that the experimental group improved in order, courtesy and moderation, which forest experience activities had a significant effect on improvement in their moral behaviors. As stated above, children's forest activities will valuable education to enhance moral development that identifies the preciousness of life through communion and interaction with nature along with peers, and order, manners and self-control by joint cooperative activities between peers.

• Journal of Korean Academy of Nursing Administration
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• v.2 no.2
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• pp.85-95
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• 1996

The purpose of this study was to investigate moral reasoning among 77 senior medical students. Data were collected through selfreported questionnaires in June, 1995. The short form of the DIT (Rest's Defining Issues Test) was adopted to measure the stage of moral development, which was classified with the stage 2(instrumental relativist orientation), the stage 3(interpersonal concordance), the stage 4(law and order), the stage 5A(societal consensus), and the stage 5B(intuitional humanism), stage 6(universal ethical practice). In particular, the level of principled thinking(P) was measured by summing those scores of the stages 5A, 5B, and 6. The possible range of P is O to 95. The data were analyzed by t-test, ANOVA. The results were as follows. 1. The mean score of P(%) was 44.67 (SD=12.82). And the mean score of the stage 5A was higher than the scores of other stages. The mean score of P was not significantly different by general characteristics of the students. 2. The mean score of the stage 5B revealed significant difference by religion (3.17, P=.019) ; The score was highest in buddhist (8.0), which was followed by protestant (6.1), catholic (5.6) and no religion (4.7). 3. The mean score of the stage 4 revealed significant difference by educational background of mother (3.24, P=.017) ; the Score was highest in graduate school (25.0), which was followed by high school (14.1), under-graduate school (13.9), elementary school (12.4), middle school (8.3).

• Journal of dental hygiene science
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• v.12 no.2
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• pp.103-108
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• 2012

A study was designed to evaluate the level of moral development in 450 pre-dental professionals of 2 educational institution in Jeollabukdo, Ik san city. Data were collected through self-reported questionnaires from October 2010. The Korean version of the DIT(Defining Issues Test) was adopted to evaluate level of moral development with the score of P(%) and stage. The data were analyzed by descriptive statistics, t-test, one-way ANOVA and Pearson's correlation coefficient. The mean scores of P(%) was 43.10 in dental students and 41.21 in dental hygiene students(p=0.190). The score of stage 5A was highest which was followed by S3, S4, S6, S5B, S2. The score of stage 5B and 6 revealed sigificant difference by groups. The score of stage 6 revealed significant difference by sex in dental students(p=0.003). In dental hygiene students, it's significant difference by religion(S5B, p=0.044), birth order(S2, p=0.027) and growth area(S4, p=0.015). As for the correlations between moral development and the score of the stage, the score of P(%) was negatively correlated with the scores of stage 2, 3, 4 and 5B. On the other hand, the score of P(%) was positively correlated with the scores of stage 5A and 6. In conclusion, for enhancing dental students' moral development it is necessary a systemic ethics education and program development in curriculum.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.6
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• pp.2915-2925
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• 2013

This study examined the moral judgments and ethical decision-making and analyzed ethical dilemmas experienced in practice by nursing students. The data were collected using self-reported questionnaires and reports from 189 college students in their 2nd ~ 4th grades. Data collection period was from Nov 6th - 20th in 2012. Each grade's P(%) scores were 47.92, 43.74, and 43.75 respectively.. For stage 4 score, each grade's scores were 22.37, 22.98, and 19.74. This result shows that, compared to juniors, senior student's P(%) scores did not drop and stage 4 scores rather decreased, which is in line with the results of previous studies about the effects of ethics education. This finding could be attributed to the regular and voluntary case presentations and discussions required for the senior participants. Regarding ethical decision-making type, the most favored was type 3(35.45%). Among seven categories of the ethical dilemmas facing the students, the most commonly reported was the patient's rights and dignity, followed by practices based on nursing standards, arranging for dying patients. This study raises the need that the curriculum is revised to encourage student's participation in the analysis of ethical issues they confront in the field.

• The Journal of the Convergence on Culture Technology
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• v.6 no.1
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• pp.55-62
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• 2020

The purpose of this study was to review nursing ethics education program for nursing students in Korea. An integrative literature review was applied as a research method, and the study was conducted according to five steps of problem identification, literature search, data evaluation, data analysis, and presentation. Twelve studies were analyzed, and the educational content was about biomedical ethics and nursing ethics, and most of them were through subject classes. Teaching methods included case-based debates, discussions, action learning, online learning, and problem-based learning, including traditional lectures. Through education programs, there was a significant increase in biomedical ethics, ethical values, moral judgment, and moral sensitivity. Progressive and continuous nursing ethics education for nursing college students is required within the curriculum.

• Journal of Creative Information Culture
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• v.7 no.1
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• pp.11-19
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• 2021

With the announcement of the AI national strategy, various policies for AI education are being proposed, and AI convergence education for teachers is actively being promoted. In addition, AI speakers are being sold and distributed to each home, and field studies of educational use of AI speakers have just started. This study examines the controversial problems that AI speakers may cause in AI ethics, and attempts to derive an ethical dilemma that may arise when AI speakers are used at home or at school. This dilemma can be used in the moral competence test (MCT), which measures the level of moral judgment for each group of artificial intelligence speakers.