• 성인간호학회지
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• 제19권4호
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• pp.556-566
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• 2007

Purpose: This study attempted to analyze problems of informed consent in the clinical setting and appraise ethical aspects inherent in such issues in order to boost awareness of informed consent and its implementation among healthcare professionals. Methods: Study methods included identifying ethical meanings of informed consent in the clinical setting based on the principal ethics, and exploring the process of informed consent utilizing communicative ethics and feminine care ethics Results: The ethical basis of informed consent encompasses not only respect for autonomy but also prohibiting malice, practicing beneficience, and establishing justice. These principles, however, are limited in illustrating the ethical aspects of communicative ethics and care ethics that are entailed in informed consent within clinical settings. The ethical meaning of informed consent involves a communicative and caring process between healthcare professionals, patients, and family built on mutual respect. Conclusion: Healthcare professionals must fully understand the ethical meanings of informed consent and in turn respect and protect the clients' right to know and making decisions. Nurses especially, must take on the role of mediator and advocate throughout the process of obtaining informed consent, and practice ethical caring by facilitating communication grounded in mutual understanding among the physician, patient, and family members.

• 한국문헌정보학회지
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• 제50권1호
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• pp.377-394
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• 2016

본 연구는 대학생을 대상으로 정보사회에서 갖추어야 하는 필수능력인 의사소통역량이 정보활용능력에 미치는 영향을 실증적으로 규명해보고자 하였다. 본 연구의 결과, 첫째, 의사소통역량 중 수용력은 정보활용능력 중 정보요구, 정보검색, 정보평가 등에 긍정적인 영향을 미치는 것으로 나타났다. 둘째, 의사소통역량 중 전달력은 정보활용능력 중 정보통합, 정보표현에 영향을 미치는 것으로 나타났으며, 마지막으로 의사소통역량 중 조정력은 정보요구, 정보검색, 정보평가, 정보통합, 정보표현, 정보윤리 등 정보활용능력의 전반에 긍정적인 영향을 미치는 것으로 나타났다. 위의 결과들을 종합해 볼 때, 전반적으로 의사소통역량과 정보활용능력은 높은 상관관계를 가지고 있는 것으로 나타났다. 따라서 개인이 새로운 정보를 수용하고 자신의 의견을 전달하며 긍정적으로 조정할 수 있는 능력이 정보를 효과적으로 활용하는 능력에 영향을 미친다는 것을 실증적으로 분석한 것은 본 연구의 긍정적 결과물이라고 할 수 있다.

• 수산해양교육연구
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• 제26권3호
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• pp.627-638
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• 2014

The aims of this study are to analysis the elements associated with a occupational basic competencies of fisheries and maritime high school students. Fisheries & maritime key competencies were defined as the abilities that include the essential knowledge, skills, attitude, and experiences required for the workforce on the fisheries and maritime job condition. This research collected preliminary data from 177 fisheries & maritime high school teachers. Data were analyzed to obtain item quality, reliability and validity analysis. The results of the study were as follows; First, largely, fisheris & maritime key competencies were divided into two parts; basic vocational skills and fisheries-maritime job skills. Second, fisheries & maritime key competencies were consisted of communicative competence, numeracy skills, thinking skills, English communication skills, self-management skills, interpersonal competency, selection & application of alternative, marine technology & information skills, marine consciousness and maritime professional ethics. Third, each key competency consisted of 2-9 sub-competencies.

• International Journal of Computer Science & Network Security
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• 제22권12호
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• pp.63-70
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• 2022

The essence of the definition of "tolerance" is analyzed. Motivational, knowledge and behavioral criteria for tolerance of future teachers are highlighted. Indicators of the motivational criterion are the formation of value orientations, motivational orientation, and the development of empathy. Originality and productivity of thoughts and judgments, tact of dialogue, pedagogical ethics and tact are confirmed as indicators of the knowledge criterion. The behavioral criterion includes social activity as a life position, emotional and volitional endurance, and self-control of one's own position. The formation of tolerance is influenced by a number of factors: the social environment, the information society, existing stereotypes and ideas in society, the system of education and relationships between people, and the system of values. The main factors that contribute to the education of tolerance in future teachers are highlighted. Analyzing the structure of tolerance, it is necessary to distinguish the following functions of tolerance: - motivational (determines the composition and strength of motivation for social activity and behavior, promotes the development of life experience, because it allows the individual to accept other points of view and vision of the solution; - informational (understanding the situation, the personality of another person); - regulatory (tolerance has a close connection with the strong - willed qualities of a person: endurance, selfcontrol, self-regulation, which were formed in the process of Education); - adaptive (allows the individual to develop in the process of joint activity a positive, emotional, stable attitude to the activity itself, which the individual carries out, to the object and subject of joint relations). The implementation of pedagogical functions in the information society: educational, organizational, predictive, informational, communicative, controlling, etc. provides grounds to consider pedagogical tolerance as an integrative personal quality of a representative of any profession in the field of "person-person". The positions that should become conditions for the formation of tolerance of the future teacher in the information society are listed.