• Journal of Korean Academic Society of Home Health Care Nursing
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• v.19 no.1
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• pp.37-45
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• 2012

Purpose: This study was conducted in order to identify the brain injury patients's disability degree and educational needs of family caregivers. Methods: A convenience sample of 94 families with brain injury patients, who have been receiving treatment at the neurological intensive care unit and neurosurgery ward, were used. Data was collected with a self-report questionnaire from September 5 to November 28, 2011, and was analyzed using SAS program. Results: 'Defecation/urination' disability was the highest score of patient's physical disability and the next ranking was 'paralysis'. 'Memory impairment' disability was the highest score of patient's cognitive disability, and the next ranking was 'personality changes'. Overall, educational needs of family caregivers scored 4.15 out of the perfect score of 5. The factor, which scored highest, was 'information related with disease'. In addition, educational needs of family caregivers were positively related with patient's degree of. Conclusion: Educational needs of family caregivers are distinct, according to the disability degree of brain injury patient. Therefore, the study suggests the development of individualized educational program for family with brain injury patient.

• Journal of Korean Public Health Nursing
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• v.37 no.2
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• pp.233-246
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• 2023

Purpose: The purpose of this study was to investigate the level of cultural competency and cultural nursing competence educational needs of public health nurses (PHNs) and community health practitioners (CHPs) and to uncover the difference between the two groups. Methods: The subjects of this study were 217 PHNs and 165 CHPs. Data were collected using a structured questionnaire. Descriptive statistics, an independent two-sample t-test, the x² test, one-way ANOVA, and the Scheffé test were used for data analysis. Result: There was no statistically significant difference between the cultural competency of CHPs (4.27±1.00) and that of PHNs (4.10±1.07) which were at a moderate level. Among the subareas, cultural awareness and sensitivity were above average, but cultural skills and knowledge showed relatively low scores. There was no statistically significant difference between the cultural nursing competence educational needs of CHPs (3.85±0.65) and PHNs (3.90±0.70) and these were at a relatively high level. Among the subareas, knowledge of key concepts, cultural communication, and attitudes and skills were above average. Conclusion: The results of this study highlight the need to develop and implement educational programs to enhance the cultural competency of PHNs and CHPs nationwide using various teaching-learning methods.

• Health Policy and Management
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• v.12 no.2
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• pp.76-91
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• 2002

This study aimed to assess the educational need for management of communicable disease prior to developing curriculum for Field Epidemiology Specialist Training Program on Infectious Disease. We sent questionnaires(72 items) to two personnels who were related to communicable disease in each public health center through e-mai and 300 were returned(62.0% of response rate). The subject for education which showed the highest educational need was management(2.31 point), followed by immunization(2.30 point), and the lowest was surveillance(2.10 point). Generally, the educational need was higher in the aspect of attitude or practice than in that of knowledge. The subject which showed the differences in educational need by job titles were immunization(p<0.01), outbreak investigation(p<0.01), and case management and sanitation(p<0.01). There was negative correlation between communicable disease management-working duration and educational need. Considering this result, the curriculum should be focused on strengthening the ability for problem-solving especially in management and immunization.

• Journal of Hospice and Palliative Care
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• v.9 no.2
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• pp.77-85
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• 2006

Purpose: The purpose of this study is to develop the basic curriculum for the nurses who work at hospice and palliative care settings. Methods: Seven curricula of hospice and palliative care for the nurses in Korea and other countries were reviewed, and Education Need for hospice and palliative care was surveyed from 162 nurses by mailing the questionnaires to hospice palliative care settings. Results: 1. The curricula of hospice and palliative care for the nurses in Korea and other countries in common include 'understanding of hospice and palliative care', 'understanding of lift and death', 'pain and symptom management for person with terminal disease', 'on-the-spot study and practical training', 'management of hospice and palliative ward', 'hospice and palliative care at home', 'physical assessment', 'therapeutic communication skills', 'children's hospice', 'administration and management of hospice and palliative care', 'interdisciplinary team of hospice and palliative care', 'ethics and laws in hospice and palliative care', 'psychological, social and spiritual care', 'care of the dying', 'bereavement care', etc. 2. The scores above 3.3 were marked for 34 items in education Need Survey. The highest scores were given in the order for the items 'understanding of death and dying', 'attitude and response to death and dying', 'understanding and assessment of pain' etc. respondents marked that they have been trained for 'pain and symptom management', 'ethics and laws in hospice and palliative care', 'building the system for cooperation and publicity activities in hospice' etc. 3. The basic curriculum of hospice and palliative care for the nurses requires 78 studying hours for 17 subjects, comprising 48 hours of theory education and 30 hours of practical training. The education methods are lectures, discussions, and case studies. Conclusion: The efforts of developed basic curriculum should be evaluated after educating nurses. It is necessary to develop the standard curriculum and regularly update it based on the result of education Need Survey for actively working nurses in hospice and palliative care settings.

