The Reading Attitudes and Ethical Sensitivity of Nursing Students*

Abstract

This study examined the impact of reading attitudes on the ethical sensitivity of nursing students. This study used a cross-sectional design and the participants were 214 nursing students who attended in three universities located in one city in South Korea. Data were collected from May to June 2019. A self-report questionnaire probing ethical sensitivity and reading attitudes was used. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson’s correlation coefficients, and multiple regression analysis with the IBM SPSS 26.0 for Window program. The mean score for participant-reported reading attitudes was 3.46±0.49 on a five-point scale. In the subcategories of reading attitudes, the mean score for necessity of reading (4.11±0.49) was the highest, and the mean score for reading habits (2.81±0.72) was lowest. The mean score for ethical sensitivity was 3.56±0.35 on a five-point scale. Multiple regression revealed that ethical sensitivity has a significant correlation with reading habits (r=.247, p<.001), necessity of reading (r=.435, p<.001), persistence of reading (r=.417, p<.001), and pleasure of reading (r=.333, p<.001). The factors affecting nursing students’ ethical sensitivity were the necessity of reading (β=.247, p=.002) and persistence of reading (β=.263, p=.005). These findings indicate that nurturing positive reading attitudes in nursing students will help to increase their ethical sensitivity. These results can also be used to help nurse educators develop appropriate curricula for enhancing the ethical sensitivity of nursing students.