생명윤리 교육이 간호대학생의 생명윤리 의식에 미치는 영향: 수정형 팀기반학습 적용

The Effects of Bioethics Education on Nursing Students’ Bioethical Awareness: Application of a Modified Team-Based Learning Approach

Purpose: This study examined the effects of a Modified Team-Based Learning (TBL) approach on nursing students’ bioethical awareness and explored the association between a quantified TBL Participation Index and post-instruction ethical awareness. Methods: A one-group pretest–posttest design was employed with 44 second-year nursing students enrolled in a bioethics course. The Modified TBL model consisted of pre-class learning, Individual and Team Readiness Assurance Tests (IRAT and TRAT), and case-based discussions on ethical dilemmas. Bioethical awareness was measured using a validated 49-item scale, and the TBL Participation Index was calculated from standardized IRAT, TRAT, and discussion participation scores. Data were analyzed using paired t-tests and Pearson correlation coefficients. Results: Total bioethical awareness significantly decreased after the intervention, with notable declines in domains involving high-value conflicts such as fetal rights, abortion, neonatal rights, brain death, and bioengineering. This decline indicates heightened recognition of ethical complexity rather than reduced ethical sensitivity. The TBL Participation Index showed a significant positive correlation with post-instruction bioethical awareness (r = .32, p = .029), suggesting that greater engagement facilitated deeper ethical reflection. Conclusion: The Modified TBL approach is an effective instructional strategy for enhancing ethical reasoning in nursing education, as it fosters structured participation, collaborative deliberation, and value-based reflection. Future research using multi-institutional and longitudinal designs is recommended.