• Journal of Korean Academy of Nursing
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• v.43 no.1
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• pp.102-113
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• 2013

Purpose: This study was done to investigate the level of transcultural self-efficacy (TSE) and related factors and educational needs for cultural competence in nursing (CCN) of Korean hospital nurses. Methods: A self-assessment instrument was used to measure TSE and educational needs for CCN. Questionnaires were completed by 285 nurses working in four Korean hospitals. Descriptive statistics, t-test, ANOVA, Pearson correlation coefficients, and multiple regression were used to analyze the data. Results: Mean TSE score for all items was 4.54 and score for mean CCN educational needs, 5.77. Nurses with master's degrees or higher had significantly higher levels of TSE than nurses with bachelor's degrees. TSE positively correlated with English language proficiency, degrees of interest in multi-culture, degree of experience in caring for multi-cultural clients, and educational needs for CCN. The regression model explained 28% of TSE. Factors affecting TSE were degree of interest in multi-culture, degree of experience in caring for multi-cultural clients, and educational needs for CCN. Conclusion: The results of the study indicate a need for nurse educators to support nurses to strengthen TSE and provide educational program for TSE to provide nurses with strategies for raising interests in cultural diversity and successful experiences of cultural congruent care.

• Journal of Korean Biological Nursing Science
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• v.21 no.1
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• pp.77-84
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• 2019

Purpose: This study aimed to identify pain, disability, anxiety, depression and educational needs between acute and chronic low back pain groups. Methods: A total of 153 patients aged 18 to 64, recruited from S-neurosurgical clinic for low back pain in Gyeonggi-do. Out of 153 subjects, 70 were Acute Low Back Pain (ALBP) group and 83 were Chronic Low Back Pain (CLBP) group. The collected data was analyzed using the SAS System V 9.4 program by chi-square test/Fisher's exact test and t-test. Results: The pain and disability scores were higher in ALBP group while the depression score was higher in CLBP group. The educational needs score in the area for the time for lumbar operation was higher in CLBP group. In the Low Back Pain (LBP) treatment management, ALBP group visited clinic (60.0%) most frequently and CLBP group visited both clinic & traditional medicine (66.3%) regularly. Conclusion: In order to minimize the progression from acute to chronic LBP, it is necessary for patients who visited the clinic to be accompanied with an education program that reflects educational needs of patients and with proven alternative therapy.

• Journal of Digital Convergence
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• v.15 no.9
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• pp.301-309
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• 2017

The purpose of this study was to explore family caregiver's need for online education for dementia caregiving. Participants in this study were 220 family caregivers from district dementia centers in Seoul. Family caregiver's usability and needs of online education program were assessed using self-administered questionnaires. Descriptive statistics and t-test comparisons were conducted. About 50% of family caregivers answered they could use and have intention to use online education. The results showed that there were the highest demand for the video lectures which give information about dementia and case video about caregiving skills. There were differences in needs of online program according to the gender and age. The use of online program offers users the opportunity to participate support program at their own time and pace. In order to maximize the effects of online support programs, it is important to establish the strategies of the customized programs considering the characteristics of the caregivers.

