간호윤리교육에서 간호윤리상황극과 찬반토론이 간호대학생의 도덕지능, 도덕적 민감성과 도덕 판단력에 미치는 영향*

Abstract

This study was designed to compare the effects of two teaching methods, i.e., ‘Theatre of Situations’ and ‘Pro-Con Debate’ on moral intelligence, moral sensitivity and moral judgment of students taking nursing ethics classes. Two-group pretest-posttest design was used. The subjects, 87 nursing students, were randomly allocated to two groups, i.e., experimental group A, ‘Theatre of Situations’ consisting 45 students and experimental group B, ‘Pro-Con Debate’ consisting 42 students. The same four nursing hypotheticals dealing with ethical issues or dilemmas were used for both groups. Each of ‘Theatre of Situations’ and ‘Pro-Con Debates’ was conducted for 150 minutes after 450 minutes of regular nursing ethics lectures. Data were collected before and after the classes to measure moral intelligence, moral sensitivity and moral judgment of the subjects. The data were analyzed by a paired t-test using SPSS. The findings from this study are as follows: (1) in group A, moral meaning perceived by the subjects (a sub-domain of moral sensitivity) was significantly improved; (2) in group B, kindness and tolerance (sub-domains of moral intelligence) were significantly improved. Both methods are recommendable for enhancing nursing ethics education.