• 한국치위생학회지
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• 제10권1호
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• pp.197-213
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• 2010

Objectives : This research identified the frequency and satisfaction level of the observation and performance practice during the clinical practice process conducted by dental hygiene students. With the goal of providing base data required for the development and operation of increasingly effective clinical practice program and for the improvement of the existing clinical practice training. Methods : The subjects in this study were 278 students of a university located in Masan. Survey comprised of 49 questions in 10 clinical practice domains was conducted. Results : 1. As for the observation practice by each grade, there was significant difference in oral radiology, pediatric dentistry, periodontology, oral surgery(p<0.05). As for the performance practice executed for each grade, there was significant difference in the oral radiology, preventive dentistry and oral surgery(p<0.05). As for the satisfaction level for each grade, there was significant difference in basic medical service(p<0.05). 2. As for the observation practice by each clinical practice institution, there was significant difference in oral medicine, oral radiology, preventive dentistry, prosthodontics, pediatric dentistry, orthodontics and oral surgery(p<0.05). As for the performance practice executed by each practice institution, there was significant difference in basic medical service, oral medicine, oral radiology, operative dentistry, prosthodontics, orthodontics, oral surgery(p<0.05). As for the satisfaction level by each practice institution, there was significant difference in the oral radiology, preventive dentistry, operative dentistry, prosthodontics, orthodontics, oral surgery(p<0.05). Conclusions : As for the satisfaction level for the clinical practice, basic medical service is the crimary care clinical practice which is most basic and that is executed the most in a dental clinic. Satisfaction level was the highest in the domains where there were extensive observation and practice frequency. By conducting observation and practice frequency in the clinical practice process by each clinical practice domain in a broad and diverse manner, it would be possible to improve the ability of the clinical practice trainees who improve their clinical work execution capability and satisfaction level on the clinical practice.

• 치위생과학회지
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• 제11권3호
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• pp.135-154
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• 2011

Dental hygiene was originated from dentistry and dental hygiene knowledge was a component of dental knowledge body. Since the late 1980s dental hygiene theory was began to develop. Nursing theories such as metaparadigm, nursing process and human need theory affected theory development as dental hygiene process. Dental hygiene process provides a framework for high quality dental hygiene care. Dental hygiene process include five phases; assessment, dental hygiene diagnosis, dental hygiene planning, implementation, evaluation. Dental hygiene process of care is recognized as standard for dental hygiene education and clinical dental hygiene practice. Dental hygiene practice has moved from auxiliary model to professional model. Critical thinking skill and disposition are necessary to provide evidence-based dental hygiene care using dental hygiene process as clinical process and critical thinking process. Critical thinking, problem solving and evidence-based practice must be integrated into dental hygiene process for quality dental hygiene care.

• 한국간호교육학회지
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• 제17권2호
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• pp.226-234
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• 2011

Purpose: The purpose of this study was to identify the effect of a simulation-based practice on clinical performance and problem solving processes for nursing students. Method: The study used a one group pre-post test design. Students experienced a simulation-based practice that included team base learning, skill training, taking a high-fidelity simulation with SimMan 3G, and also being debriefed for 12 weeks (August 2010 to December 2010). The pre-test and post-test were conducted to compare the differences in knowledge, clinical nursing skills, and problem solving processes. Result: After students had received the simulation-based practice, they showed statistically significant higher knowledge (t=14.73, p<.001) and clinical nursing skills (t=15.47, p<.001) than before. However, there was no significant difference in the problem solving process score (t=1.53, p=.127). Conclusion: This study showed that knowledge and clinical nursing skills were significantly improved by the simulation-based practice. Further research would be required to identify how the problem solving process that uses simulation-based practice could be developed further.

