• Journal of Korean Academy of Fundamentals of Nursing
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• v.23 no.4
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• pp.383-392
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• 2016

Purpose: The purpose of this study was to assess critical care nurses' perception, knowledge, and nursing practices regarding enteral nutrition. Methods: A descriptive study was conducted with 187 nurse participants who worked in one of the eight medical and surgical intensive care units (ICUs) from four hospitals in Korea. Data were collected using a self-administered questionnaire. Results: Although critical care nurses' perception toward enteral nutrition was high, knowledge was relatively low. The overall perception and knowledge of the nurses did not differ significantly between medical ICU and surgical ICU nurses. Perception of their own knowledge, in particular, 'nutritional goal' was lower for medical ICU nurses compared to surgical ICU nurses. Nurses also had limited knowledge about the significance of enteral nutrition, confirmation of feeding tube location, and nutritional requirements for ICU patients. They inadequately performed the following: changing the feeding tube every 24 hours, inspecting nostrils daily, and adjusting feeding schedule if feeding was stopped. Conclusion: Our results indicate that ICU nurses need up-to-date information about enteral nutrition. Based on the improved perception and knowledge, nursing practice activities with regard to enteral nutrition should be emphasized to enable nurses to provide optimal nutrition for ICU patients.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.23 no.1
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• pp.42-50
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• 2016

Purpose: The purpose of this study was to examine clinical competence and organizational socialization according to communication style of preceptors as perceived by new nurses. Methods: From May 1 to July 31, 2014, data were collected from 180 new graduated nurses who had been working for 3~12 months in hospitals in Busan and one in Gyungnam. Data were analyzed using descriptive statistics, t-test, ANOVA, and Pearson correlation coefficients. Results: Preceptors's communication style perceived by the new nurses included supportive type, reflective type, emotive type, and directive type in order of precedence. The average score for clinical competence was $2.82{\pm}0.31$, and the average score for organizational socialization was $3.05{\pm}0.40$. There were significant differences in nurses' clinical competence(F=9.087, p<.001) and organizational socialization (F=30.129, p<.001) according to preceptor's communication style. Conclusion: Results indicate that supportive and emotive communication styles of preceptors were important factors in the success of the preceptees' clinical competence and organizational socialization.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.17 no.1
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• pp.90-98
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• 2010

Purpose: This study was done to compare the relationships between motivation to achieve, clinical competency, and satisfaction on clinical practice in diploma and baccalaureate nursing students. Method: A descriptive research design was used in this study. The participants were 181 nursing students in B city who were surveyed between June 2 and June 30, 2008 using self-report questionnaires. The collected data were analyzed using the SPSS WIN 14.0. Results: There were significant difference in clinical competency according to satisfaction with college life, and motivation for choice of nursing for baccalaureate students. There was a positive correlation between motivation to achieve and clinical competency. Motivation to achieve and satisfaction in clinical practice, and clinical competency and satisfaction were correlated with clinical practice for students in both diploma and baccalaureate programs. The predictors influencing clinical competency for the nursing students were motivation to achieve, and satisfaction in clinical practice, and education level. Three factors explained 26.8% of clinical competency for nursing students. Conclusion: It is necessary to enhance individual motivation to achieve to improve clinical competency of nursing students. Motivation to achieve needs to be considered in planning programs to enhance clinical competency in nursing students.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.18 no.1
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• pp.71-78
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• 2011

Purpose: The purpose of this study was to investigate the critical thinking disposition, problem solving ability, and clinical competence of nursing students in a 4-year baccalaureate university program. Methods: In this study, a descriptive survey design was used with convenience sample of 228 nursing students at a University in Chungbuk Province. Data were analyzed using descriptive statistics, independent t-test, ANOVA, Pearson correlation coefficient, and multiple stepwise regression. Results: The mean scores for critical thinking disposition, problem solving ability, and clinical competence were at the intermediate level. Significant positive correlations among critical thinking disposition, problem solving ability, and clinical competence were found. The regression model explained 46.8% of clinical competence. Problem solving confidence was the most significant predictor of clinical competence, other variables were intellectual fairness, intellectual eagerness/curiosity, and prudence. Conclusion: The study findings suggest that nursing students with higher levels of critical thinking disposition and problem solving ability will have a higher level of clinical competence. Furthermore, problem solving confidence might be the most important predictor in clinical competence. Therefore, it is necessary to introduce the new teaching strategies in nursing education, strategies that will improve critical thinking disposition, problem solving ability, and clinical competence.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.21 no.2
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• pp.162-173
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• 2014

