• Korean Journal of Oriental Medicine
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• v.5 no.1
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• pp.27-53
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• 1999

The goal of this study is to review and define the role of nurses' who are engaged in Korea Oriental medical treatments in oriental medical hospitals. We think this study can contribute to the development of 'Korea Oriental medical science & nursing science' and 'Public health care'. A large portion of nurses's role in Korea Oriental Medicine(KOM. 한방/한의학) is assistance to doctors treatment. But besides of these role, we think there are many things that are riskless for nurses to do alone. But in present situation, few nurses in KOM. have enough knowledge to treat these medical treatments alone. So we believe this study will provide a way for nurses to participate more actively in KOM. public health care. With the goal of this study, we checked all medical treatments that have been practiced in oriental medical hospitals, and classified these treatments with some groups. And we organized a inquiry. At this inquiry, we ask 'What is the adequate role of nurses in Korea Oriental medical treatment? & What kind of treatment can nurses do?' We got 58 responses from nationwide 121 hospitals. From these response, more than half of them said nurses can do following medical treatment in the oriental medical hospital: 1. starting and ending part of following treatments; External treatments by instrument, by hydrotheraphy, by herb, by suction, moxibustion, Manipulative therapies on soft structure, Living and mind-body therapies. 2. pulling out Acupuncture. 3. boiling herb, judgement on dosing temperature, assisting in dosing, 4. assisting Diet, 5. operating from Living and mind-body therapies. 6. leading Physical training However, these results are coming out from present situation. So, after well-oriented instructions for nurses, this study will be need to carry out again. From this study, we suggest a desirable curriculum for students who study 'Korea Oriental Nursing Science.' That is to say, at basic course students take 4 subject for 6 credits. And at as an expert course, it should be dividend into Clinical Nursing Specialist in KOM., Self-care Nursing Specialist, Regimen Nursing Specialist and take 17 credits per each course.

• Journal of Korean Academy of Nursing
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• v.5 no.1
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• pp.59-69
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• 1975

Author studied on various psychiatric nursing problems applying with the test of questionnaire to the 376 nurses who are attending at 13 general hospitals and one mental hospital in Korea from Apr. 1, 1974 to July 30. 1974. The results obtained were ai follows: 1. 13.095 of nonpsychiatric registered nurses wanted the psychiatric service for their most attractive assignment and this was the 3rd in order next to the general surgical and operating room. Among the psychiatric nurses, the popularity toward psychiatric ward was 31. 0% and they were 26.0%at the private general hospitals and 6, 0% in national public hospitals. 2, The feelings or attitudes of disgust and apprehension on nursing care of the patients at-flirted with infectious diseases were the highest responses (38.5%) and these 1.ends were also appeared in 6.9% of psychiatric nurses. 3. 85.5% of nonpsychiatric registered nurses have had received course lectures on psychiatric nursing and nursing care training on the psychiatric ward at their school of nursing. 38.0% of psychiatric nurses had received post graduate psychiatric nursing and they were higher in national public hospitals (27.0% ) than in private general hospitals (11.0%). 4. The responses of satisfaction and security on their employment were almost similar patterns between nonpsychiatric registered nurses and psychiatric nurses. But among the psychiatric nurses. they were more satisfied at private general hospitals (33.0%) than that of national public hospitals (10.0%). 5. Almost the half of the nurses (50.8%) were employed by the hospitals without considering their past educational or clinical experience or career. Among the psychiatric nurses, who were employed by hospitals without considering their past experience or career were 35.0% in national public hospitals and 12.0% in private hospitals. On the contrary, the nurses who were employed by their wishes fore more higher (26.0%) in private general hospitals than national public hospitals (2.0%). 6. The nurses who thought their employment was fit for their aptitude were 48.6% in nonpsychiatric registered nurses and 51.0% in psychiatric nurses. Among the psychiatric nurses, this response was higher in private general hospitals (34.0%) than the national public hospitals (17.0%). 7. Responses on wort loadings of nurses showed almost same patterns between nonpsychiatric registered nurses and psychiatric nurses. But. among the psychiatric nurses who felt much heavier than the nurses of other part were 24.0% in national public hospitals and 8.0% in private general hospitals. 8. 92.6% of nurses felt that the psychiatric nurses should have post graduate training in psychiatric nursing prior to their assignment. 9. 96.0% of nurses agreed to the risk coverage on the payment for the nurses assigned to the psychiatric ward and the ward for infection diseases.