• 간호행정학회지
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• 제22권1호
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• pp.80-90
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• 2016

Purpose: The purpose of this study was to analyze students experiences during clinical practice in nursing management. Methods: Assessing through computerized databases, self-reflection reports of 57 students were analyzed. Text network analysis was applied to examine the research. The keywords from each student's reports were extracted by using the programs, KrKwic and NetMiner. Results: The results of the keyword network analysis of what students learned in the nursing process included 27 words. The keyword network analysis of what students learned from the problem solving process included 23 words and the keyword network analysis of improvements in Clinical Practice of Nursing included 31 words. Conclusion: Studies related to clinical practice have been increasing, and themes of the studies have also become broader. Further research is required to investigate factors affecting clinical practice specifically in nursing management. Further comparative studies are necessary to define differences in clinical practice systems related to improving nursing students competency.

• 한국보건간호학회지
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• 제16권1호
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• pp.64-76
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• 2002

This study was performed to identify the level of stress of clinical practice and clinical competency and the relationships between stress of clinical practice and clinical competency in nursing students. The subjects of this study were 379 senior nursing students in 2 nursing colleges in M city. The data were collected from November 5th to 24th, 2000, using questionnaire. The instruments used were the Stress of Clinical Practice Scale and the Clinical Competency Measurement Tool. The data were analyzed using frequency, percentage, t-test, ANOVA, and Pearson's Correlation Coefficient, using the SPSS program. The results of the study were as follows : 1. The mean score for the level of stress of clinical practice was 3.83 points. The stress of clinical practice were classified into six dimensions and their order of getting score was nurse(3.99), relationship between nursing theory and practice(3.94), human relationship (3.92), clinical education and evaluation by professors(3.87), environment(3.70), and patient(3.59). 2. The mean score for the level of clinical competency was 3.91 points. The clinical competency were classified into five dimensions and their order of getting score was professional development (4.08), skills (4.06) , interpersonal relationship/communication(3.95), teaching/coordinating(3.81), and nursing process(3.70), 3. The stress of clinical practice showed significant difference in the score of grade(t=-2.82, p=.005), interpersonal relationship(t=1.97, p=.049) and satisfaction of major(F=3.38, p=.035) of nursing students. 4. The clinical competency showed significant difference in the score of grade(t=-5.97, p=.000). interpersonal relationship(t=3.64, p=.000) and satisfaction of major(F=8.73, p=.000) of nursing students. 5. The data showed the positive correlations between stress of clinical practice and clinical competency(r=.209, p=.000). In conclusion. this study found that the stress of clinical practice was significantly related to clinical competency in nursing students. Therefore further study is needed to examine the efficient coping strategies about stress of clinical practice in nursing students.

• 기본간호학회지
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• 제8권1호
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• pp.24-34
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• 2001

This study was done to identify the effectiveness of applying a 'Nursing Process Program' to the nursing students' clinical practice. The data collection period was from September 2000 to January 2001, and the subjects of the study were 39 students who were doing clinical practice in the ICU. The results are as follows : 1. Most subjects had a personal computer, had experience in using computers for one year and usually did word processing and internet, and wanted computerization of nursing work. The average results of the questions on the need for, and the effectiveness of applying a 'Nursing Process Program' to clinical practice were, on five point scales, 4.07 and 4.21 respectively. 2. There were no significant differences in the mean scores for suhjects' attitudes toward computers and computer anxiety between before and after using a 'Nursing Process Program'. 3. The total case study frequency using a 'Nursing Process Program' was 68, and 'Risk for infection' was the most frequent nursing diagnosis.