Purpose: This study was done to identify learning experiences and self-confidence and to analyze nursing students' self-confidence according to learning experiences for core nursing skills (CNS). Method: Participants were 502 final year nursing students. Data were collected using a structured questionnaire and analyzed using descriptive statistics and t-test. Results: Over 60% of participants had practiced 15 items of the 24 CNS in the basic nursing lab (BNL). In clinical practice (CP), they had practiced five items but experienced only one item in a simulation lab (SL). Items with the highest confidence level were vital signs (4.69) followed by blood sugar test (4.60), pulse oximeter (4.38), and oral medication (4.12). Items with the lowest confidence level were blood transfusion (2.17) followed by enema (2.64) and indwelling catheterization (2.67). The group with CNS experience in the practice curriculum was generally more confident than the group with no experience. Self-confidences in some skills was significantly different depending on availability of SL, credits for BNL and CP, and presence of preceptors. Conclusion: Results indicate a need to develop practice education strategies such as changing the CP to practice-centered learning with preceptors and including well-designed SL to increase confidence of nursing students.

• The Journal of the Korea Contents Association
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• v.17 no.2
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• pp.499-508
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• 2017

The purpose of this study was to examine the effects of Bloom's mastery learning model on academic self-efficacy, learning satisfaction, and nursing skills performance of nursing students. A quasi-experimental study with a non-equivalent control group pretest-posttest design was used. Participants were recruited from two nursing colleges. The sample consisted of an intervention group (n=31) that participated in the educational program and a control group (n=30). The data were collected using self-administered questionnaires from November 2, 2015 to November 27. Data analyses utilized $x^2$-test & t-test. After the education of Bloom's mastery learning model, learning satisfaction and nursing skills in the experimental group was significantly increased than that of the control group. However, there were no statistically significant differences between the groups with academic self-efficacy. Findings indicated that, this program can be recommended as an effective educational program for the nursing student to improve their fundamental nursing skills.

• The Korean Nurse
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• v.22 no.3 s.121
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• pp.56-60
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• 1983

오늘날 건강은 생존하는 모든 인간이 지녀야 할 기본권리로 인정되고 있다. 국민의 복지향상이 없는 경제 발전은 국제사회에서도 신망을 얻지 못하는 현대사회에서 국민의 건강수준은 그 사회전체의 문명척도를 의미하는 것이기 때문에 세계 어느곳에서나 인간의 복지 향상과 인권옹호를 위해 여러 가지 형태로 건강사업을 추진하고 있다. 따라서 간호인력은 건강 사업을 수행하는데 있어서 중추적 역할을 하기 때문에 그 교육은 그 어느때 보다도 중요한 과제로 대두 되었다. 간호교육 이념 정립과 제도의 개선을 위해 간호협회와 학계에서는 꾸준한 연구를 계속하여 정책 수립에 반영해왔다. 지금까지의 진료 중심의 간호에서 건강증심의 간호역할로의 전환기에 있음을 인식할 때 바람직한 변화가 올 수 있도록 교육 목표를 설정하는 일에 앞서 간호교육의 역사적 배경과 현재 우리가 처해있는 사회적 위치를 올바로 파악하는 일은 매우 중요하다고 본다.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.6 no.3
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• pp.583-596
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• 1999

