Nurses help patients not lose their humanity to the end in the asymmetrical relationship between medical personnel and patients. Because the nurse's frequent judgments at the clinical site are associated with human dignity, the nurse is required to judge and act ethically, and is responsible for making ethical decisions. Therefore, nurses are trained from nursing colleges to have ethical competence, and such training should be carried out continuously and systematically even after graduation. A Medical Center Nursing Department implements various forms of ethical education to improve the ethical capacity of clinical nurses. Education is divided into four types: lectures, e-learning, workshops and clinical ethics counseling. All education was organized around real-life cases to realize that nursing ethics were not far from the actual work site but the closest problem encountered, and the core theories and issues were repeatedly and continuously exposed so that they could permeate into the nurse's ethical decision-making process. Of course, there are still more tasks to be carried out in the future, such as expanding debate-oriented education, promoting clinical ethics counseling, setting up a forum for sharing opinions on ethical issues such as the Ethics Round, but we hope that it will serve as a foundation for the development of better nursing ethics education programs by sharing specific cases of nursing ethics education currently implemented at a tertiary Hospital.
Purpose: The purpose of this study was to describe the perception of biomedical ethics in nurses and nurse’s aide of comprehensive nursing care service.
Methods: The subjects were 287 registered nurses and 81 nurse’s aides who were working in comprehensive nursing care service. The data were collected from December 2 to 15, 2019 using a 4-point Likert scale questions. The data were analyzed by descriptive statistics, t-test, ANOVA, Scheffé test and Dunnett T3 test, using the SPSS/WIN 23 program.
Results: The average score of perception of biomedical ethics in nurses were 2.95±0.25 and nurse’s aides were 3.08±0.25 points. The perception of biomedical ethics by general characteristics related to age and marital status(p=.001), education(p=.007), a total career length and a career length of comprehensive nursing care service(p<.001), job satisfaction(p=.004) of the nurse biomedical ethics score was high and statistically significant.
However, the higher the age of nurse’s aide, the higher the score was statistically significant(p=.007). The perception of biomedical ethics by characteristics related to biomedical ethics was statistically higher among nurses saying that the values of biomedical ethics were very firm (p =.002), those who have experience of having issues biomedical ethics (p =.001), those who believed that rules and procedures for biomedical ethics in a hospital were well organized (p =.003), those who believed that biomedical ethics problems would become more complex and increase in the future (p =.017), and those who experienced ethical dilemmas (p =.019).
Conclusion: In the future, biomedical ethics education should be provided for nursing service teams.
Purpose: The aims of the study were to explore caregiving burden and quality of life (QOL) and to identify factors affecting QOL of family members of terminal cancer patients from hospice palliative care center. Methods: Survey was performed using structured questionnaires measuring caregiving burden and QOL. To collect data, family members from 6 hospice palliative care facilities were recruited from July to September 2018. During that period, survey questionnaires were distributed and collected and total 140 study respondents participated in the survey. Collected data were analyzed using SPSS WIN 23.0 and descriptive statistics, t-test, ANOVA, correlation coefficient, stepwise multiple regression analysis were performed as appropriate. Results: Caregiving burden and QOL score were 2.83 and 3.23 out of 5 point respectively. Factors affecting QOL were emotional burden (β = -0.35, p <.001), perceived health status (β = 0.23, p <.001), family support (β = 0.23, p <.001), age (β = -0.19, p <.003), economic burden (β = -0.16, p <.020), education (β=0.13 p<.033). Conclusion: Study results suggest that the lower caregiving burden, the higher QOL level of family members of terminal cancer patients. Since QOL of family members was affected by various factors, efforts to promote QOL through alleviating caregiving burden are required.
Purpose: The aim of this study was to explore workplace bullying and turnover intention among new nurses whose career was less than 12 months. Method: Survey was performed using structured questionnaire which consisted of general characteristics, workplace bullying and results, turnover intention. Study participants were new nurses from a University hospital located in G-district. Total 163 questionnaires out of 180 were analyzed using descriptive statistics, t-test, ANOVA, correlation, multiple regression as appropriate. Results: Overall bullying level was rather low, yet it was true that at least some new nurses were bullies. One factor affecting both bullying and turnover intention consistently was ward assignment. Working period, working ward, mistrust were predictive factors of turnover intention among new nurses. Conclusion: Factors revealed from this study and previous studies need to be into account when developing strategies to help new nurses in adjusting working environment. In addition, qualitative studies are called for further insight regarding the context of bullying and turnover intention.
This study was aimed to develop morality improvement education program (MIEP) and to evaluate the effects of MIEP among nursing students by quasi experimental design. Theoretical framework is based on Ajzen’s theory of planned behavior and Rest's Four-Component Model: moral sensitivity, moral judgement, moral motivation, and moral implementation. Research design used a nonequivalent control group pre-post test. Participants were 75 undergraduate nursing students recruited from S college, assigned to either an experimental group (38 students) or a control group (37 students). The two hour education was provided once a week for eight weeks from March to June, 2013. Self-reported questionnaires were given to the students before and after the education. The data were analyzed using t-test, Chisquare-test, paired t-test, unpaired t-test, ANOVA, and MANCOVA with SPSS Windows 18.0 program. The results as follows: 1. The experimental group showed a more significant increase on the 4 components affecting morality improvement compared to the control group. 2. There was no significant differences on moral sensitivity and moral judgment between experimental group and control group. 3. The experimental group showed a more significant increase on moral motivation and moral implementation compared to the control group. Based on these results, this MIEP was effective in improving morality improvement, and especially increasing moral motivation and moral implementation among nursing students. MIEP developed in this study could be used for improving nursing students' morality.