• PNF and Movement
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• 제14권3호
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• pp.157-176
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• 2016

Purpose: The purpose of this study was to share an experience about processes and lessons learned to execute evidence-based practice (EBP) in neurological physical therapy. Methods: The most important thing in applying EBP to practice is to search, find, and appraise the existing evidence. Many evidence databases are available, such as CENTRAL, PEDro, PUBMED, and EMBASE. However, the knowledge represented in these databases is not always perfect. The practice model is a set of processes to resolve client problems. Therapists should make hypothesis-focused decisions through EBP. Integrating clinical reasoning and evidence is most important when it comes to the execution of EBP. Results: The process of EBP consisted of following: coming up with clinical questions, followed by searching for, appraising, evaluating, and integrating evidence. To integrate EBP into practice, it is necessary to consider clinical expertise, patient value and preferences, as well as research wth the best evidence. We provided an example of a clinical case with a stroke patient to show how this process and framework concerning clinical reasoning through evidences can be integrateds. During this process, we also utilized information technology to improve EBP ability. Conclusion: We should recognize what manner of information is needed to resolve eash patient's problem, and we should search for this information efficiently. Then, we should judge the value of the information obtained as it applies, to the clinical setting.

• 대한영양사협회학술지
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• 제20권3호
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• pp.199-211
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• 2014

The increasing elderly population has created an urgent need for well-managed convalescent hospitals, which should provide appropriate clinical nutrition services. The new accreditation policy requiring participation of all convalescent hospitals since 2013 may promote improvement of clinical nutrition services. This study examined whether or not the accreditation policy has increased practice level and dietitians' perception of the importance of clinical nutrition management. Of the 177 convalescent hospitals accredited by January 30, 2014, dietitians from 73 hospitals (41.2%) completed the survey questionnaire. The pre-tested questionnaire surveyed general characteristics of the hospital and dietitians, current status of clinical nutrition management, and changes in the perception and practice levels of various aspects of food and clinical nutrition management. In average, dietitians with more than 5 years of work experience (68.1%) provided food and clinical nutrition services (71.2%). After accreditation, dietitians' perception of the importance and practice level of clinical nutrition service increased (P<0.001). Level of perception, however, was significantly (P<0.001) higher than practice level before and after accreditation. During perception and practice level of initial nutrition assessment, a compulsory accreditation item, notably and significantly (P<0.001) improved after accreditation. The significant difference between perception and practice level disappeared after accreditation. In conclusion, the accreditation process had positive effects on clinical nutrition management in terms of dietitians' perception and practice levels. Making more accreditation items compulsory and providing motivation and professional education to dietitians in convalescent hospitals could lead to additional improvements.

• 산업공학
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• 제20권4호
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• pp.488-497
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• 2007

In order to provide appropriate decision supports in medical domain, it is required that clinical knowledge should be implemented in a computable form and integrated with hospital information systems. Healthcare organizations are increasingly adopting tools that provide decision support functions to improve patient outcomes and reduce medical errors. This paper proposes a process centric clinical decision support system based on medical knowledge. The proposed system consists of three major parts - CPG (Clinical Practice Guideline) repository, service pool, and decision support module. The decision support module interprets knowledge base generated by the CPG and service part and then generates a personalized and patient centered clinical process satisfying specific requirements of an individual patient during the entire treatment in hospitals. The proposed system helps health professionals to select appropriate clinical procedures according to the circumstances of each patient resulting in improving the quality of care and reducing medical errors.

• 간호행정학회지
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• 제15권3호
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• pp.391-402
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• 2009

Purpose: The purpose of this research was to describe the decision making experience of VIP ward nurses in the clinical practice adjustment process. The research question was about "how nurses adjust their clinical practice to nursing situations and develop decision making process in a VIP ward." Method: The methodology of collecting and analyzing the data was based on the grounded theory of Strauss and Corbin(1998). The data was collected through in-depth interviews with 10 nurses from July to November, 2007. Results: The core category of nursing care decision making process was named as "adjusting with flexibility and deepened insight." The clinical practice adjustment process in nursing care decision making has progressed through four preceding interlocking phases: 1) dependent phase, 2) defensive phase, 3) independent phase, 4) integrative phase. These phases were classified by the level of nurses' dependency, proactivity, presupposition and integration. Conclusion: The result of this study indicated that nurse's decision making depended on their experiences and the nature of social context in which nursing occurs. Therefore, it is important to elaborate an effective training program for nurses to develop the phases of nursing care decision making.