The purpose of this study was to examine the effect of self-care of abdominal surgery patients in surgical intensive care unit after offering preoperative nursing information. This study worked out nonequivalant control group post test only design as suspected experimental study. This subjects of the study were 45 patients, 23 in experimental group and 22 in control group. This study was carried at a university hospital in Taegu between January 12, 1999 and March 13, 1999. The experimental group was supplied with preoperative nursing information and the control group received routine care in ICU. The measuring tools of this study were assessment of the self-care role behavior. The data were analyzed by SPSS computer program, $x^2-test$ and t-test and ANOVA were utilized for testing the difference between the experimental and the control group. The hypothesis was examined by t-test. The result of this study are summarized as follows ; 1) The hypothesis, 'The experimental group will show a higher level of self-care than the control group' was accepted(t=-8.958, p=.000). 2) We could not find any meaningful relation about general characteristics and disease associated characteristics between the experimental and the control group. 3) The self-care behavior scores according to the general characteristics and disease associated characteristics show significant statistical difference by economics status (p=.033). 4) The rate of self-care behavior scores of each questionnaire are below average in the questions that request active activity to prevent postoperative complications From the result of this study, the self-care of the experimental group was higher than those of the control group, and the nursing information can be regarded as an effective nursing intervention for preoperative patients.

• The Korean Nurse
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• v.9 no.2 s.46
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• pp.29-33
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• 1970

이 책자는 기본간호의 구성요소를 분석한 것이며 이것은 간호원의 독특한 기능에 관한 다음과 같은 정의에서부터 나온 것이다. 즉 간호는 각개인이 병에 걸려 있거나 혹은 건강할때, 건강이나 질병으로부터의 회복(혹은 평화스러운 죽엄으로)에 도움이 되는 모든 활동을 수행함에 있어서 그를 돕는 일이며 이러한 일들은 만일 그가 필요한 힘, 의지 또는 지식을 가지고 있었다면 다른 사람의 도움없이도 할 수 있었을 것이다. 또한 각 개인이 가능한 한 속히 독립성을 회복하도록 돕는 일도 간호원의 기능인 것이다. 다시 말하면 간호원은 각개인이 다음과 같은 활동을 할 수 있도록 돕는것이다. (1) 정상적으로 호흡한다; (2) 적절하게 먹고 마신다; (3) 모든 배설통로를 통하여 배설한다; (4) 적당한 자세를 유지하고, 운동한다;(걷는 것, 눕는 것, 한 체위에서 다른 체위로 바꾸는 것); (5) 잠자고 휴식한다; (6) 적당한 의복을 선택학, 옷을 입고, 옷을 벗는다; (7) 의복을 적당히 조정하고 환경을 조절함으로써 체온을 정상적으로 유지하도록 한다; (8) 신체를 청결하게, 몸을 단정히 하고 표피를 보호한다; (9) 환경으로부터 오는 위험을 피하고 다른 사람을 손상케 하는 위험을 방지하다록 한다; (10) 감정, 욕구, 공포, 또는 ''느낌''을 표현할 때 다른 사람들과 의사를 소통한다; (11) 그의 신앙에 따라서 예배한다; (12) 성취감을 가져올 수 있는 어떤 작업을 한다; (13) 유희, 또는 각종 오락에 참여한다; (13) 건강한 생활로 ''정상적'' 발전을 할 수 있게 만드는 방법을 배우고, 발견하고 또는 호기심을 만족시킨다.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.7 no.1
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• pp.60-70
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• 2000

It was reported that nursing students had most difficulties in clinical competency due to their short of knowledge and skills in nursing care. Environmental difference between laboratory in nursing school and hospital was another difficulty to them. This implicated that more preclinical competency education is needed in fundermental nursing to achieve skills of care and the laboratory environment of nursing school had to be improved. The purpose of this study was to examine contents, total lecture and practicum house of the fundermental nursing education in nursing schools. It was also examine the difference of contents between hospital in-service education and nursing school. It's study is a descriptive study with study sample of 56 nursing professors who teach fundermental nursing in colleges and universities. Structured Questionnaires was used in collecting data. The result showed that practicum hours total 96.8 hours which was 59% of funderm nursing course. The education regar medication account for large numbers of h Aseptic technique, elimination care, vital oxygen related care were the next common contents. When compared with hospital in-service education, 76% of the education were the same. This suggested that pre-clinical education in fundermental nursing needed to be enforced in its contents & education hours to establish clinical practice centered nursing education.