• The Journal of the Convergence on Culture Technology
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• v.5 no.1
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• pp.147-152
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• 2019

The purpose of this study is to compare stress, empathy, and communication in stress coping group and non-coping group. The data collected using questionnaires from nursing students. Data was analyzed using descriptive statistics, t-test, and Pearson correlation with SPSS 23.0 version. Significantly lower scores for stress (mean, 2.42 vs. 2.97; p=.000), and higher scores for communication (mean 3.33 vs. 3.21; p=.008) were observed in the stress coping group compared with the non-coping group. Further studies need to development and application a program that enhances subjective stress coping methods.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.18 no.2
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• pp.152-159
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• 2011

Purpose: This study was done to identify factors related to glycemic control in men with diabetes. Methods: Data from the Korean National Health and Nutrition Examination Survey 2007 2008 collected by the Korean Center for Disease Control were analyzed using chi-square test and t-test. Results: There was a difference in glycemic control according to the individual factor of economic status. Differences in glycemic control according to health related factors were as follows: fasting blood sugar, cholesterol, triglyceride, sleep duration, experience of depression and suicidal thoughts. Conclusion: The results of this study will contribute to improvements in management for men with diabetes through comprehensive identification of factors related to glycemic control.

• Asian Oncology Nursing
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• v.10 no.2
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• pp.156-162
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• 2010

Purpose: The purposes of this study was to compare the meaning in life and death attitude between the participants and nonparticipants of the well-dying education program. Methods: This study adopted the descriptive comparative design. Data were collected by interviewing 85 participants and 94 non-participants of well-dying education. The instruments used for this study were a self-report questionnaire. Results: There were significant differences in age, gender, marital status, health status, and volunteer experience. The program participants showed higher scores in the death attitude than non-participants. There were significant correlations between meaning in life and death attitude in participant group. Death attitude was significantly associated with meaning in life in participant group with 6.0% variance. Conclusion: Based on the results, well-dying education program was effective to prepare good death with more comprehensive vision. Therefore, this program should be served for patient with life-threatening illness by nurse and this is the expended role of oncology and hospice palliative nurses.

• The Journal of the Korea Contents Association
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• v.18 no.4
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• pp.406-415
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• 2018

The purpose of this study was to analyze the effectiveness of Capstone Design Program on creative leadership, problem solving ability and critical thinking of nursing students. The subjects of 18 experiment groups taking course in nursing capstone design of U university in P city and 20 control group of K university in G city. Data were collected before and after nursing capstone design class using self-reported questionnaire. Students Creative leadership and problem solving ability showed significant showed improvements after the Capstone Design Program. Creative leadership, Problem solving ability and critical thinking was positively correlated and then Problem solving abilities appeared to be higher improved critical thinking. Therefore, it is recommended that sufficient repetitive practice is to be made in order to improve Creative Leadership, Problem solving ability and critical thinking.

• Journal of Convergence for Information Technology
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• v.10 no.5
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• pp.60-74
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• 2020

The purpose of this study is to review articles related to disaster training for nursing students and nurses by investigating the contents and effects of research. Electronic databases, including CINAHL, Pubmed and RISS were searched. Papers published only in English or Korean were included. Twelve studies were selected from the 3,588 references screened. Most training programs took less than 8 hours, focusing mostly on the response phase of disaster. Intervention methods included simulation, debriefing, action learning, role play, problem based learning and so on. It was found that disaster training programs have significant positive effects on disaster management competency, disaster knowledge, disaster nursing related self-confidence, and disaster response competency. It was also revealed that multidisciplinary practice would help learners enhance cooperation and collaboration with other team members and foster a positive professional identity. Among the selected articles, the randomized controlled trial(RCT) study was just one. Therefore, RCTs are further needed to verify the effects of such an disaster training. Also, further studies considering the characteristics of department and nursing interventions based on all phases of disaster are needed.

• Journal of vocational education research
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• v.37 no.3
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• pp.85-111
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• 2018

The purpose of this study is to derive the competence of nursing teacher in Specialized vocational high school. The knowledge, skills, and attitudes required for the nursing teachers were verified and the competency groups and sub-competencies were verified and priorities were suggested. To do this, 23 nursing teachers who were currently working in the Specialized vocational high school were selected as expert panels and the study was conducted using Delphi and Layered Analysis(AHP) technique. The results of this study were as follows. First, the competency group of the nursing teacher in Specialized vocational high school showed teaching and learning methods & techniques, student guidance, curriculum development and operation, school management support, industry-academy cooperation, self-development and professionalism improvement. The total number was 6. Second, the sub-competency is composed of knowledge and skills related to the curriculum, planning and preparation of instruction, instruction operation, guidance of experiment and practice, instruction evaluation, development and utilization of teaching and learning medium, instruction environment, guidance on student education activities outside the curriculum, career guidance, life guidance, class management, guidance of technology and qualification, development of school curriculum, organization and operation of school curriculum, planning and operation of field practice, work planning, school management support, teacher evaluation and personnel management support, leaning support(practice place and equipment), establishment and operation of industry-academia cooperation, strengthening community cooperation, public relations in the school(department), field research for improvement of educational activities, participation in conferences and training, exploration of new knowledge and technology, The total number was 26. The most important of the relative importance was the curriculum development and operation. The subordinate competencies that have a high priority in each competency group were guidance of experiment and practice, guidance of technology and qualification, planning and operation of field practice, leaning support(practice place and equipment), management and work planning, establishment and operation of industry-academia cooperation, exploration of new knowledge and technology. The competency system derived from this study will be applied to the training and evaluation of nursing teachers in the future and can be used as basic data for related research.

