• Journal of Hospice and Palliative Care
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• v.22 no.4
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• pp.174-184
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• 2019

Purpose: The aim of this study was to analyze the current status of end-of-life (EoL) care education of the undergraduate nursing curriculum and senior students' EoL care experience and competency. Methods: A survey was conducted with 41 nursing schools and 622 senior nursing students on June 2018. The questionnaire consisted of 38 items on teaching regarding EoL care and 17 items on EoL care competencies based on the suggestions made by the American Nurses Association. Results: Only 20% among 41 nursing schools opened an EoL care course as an elective, and the course was taken by 5.1% students. Of 622 students, 70.7% witnessed death of patients during their clinical training, but 74.8% received no or little education on EoL care from their clinical training instructors. Two of 38 education contents on EoL care were taught in class for over 80% of the students. All students scored below 3 points (2.31±0.66) for all 17 competencies, which means that they cannot perform EoL care. Conclusion: This study showed that there was a serious deficiency in undergraduate nursing education on EoL care. Accordingly, most nursing students who would graduate soon considered themselves incapable of performing EoL care. Nurses experience death and dying as a part of their practice and should be prepared to provide adequate EoL care. Therefore, it is urgent to improve EoL care training in the undergraduate nursing education.

• Journal of Hospice and Palliative Care
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• v.22 no.3
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• pp.117-124
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• 2019

A resolution adopted by the World Health Assembly in 2014 stated that all nurses should be equipped with palliative care skills in order to integrate palliative care into a day-to-day healthcare system. This article introduces the palliative nursing competency that was developed for the Korean environment by the Korean Hospice Palliative Nursing Research Network based on its study of overseas cases where this competency and competency-based training were developed. This is the first step towards the development of competency-based palliative nursing education, and active efforts should be made to integrate this competency into the undergraduate nursing curriculum.

• 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 Digital Convergence
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• v.12 no.12
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• pp.589-599
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• 2014

Critical thinking includes creative thinking, open-mindedness, inquisitiveness. Critical Thinking Disposition was significantly higher in experimental group that was enhanced by the scenario-based learning contents than that of the control group(t=4.102, p<.001). Problem Solving process was significantly higher in experimental group that was enhanced by the scenario-based learning contents than that of the control group(t=5.082, p<.001). However, there was no significant difference between the two groups in Clinical Competence(t=2.646, p=.009). But experimental group was significantly higher score than that of the control group score decreased. These results support that the implementation of a scenario-based learning contents need to be continued as an effective educational material but we need more research to establish how this can be effectively implemented in a students' practicum.

• Korean Journal of Adult Nursing
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• v.20 no.3
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• pp.470-480
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• 2008

Purpose: The purpose of this study was to validate the scale of Informatics Competencies for Nurses developed by Staggers, Gassert & Curran(2001) among Korean nurses. Methods: The subjects of this study were 58 RN-BSN students and 314 nurses in Busan, Ulsan and Kyoungnam province. Data were collected by questionnaires from June to August, 2006 and from October, 2006 to August, 2007 and were analyzed by Principal Component Analysis for construct validity and Cronbach's ${\alpha}$ coefficient for reliability. Results: A factor analysis was conducted and 30 items that had a factor loading more than .40 were extracted. The explained variance from 5 factors was 55.33% of the total variance. The factors were named 'basic computer usage', 'medical informatics-related software usage', 'computer related information management', 'perception of informatics', and 'information search using internet'. The first factor consisted 10 items which explained 29.89% of the total variance and the second factor contained 7 items. The Cronbach's ${\alpha}$ coefficient was .91 among the 30 items. Conclusion: This scale, Informatics Competencies for Nurses, was proved as a proper instrument to apply to Korean nurses.

• Journal of Korean Academy of Nursing Administration
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• v.23 no.2
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• pp.191-200
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• 2017

Purpose: This study was conducted to identify the influence of nurse manager and peer group caring behaviors as perceived by nurses on intention to retention. Methods: The participants for this study were 229 nurses who had worked for over 6 months in general hospitals located in J province. Survey data were analyzed descriptive statistics and t-tests, ANOVAs with $Scheff{\acute{e}}^{\prime}s$ post-hoc testing, Pearson's correlation coefficients, and hierarchical regression analysis. Results: The scores for 'manager and peer group caring behaviors' and intention to retention were all at a moderate level, although the subjects perceived 'peer group caring behaviors' as higher compared to 'manager caring behaviors'. There were significant differences in 'manager caring behaviors' scores by suitability for present working department and employment status and in 'peer group caring behaviors' scores by suitability for present working department. The factors influencing nurses' intention to retention were religion, suitability for present department, clinical experience of over ten years, 'manager caring behaviors', and 'peer group caring behaviors' Conclusion: To improve nurses' intention to retention, it may be necessary to alter the transfer and arrangement strategies of their working environments to better consider nurses' aptitude and competence, and thereby increase both manager and peer group caring behaviors.

