• 대한간호학회지
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• 제33권2호
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• pp.228-235
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• 2003

Purpose: The main purpose of this study was to compare the effects of OSCE method and the traditional evaluation method on nursing skills performance of students enrolled in fundamentals of nursing courses. Method: The study was designed as a quasi-experimental, nonequivalent control group post test design with two classes of sophomore students attending fundamentals of nursing courses at one baccaleureate nursing school located in a metropolitan Seoul area. The control group was evaluated using a traditional method and the experimental group was evaluated using the OSCE method. Data were collected from June, 2001 to June, 2002. There were 35 students in the OSCE method group and 39 students in the control group. Data analysis was done using SPSS WIN 9.0. Result: The results showed that the students in the OSCE method group did significantly better in clinical nursing skills performance than the students in the traditional method group. And the OSCE method group showed significantly higher satisfaction score in the evaluation method than the control group. Conclusion: The OSCE method is an effective tool for evaluating clinical nursing skills performance in student nurses. It is necessary to explore more efficient ways to develop OSCE cases in wider areas of nursing education. It is also recommended to replicate similar studies in nursing education.

• 한국간호교육학회지
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• 제9권1호
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• pp.73-80
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• 2003

Purpose: The main purpose of this study was to compare the effects of OSCE method and traditional evaluation method on nursing skills performance of students for the fever client. Method: The study was designed as a quasi-experimental, nonequivalent control group post test design with two classes of sophomore students attending fundamentals of nursing courses at one baccaleureate nursing school located in a metropolitan Seoul area. Control group was evaluated by using a traditional method and the experimental group was evaluated by using the OSCE method. Data were collected from April, 2001 to November, 2002. There were 35 students in the OSCE method group, 39 students in the control group. Data analysis was done using SPSS WIN 11.0. Result: The results showed that the students in the OSCE method group did significantly better in clinical nursing skills performance than the students in the traditional method group. And the OSCE method group showed significantly higher satisfaction score in the evaluation method than the control group. Conclusion: The OSCE method is an effective in evaluating clinical nursing skills performance for student nurses. It is necessary to explore more reliable ways to compare the evaluation method by the same student. Also, it is recommended to replicate similar studies in nursing education.

• 기본간호학회지
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• 제13권1호
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• pp.6-14
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• 2006

Purpose: The purpose of this study was to investigate autonomy, teaching effectiveness, and clinical practice satisfaction for fundamentals nursing clinical practice in student nurses. Method: The participants were 244 sophomores, who had done the practice for 8 weeks from June 17 ${\sim}.33$ August 23, 2005. Autonomy the Caring Perspective(ACP) devised by Boughn(1995) was used to measure autonomy, Instrument to Measure Effectiveness of Clinical Instructor(IMECL) by Reeve(1994) for measuring teaching effectiveness, and an instrument by Moon(2002) for measuring satisfaction. Results: After practice, the role model was seen as rich in knowledge and experience(48.77%). Desirable categories for instructor were full-time professors with a practice background and head nurses(31.97%). Average score for autonomy was 3.71(${\pm}.33$), for teaching effectiveness, 3.67(${\pm}.48$) and for satisfaction 3.51(${\pm}.38$). Autonomy scores were high for students satisfied with their major(F=5.23, p=.006), and interested In practice(F=4.38, p=.014). Teaching effectiveness scores were high for students satisfied with practice (F=2.57, p=.038). Clinical practice satisfaction scores were high for students interested in practice(F=5.01, p=.007). Relationships between autonomy and teaching effectiveness (r=.174, p=.006), and between leaching effectiveness and satisfaction showed a positive correlation(r=.632, p=.000). Conclusion: Interest in clinical practice courses in first year affect autonomy, teaching effectiveness and satisfaction.

• 기본간호학회지
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• 제10권2호
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• pp.145-153
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• 2003

Purpose: Related factors for 24 nursing diagnoses frequently used in the emergency care unit were validated in this study. Method: A convenience sample of 65 registered nurses who had worked for 2 years or more in emergency care units and received instruction on nursing diagnosis was used for the study. The classification of nursing diagnoses was based on NANDA (1996) and validation, on Fehring (1987)'s DCV model. Result: Differences were found between emergency and general care units for related factors for nursing diagnosis. Newly reported related factors were not found for emergency care units. Conclusion: It is helpful for nurses who work in emergency care to be able to apply the nursing diagnosis validated in this study. These findings can be used as the database to provide a nursing diagnosis system appropriate to improving the emergency nursing practice.