• Journal of the Korea Convergence Society
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• v.11 no.3
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• pp.281-289
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• 2020

This study was done to identify the effect of the core fundamental nursing skills program among final year nursing students on their performance confidence, clinical performance capacity, and core nursing ability. The core fundamental nursing skills program was applied to 80 final year nursing students for 6 weeks from August 27 to October 10, 2018. The survey was done in self-writing method. The collected data was analyzed with means, standard deviation, and paired t-test. It was found that performance confidence, clinical performance capacity, and core nursing ability had increased after the program, which were statistically significant. Thus, it is expected that step-by-step and continuous education on core fundamental nursing skills program will upgrade those final year nursing students as skilled and professional nurses.

• Journal of Digital Convergence
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• v.17 no.8
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• pp.303-311
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• 2019

This study to examine the effects of the convergence fundamental nursing program on nursing students' communication competence, interpersonal relationship, and compassion. One-group pretest-posttest design was used. The data were collected from 40 students in the second grade who took the fundamental nursing and fundamental nursing practice. The collected data were analyzed by descriptive statistics and paired t-test. As a result, it was significantly found that communication competence(t=-3.452, p=.001), understanding of interpersonal relationship(t=-5.405, p=<.001) and compassion(t=-7.226, p=<.001). The results of this study suggest that convergence fundamental nursing program of nursing students can contribute to nursing job competency improvement and necessity to apply them various major subjects.

• Journal of Convergence for Information Technology
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• v.12 no.4
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• pp.77-84
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• 2022

The aim of this study was to identify the convergence influencing factors on disaster nursing core competencies of nursing students. The subjects of this study surveyed 187 nursing students in D city with a structured self-report questionnaire. Data were analyzed by the SPSS 18.0 program, t-test, ANOVA, correlation and multiple regression. The disaster nursing core competencies average mean score was 3.15(±0.40). Grade and satisfaction of clinical practice were the significant factors related to disaster nursing core competencies in these subjects. Disaster nursing core competencies was positively correlated with disaster perception, disaster attitudes and self-efficacy. The influencing factors on disaster nursing core competencies were self-efficacy(β=0.276), disaster attitudes(β=0.200) and grade(β=0.172). The explanatory power of these variables was 19.1%. Therefore, it is necessary to develop disaster related curriculum and subjects that can improve the disaster nursing core competencies based on the important factors affecting the disaster nursing core competencies.

• Journal of Korean Academy of Nursing Administration
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• v.5 no.3
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• pp.547-561
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• 1999

The purpose of this study was to determine which nursing activities are performed for patients in each of the nine KDRGs and to examine common nursing activities between patients with the nine KDRGs and special nursing activities which were not common to patients with the nine KDRGs. The study will provide basic data for estimation of nursing fees. The nine KDRGs in model project are Lens procedures, tonsillectomy, &/or adenoidectomy, appendectomy &/or not complicate principal diagnosis, vaginal delivery, cesarean section, anal & stomal procedures, inguinal & femoral hernia, uterine & adneza procedure for nonmalignancy, and simple pneumonia & pleurisy. To determine the nursing activities for each of the nine KDRG, checklists of nursing activities in each nine KDRG were developed from the literature and a total of 115 records of patients 'who were diagnosed and discharged between January and April, 1999 from a tertiary medical center. Nursing activities for each of the nine KDRG were verified through two consecutive content analyses. The results of study are followed as: 1. The checklists of nursing activities developed included direct and indirect nursing activities, for a total of 241 nursing activities. Direct nursing consisted of physical, educational, emotional-socioecomomic-spiritual nursing in 17 areas. Indirect nursing had four areas. 2. Through the two consecutive content analyses, 197 nursing activities were selected, having item CVIs of .83 or more. Those included 81 nursing activities for Lens procedures, 95 for Tonsillectomy &/or Adenoidectomy. 93 in Appendectomy &/or not complicated principal diagnosis, 155 for vaginal delivery, 172 for cesarean section, 89 for anal & stomal procedures, 93 for inguinal & femoral hernia, 108 for uterine & adneza procedures for non-malignancy, and 68 for simple pneumonia & pleurisy. 3. Nursing activities for each of the nine KDRG were compared. Activities with 80% or higher commonality within the nine KDRGs consisted of 86 of 197 nursing activities for the total designated common nursing activities, 30 common nursing activities for patients in the operation group, 45 common activities for patients in the delivery Group. Special nursing activities not common within the nine KDRGs were : 3 for Lens procedures, 1 for Tonsillectomy &/or Adenoidectomy. 2 for Appendectomy &/or not complicated principal diagnosis, 27 for vaginal delivery, 21 for Cesarean section, 6 for anal & stomal procedures, 3 for inguinal & femoral hernia, 16 for uterine & adneza procedure for non-malignancy, 8 for simple pneumonia & pleurisy. In this study, nursing activities for each of the nine KDRGs verified through two consecutive content analyses are those that are performed in the hospital. And, nursing activities for each of the nine KDRGs included all nursing activities from hospital admission to discharge. So. the checklists consisted of nursing activities that allow for an estimation of nursing fees under PPS. The classification of nursing activities in the study will provide a reference for the development of a nursing activity classification.