윤리적 딜레마 토론 기반 교육 중재가 간호대학생의 윤리적 의사결정에 미치는 효과

This study aimed to examine the effects of a debate-based ethical dilemma education program on nursing students’ ethical decision-making competence. A pre–post design was applied to 168 third-year nursing students at a university located in City K. The intervention consisted of eight sessions, including four theoretical lectures and four ethical dilemma debates. Data were collected using the Ethical Decision-Making Type Scale, the Perceived Ethical Confidence Scale, and open-ended reflective questions. Quantitative data were analyzed using descriptive statistics, t-tests, ANOVA with Scheffé post-hoc tests, and the Stuart–Maxwell and Bowker tests, while qualitative data were analyzed through content analysis. After the intervention, students’ ethical decision-making confidence significantly increased, and partial positive changes were observed in their decision-making types. The analysis of reflective journals also revealed enhanced awareness of bioethical values and the development of more deliberative attitudes toward ethical decision-making. In particular, through active debate on diverse ethical scenarios, students learned to understand value conflicts from multiple perspectives and explored practical criteria applicable to clinical decision-making. These findings confirm the effectiveness of debate-based ethical education in fostering nursing students’ ethical competence and suggest that this approach can serve as a practical instructional strategy for strengthening ethical decision-making skills in nursing education.