• Perspectives in Nursing Science
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• v.9 no.2
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• pp.127-135
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• 2012

Purpose: The purpose of this study was to investigate the academic achievements, satisfaction and educational demands of nursing students at a college of nursing. Methods: The study subjects consisted of 134 senior nursing students who completed their clinical practicums. The students were asked to complete the evaluation survey for the curriculum. The evaluation survey for the curriculum consisted of three parts: 1) academic achievements of educational objectives, care of subjects, and skills; 2) satisfaction with the curriculum, clinical practice environment, and educational environment; 3) demands on the curriculum and clinical practicum. Results: The mean scores on the achievement levels of educational objectives, care of subjects and skills of the students were $3.68{\pm}0.53$, $3.69{\pm}0.59$, and $3.77{\pm}0.56$, respectively. The low rated domains were 'understanding and delivering culturally competent nursing' and 'competence in fundamental nursing skills' in their levels of achievements. Overall, students were satisfied with the nursing curriculum and educational environment. However, their satisfaction scores for the hours and arrangements of the clinical practicum, and the ratios and arrangements of lectures and clinical practicum were relatively low. Conclusion: The findings of this study are important to redesign nursing curriculum in order to prepare graduates for rapidly changing health care environments. We need to try various strategies to improve the clinical competencies of students by designing a curriculum based on social change and student needs.

• Journal of Hospice and Palliative Care
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• v.13 no.1
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• pp.13-23
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• 2010

Purpose: This study was to identify the role of general hospice palliative nurse through job analysis (duties, task, and task elements). Methods: The sample consisted of 136 nurses or professors who were performing duties related to hospice care areas in Korea. A survey method was used, and the questionnaire included frequencies, criticality, and difficulties of task elements in job description by the DACUM method. Descriptive statistics were performed by using SPSS WIN 17.0. Results: The job description of general hospice palliative nurse was identified 8 duties, 36 tasks, and 137 task elements. As for the 8 duties, the average scores of frequency, criticality, and difficulty were 2.94, 3.66, and 2.80, respectively. The role of ‘pain assessment’ was the most important task element among frequency and criticality. The lowest score at the frequency and criticality were ‘manage public finance’ and ‘collect datum through diagnostic test & lab', respectively. Furthermore, the role of 'identify spiritual needs of patients and family' was the most difficult task, whereas the role of 'manage documents and information' was the least. Conclusion: In this study, we could recognize the reality of general hospice palliative nurse's performances. For general hospice palliative nurse, therefore, concrete practice guide lines of psychosocial and spiritual care, communication skills, and bereavement care with qualifying system are critically needed.

• Journal of Hospice and Palliative Care
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• v.11 no.3
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• pp.147-155
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• 2008

Purpose: This study aimed to assess the educational needs for nurses who care for terminal cancer patients and their families. To identify top needs along with key issues in consideration to develope hospice training program and provide specific recommendations. Methods: A cross-sectional design with nurses from nine universities' hospice specialist courses and seven cancer centers was used. Data were collected via e-mail or mail service from March to April in 2008. One hundred seventy three questionnaires were returned (return rate: 73.6%), and 156 questionnaires were eventually analyzed. The questionnaire consisted of Mason and Ellershaw's The Self-efficacy in Palliative Care (SEPC) and self-reporting confidence and educational needs in hospice care. Results: The mean age of the participants was 37.94 years, 82.1% were staff nurses, and 44.9% completed over six months hospice education. Mean$\pm$standard deviation score for total SEPC was $2.67{\pm}.62$, which was lower than average (score 3), with communication score being the lowest ($2.49{\pm}.69$). The lowest self-reporting confidence score was $2.03{\pm}.77$ in hospice administration and management, followed by providing complement therapy ($2.34{\pm}.77$), bereavement care ($2.34{\pm}.71$), lymph edema management ($2.35{\pm}.79$), and care planning ($2.36{\pm}.81$). The participants reported that additional education is needed in all topics, with pain management score being the highest ($3.71{\pm}.50$), followed by pain and symptom evaluation ($3.67{\pm}.52$), care for dying ($3.67{\pm}.52$), and communication and counseling ($3.63{\pm}.53$). There were significant subgroup differences in SEPC and self-reporting confidence between groups who completed 6 months hospice education or not, however, no significant difference in educational need between the groups. Conclusion: This study showed the need for developing hospice training program to improve compentency of nurses in hospice palliative care.