• 기본간호학회지
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• 제8권3호
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• pp.430-437
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• 2001

모든 질병에서 피로감은 환자가 경험하는 매우 흔한 증상으로서 임상간호현장에서 쉽게 간과 되어져왔다. 최근까지 건강관련 학문분야에서 피로감에 관한 수많은 연구가 진행되어져 왔지만. 임상간호현장에 도움이 될 만한 연구결과, 즉 임상 간호사의 간호사정과 간호중재에 지침이 되는 연구는 부족한 현실이다. 구체적인 연구 계획에 앞서, 연구의 이론적인 배경과 근거, 이론에서 추출된 개념, 변수와 연구 도구들간의 전체적인 일관성이 매우 중요하다. 추상적인 이론으로부터 개념과 변수를 거쳐 연구에 직접 사용될 구체적인 연구도구를 일관성 있게 선택하는 일련의 과정을 'Theoretical Substruction'이라 한다. 심부정맥환자가 지각하는 피로감에 관한 연구에 앞서, 본 글을 통해 심부정맥과 피로감의 이론적인 연관성과 이 연구를 위한 개념과 변수, 구체적인 연구도구를 선택하는 과정, Theoretical Substruction에 대해 토의될 것이며, 이에 따른 연구질문도 제의 될 것이다.

• 한국산학기술학회논문지
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• 제22권2호
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• pp.392-400
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• 2021

핵심기본간호술은 간호사가 환자를 효과적으로 돌보기 위해 반드시 가져야하는 기술이다. 본 연구는 모바일 기반의 성찰일지를 활용하여 교내실습 과정을 소개하고, 핵심기본간호술을 수행할 때 학생들이 직면하는 어려움을 측정하였다. 본 연구는 Kolb의 경험적 학습 과정을 기반으로 교내 실습을 진행한 후 분석되었다. 분석 자료로 학생들이 각 수업에 대하여 작성한 모바일 기반의 온라인 성찰일지를 활용하였다. 성찰일지의 내용을 분석하여 핵심술기 수행에 있어 어려움을 지식, 기술(수행), 태도로 구분하여 파악하였고, 핵심기본간호술에 대한 난이도, 중요도, 자신감도 평가하였다. 핵심기본간호술 평가 결과 학생들은 특히 기술적인 부분에서 다양한 측면의 어려움을 겪고 있었으며, 정맥수액주입 및 유치도뇨와 같이 핵심술기 난이도 "상"에 해당하는 항목에서 자신감이 부족한 것으로 나타났다. 또한 50% 이상의 학생들이 정맥수액주입 및 활력징후 측정을 가장 중요한 핵심기본간호술로 간주하였다. 향후 학생들의 핵심술기 수행 시 겪는 어려움을 해결하기 위해 다양한 콘텐츠 개발 및 교수법의 적용과 관련한 지속적인 연구가 필요할 것으로 사료된다.

• 대한간호
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• 제15권2호통권82호
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• pp.46-55
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• 1976

A Survey On Nursing Students'' Self-confidence In Fundamental Nursing Procedures Mee-Ra Kim(Junior College of Nursing Attached Chosun University) The clinical or on-the-spot practices in fundamental nursing procedures are directly related to the self-conf

• 기본간호학회지
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• 제25권4호
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• pp.231-239
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• 2018

Purpose: This study was done to understand nursing students' exposure of needlestick and sharp injuries (NSSI), level of anxiety as well as experience of practicing injection with human beings during Fundamentals of Nursing (FN) practice. Methods: Data consisted of self-report questionnaires completed by 571 nursing students who had completed an injection practice in FN. The questionnaire included questions on general characteristics, exposure to NSSI, experience of practicing injections with human beings, level of anxiety and other experiences. Data were analyzed using descriptive statistics and content analysis. Results: Of the students, 17.5% experienced NSSI and 83.2% performed invasive injection procedures in the FN practice. The level of anxiety was 4.62-6.46/10 points when injecting a classmate and 1.27-1.93/10 points when using manikins. The feeling most often reported was worried about making a mistake that could hurt my classmate (57.2%). Conclusion: Nursing students are exposed to NSSI and experience a high degree of anxiety in invasive injection practice. These results indicate that it is necessary to develop and implement standardized NSSI prevention and anxiety reduction programs in FN.

• 기본간호학회지
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• 제24권4호
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• pp.265-276
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• 2017

Purpose: This study was conducted to design and implement a fundamental nursing practice based on flipped learning and to examine the effects. Methods: Participants were 57 students who were taking the fundamental nursing practice course at D university in N city. The study included processes of instructional design, action/effects and reflection. Data were analyzed using paired t-test with the SPSS/WIN 23.0. Results: In the instructional design stage, the class consisted of 3 parts: outside class (pre-learning), inside class (assessment, collaborative practice, peer review, reflection), after-class (self-directed practice, feedback). In the action/effects stage, the flipped learning was applied for 15 weeks according to the instructional design and then the effects of flipped learning were evaluated. Students showed a significant improvement in self-directed learning ability (t=-3.56, p=.001) and critical thinking disposition after the class (t=-3.72, p<.001). Finally, in the reflection stage, the researchers examined whether the four pillars of flipped learning occurred. Conclusion: Findings indicate that flipped learning applied in fundamental nursing practice is effective in improving self-directed learning ability and critical thinking disposition. The action research method was a useful way to foster professor's educational competency as well as to verify effects of a new nursing education method.

• 대한간호
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• 제9권2호통권46호
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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.