Earticle

Objectives: This study investigates the factors influencing values on life-respect among middle school students. Methods: The participants in this study were 126 students from S middle school and Y middle school, both located in Gyeongnam province. The experimental group consisted of 40 students from S middle school, Control group-Ⅰconsisted of 39 students from S middle school, and Control group-Ⅱ consisted of 47 students from Y middle school. The experimental group was provided with 12 incidences of the life-respect education program from April 1st to June 29th. One period took 45 minutes and proceeded according to a structure of introduction, development, and consolidation. The experimental group received a life-respect education program, Control group-Ⅰ received health teaching, but Control group-Ⅱ didn't receive any special education except what was regularly part of their curriculum. The content of the life-respect education program included the following topics: value of life-respect, respect for human life and ethics, life-respect campaign, having a healthy mind, suicide prevention, dealing with crisis, prevention of school violence, abortion and life-respect, social weak minority consideration, death, brain death, euthanasia, life cycle and task, and forest activities. Questionnaires were administered as pre and post-tests which consisted of questions regarding death anxiety, suicide risk, and values on life-respect. The pre and post-tests were analyzed with t-tests, paired t- tests, ANOVAs, and factor analyses using SPSS 18.0. Results: 1. There was a statistically significant increase in the experimental group(p<.0001) and control group-Ⅰ(p<0.05) in value and attitude about life-respect. On the other hand, it was shown that there was no difference between pre and post-test in control group-Ⅱ. 2. The result of examining the differences between pre and post-tests after education on values and attitudes toward life-respect using ANCOVA showed, there was a statistically significant difference (p<0.001) among the three groups. Conclusion: the life-respect education program which was conducted over 12 meeting with middle school students had an positive effect, which can be used as basic data for fostering values on life-respect. These findings indicate that the life-respect education program this study used is effective for fostering value of life-respect and decreasing suicide risk.

목적 본 연구는 간호대학생들의 좋은 죽음인식, 윤리적 가치, 생명존중의지가 생명의료윤리의식에 미치는 영향을 파악하여 생명의료윤리의식 교육프로그램 개발을 위한 정보자료 제공을 위해 시행하였다. 방법 J지역 G시에 위치한 간호학과 학생들 중 연구 목적을 이해하고 참여하기로 동의한 자로 하였다. 자료수집은 2023년 10월16일부터 10월 31일까지 시행하였으며 336부의 자료를 최종분석에 활용하였다. 수집된 자료의 분석은 SPSS 23.0 프로그램을이용하여 t-test, one way ANOVA, Scheffe’s test, Pearson's correlation coefficient, 위계적 다중회귀분석으로 분석하였다. 결과 간호대학생의 생명의료윤리의식은 2.29점, 좋은 죽음인식 3.02점, 윤리적 가치관 3.74점, 생명존중의지 4.23점이었고, 대상자의 일반적 특성에 따른 생명의료윤리의식은 연령(F=7.07, p=.000), 성별(F=2.87, p=004),종교(t=4.20, p=.000)에서 유의한 차이가 있는 것으로 나타났다. 간호대학생의 생명의료윤리의식에 영향을 미치는 요인을 분석한 결과, 연령, 성별, 종교, 좋은 죽음인식이 13.5%의 설명력이 나타났다. 결론 간호대학생의 생명의료윤리의식에 영향을 미치는 요인으로 좋은 죽음인식이 많은 비율을 차지하였으나 추후 계속적인 반복연구와 생명윤리의식을 향상 시킬 수 있는 효과적인 교육프로그램 개발이 필요하다.

Objectives This study was performed to provide basic data supporting the development of a biomedical ethics ed ucation program by identifying the impact of nursing students' awareness of the good death concept, their ethical values, and their intent to respect life on their biomedical ethics perspectives. Methods Participants in this study were nursing students located in G City who understood the purpose of the study and voluntarily agreed to participate. Questionnaires were distributed from October 16 to October 31, 2023; 336 responses were analyzed. The collected data were analyzed using the SPSS 23.0 program using t-test, one way ANOVA, Scheffe’s test, Pearson’s correlation coefficient, and hierarchical multiple regression analysis. Results The consciousness of biomedical ethics of nursing students was 2.29 points, the good death awareness was 3.02 points, the ethical values were 3.74 points, and the will to respect life was 4.23 points. The conscious ness of biomedical Ethics according to the general characteristics of the subjects showed significant differences in age (F=7.07, p=.000), gender (F=2.87, p=004), and religion (t=4.20, p=.000). Analysis of the factors affecting nursing students’ consciousness of biomedical ethics revealed that age, gender, religion, and good death aware ness yielded an explanatory power of 13.5%. Conclusions The results of this study indicate a need for further research to identify other factors affecting con sciousness of biomedical ethics among nursing students, and to develop an effective educational program that can expand consciousness of biomedical ethics.