• The Journal of Korean Academic Society of Nursing Education
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• v.26 no.1
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• pp.36-46
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• 2020

Purpose: This study was conducted to develop and implement an education program based on the Whole Brain Model for novice nurses, and to evaluate its effects on work performance, interpersonal skills and self-efficacy. Methods: A pretest-posttest quasi-experimental design was used with an experimental group (n=20) and a control group (n=21). The experimental group participated in an education program based on the Whole Brain Model for seven sessions over 4 weeks. An independent t-test, χ²-test, and Mann-Whitney U test were performed to analyze the data. Results: There were statistically significant differences in work performance (p=.015), interpersonal skills (p=.014) and self-efficacy (p=.021) between the experimental and the control group. Conclusion: This program was an effective learning strategy to enhance nursing competence for novice nurses. The novice nurses who participated this program were able to reflect deeply on themselves, improve interpersonal skills, and induce whole-brain integrated thinking in learning how to solve the problems caused by changes in patient conditions that can be experienced in clinical practice. Therefore, this program can be recommended for regular continuing education for novice nurses.

• Research in Community and Public Health Nursing
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• v.25 no.2
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• pp.85-96
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• 2014

Purpose: This study was performed to identify job competencies and needs for job education perceived by new community health practitioners. Methods: This study used a qualitative research design. Eight new community health practitioners participated in this study. Data were collected through in-depth interviews and analyzed using content analysis. Results: Five job competencies were identified in this study, including primary care, public health management, interpersonal relationship, teaching and counseling, and leadership. The contents of job education that they needed were management of major symptoms and chronic diseases, understanding and prescription of medications, emergency responses and care, management of endemic diseases, planning and management of public health programs, writing official documentsand computer works, and leadership training. The learning methods they preferred were connecting theory and practice, situation- or case-based learning, skill- or practice-based learning, and increased opportunities of clinical practice. Conclusion: The findings of this study provided the direction of job education for new community health practitioners. Job education for new community health practitioners needs to consider the job competencies and educational needs identified in this study.

• Journal of Korean Clinical Health Science
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• v.3 no.1
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• pp.290-298
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• 2015

Purpose. This study aimed to explore family caregivers' experiences with ventilator-dependent patients at home. Methods. The number of patients using mechanical ventilators at home is expected to increase and family caregivers must be able to care for them. However, few studies focus on the experiences of family caregivers. We conducted in-depth interviews with 11 family caregivers who cared for a ventilator-dependent patient at home in South Korea. Data were analyzed using phenomenological method of enquiry. Results. Statements generated from the interviews on the meaning of the family caregiver's experiences were organized into 27 themes, 5 theme clusters, and 2 categories. The theme clusters included endurance under the burden situation, role strain as a caregiver, separation from others, trying to find coping methods, and oriental ethnical customs. Family caregivers of patients using domestic mechanical ventilators need systematic education and emotional support to cope with the challenges of managing ventilator equipment and learning new ways of communicating with patients on the ventilators. Conclusion. These findings may contribute to family caregivers' knowledge and competence, thereby allowing them to better support their ventilator-dependent family members.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.2
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• pp.261-269
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• 2018

This study was conducted to identify the effects of repeated cardiopulmonary resuscitation (CPR) training using smart learning on nursing students' knowledge, self-efficacy, and clinical competency. A quasi-experimental nonequivalent control group, pretest-posttest design was used. The subjects of the study were 102 nursing college students who had received CPR training for 6 months. The CPR training was divided into smart learning, lecture education, and practical education. Data were collected from November to December, 2016 and analyzed by descriptive statistics, ${\chi}^2$-test, t-test and one way ANOVA using the SPSS/WIN 21.0 program. The scores of cardiopulmonary resuscitation knowledge were higher in the lecture education group than the practical education group and the smart learning group. Scheffe's post hoc test revealed a statistically significant difference among groups (F=8.23, p=<.001). The self-efficacy of the practical education group was higher than that of the lecture education group and smart learning group, but this difference was not significant (F=2.46, p=.091). The clinical competency of the practical education group and smart learning group were higher than that of the lecture education group. Scheffe's post hoc test revealed that the value of clinical competency differed significantly among groups (F=59.90, p=<.001). Overall, the results showed that effective education differs based on nursing students' knowledge, self-efficacy, ad clinical competency. Combination training would be required for more effective repeated cardiopulmonary resuscitation training.