• Journal of Korean Clinical Nursing Research
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• v.27 no.1
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• pp.66-76
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• 2021

Purpose: This descriptive study aimed to explore the performance, nurses' perception, and influencing contexts of intentional rounding (IR), and to identify the factors influencing the performance of IR. Methods: 498 questionnaire responses were collected from clinical nurses with more than six months of work experiences in general wards performing IR in a general hospital. Results: The mean scores of the performance, nurses' perception, and influencing contexts of IR were 3.81(±0.68), 3.46(±0.42), and 3.79(±0.51) out of 5.00, respectively. There were significant differences in performance (F=20.51, p<.001) and nurses' perception (F=4.96, p=.001) based on the work department. There were significant differences in the influencing contexts based on age (F=6.02, p=.003) and the length of clinical experience in the ward (F=3.36, p=.010). Performance and nurses' perception(r=.42, p<.001), performance and influencing contexts (r=.46, p<.001), and nurses' perception and influencing contexts (r=.58, p<.001) showed a statistically positive correlation. Work unit (F=10.45, p<.001), nurses' perception of the benefits to patients (F=-2.46, p=.014) and to nurses (F=4.34, p<.001), and influencing contexts at the individual (F=7.77, p<.001) and department levels (F=2.99, p=.003) were found to be significant factors on the performance of IR. Conclusion: It is necessary to support the education programs and active participation of nurses in their role as leaders to raise their awareness regarding the benefits of IR. Furthermore, there is a need to adapt the IR protocol according to the unique characteristics of each unit and evaluate the effectiveness.

• The Journal of Korean Academic Society of Nursing Education
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• v.29 no.4
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• pp.381-394
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• 2023

Purpose: This study aimed to develop an intentional rounding protocol to enhance the clinical competence of nursing students. Methods: An intentional rounding protocol for nursing students' clinical practice was developed following the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. A convenient sampling method was used to select 23 junior year university nursing students during their clinical practice in adult nursing. The program evaluation included a quantitative assessment (communication and relationship efficacy, empathy, and patient safety competency) and focus group interviews. Results: The intentional rounding protocol focused on the 4Ps (pain, position, potty, and possessions) and encompassed aspects such as level of consciousness, pain management, personal care needs, intravenous injection, oxygen administration, nasogastric/nasoenteric tube care, maintenance of urine collection bags, and the identification of environmental fall risks. Nursing students performed intentional rounding at least twice a day. Following the implementation of this protocol, nursing students demonstrated a significant improvement in communication and interpersonal efficacy. The focus group interviews revealed four main themes: growth of human relationships, acquiring knowledge in and about the clinical field, becoming a nurse, and barriers in reality. Conclusion: The intentional rounding protocol has the potential to enhance nursing students' communication and interpersonal skills during clinical practice and to provide them with positive experiences in nursing clinical education. Therefore, it is recommended that this protocol be incorporated into nursing clinical practice education.