• Journal of Korean Biological Nursing Science
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• v.20 no.1
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• pp.47-53
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• 2018

Purpose: The purpose of this study was to investigate the extent and the nature of biological nursing science education for clinical nurses in general hospital. Methods: Five advanced general hospitals located in Seoul and Gyeonggi province were conveniently sampled. Contents of education for nurses conducted by the hospital nursing department from January 1 to December 31 of 2015 were collected. Contents of education included biological nursing science and the scope of inclusion and time of assignment were analyzed. Results: A total of 271 cases of nursing education data were collected and 223 cases were analyzed after excluding 48 cases whose contents were not confirmed. Biological nursing science was included in the contents of education for 117 cases (52.5%), but not for 106 cases (47.5%). Regarding the frequency of the biological nursing science education contents, 'pathophysiology'was the most frequently included (n= 286), followed by 'structure and function of the human body' (n= 191), 'mechanisms and effects of drugs' (n= 114) and 'clinical microbiology' (n= 43). Conclusion: Results of this study confirmed that the education for clinical nurses included a lot of biological nursing science related contents. These results can be used as basis for the development of curriculum and training course for nurses.

• Asian Oncology Nursing
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• v.10 no.1
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• pp.103-111
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• 2010

Purpose: This study was undertaken to establish the framework for development of the curriculum of genetics in Nursing Education. Methods: The Internet search, literature review of the US system of genetic nurses, genetic graduate nursing education programs and curricula for nurse in Korea were reviewed and analyzed. Results: American Nurses genetic system consists of APNG and the GCS and all the APNG credential provided by the GNCC of ISONG. The curriculums of genetic nursing education in the US are mainly conducted in of master's program and genetically related subjects consists of basic genetics subjects, basic applied genetics subjects, genetics in nursing subjects and practical training subjects. Lastly a genetic nursing education program in Korea 44 hr of lectures and practical training of 4 hr is composed of basic genetics, genetic cancer, genetics in nursing and practicum in the computer lab and online include family history assessment, pedigree construction, breast and colorectal cancer risk calculations, and ELSI discussions. Conclusion: This study suggested that genetic nursing education course needs in master's program as detailed subjects. Also the establishment of the genetic nurse system is an urgent needed.

• Journal of the Korea Society of Computer and Information
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• v.27 no.6
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• pp.149-155
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• 2022

In this paper, we propose the importance of character education in nursing curriculum. It is quite difficult to define what character is. It is solely because a person's character is very abstract yet comprehensive at the same time. Nevertheless, the East defines character as someone's personality that he or she is naturally born with. Someone's character contains two elements: what he or she was born with, a nature, and how the person has and is to become. The nature is difficult to change through education since one is born with such disposition. However, another half of one's character can be educated to be reformed and developed in the right manner. And this specific education is called character education. Today in Korea, education to cultivate one's character has become a cause celebre, especially when evaluating a nursing department's certification. To be a good nurse, one must not only be skillful but also has the ability to help others or make ethical and clinical judgments. Yet, most nursing departments in Korea out there are overwhelmingly focused on the curriculum related to obtaining licenses and to become a registered nurse. Thus, this is to suggest alleviating such a stress and expanding the curriculum for character education.

• Quality Improvement in Health Care
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• v.30 no.1
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• pp.153-164
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• 2024

The second National Patient Safety Comprehensive Plan was developed in 2023. In this, national-level patient safety education is designated as the fifth core task, with the establishment of an educational system for preliminary healthcare professionals included as a detailed task. The foundation for providing patient safety education to preliminary healthcare professionals has now been established. In 2011, the World Health Organization (WHO) published standard guidelines for patient safety education for healthcare professionals. This study introduces the WHO's 'Patient Safety Curriculum Guide: Multi-professional Edition' and shares the experiences and cases of patient safety education conducted for nursing students-that is, future nurses-according to these guidelines. The patient safety and nursing course was designed as an elective in the second semester of the third year. Before the class was conducted, only 6.9% of the students were familiar with the concept of patient safety. Of the 11 WHO topics, this course covers nine (excluding infection control and medicine safety) and is divided into seven modules. Three modules consist of lectures only, whereas the remaining modules involve practical training. To practice patient safety, it is essential for all healthcare professionals to acquire knowledge regarding patient safety during their undergraduate curriculum. This study aimed to provide foundational information regarding patient safety education for nursing and other healthcare students who have not yet undergone patient safety training.

• Journal of Korean Clinical Nursing Research
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• v.26 no.2
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• pp.186-197
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• 2020

Purpose: The purpose of this study was to develop a program for reinforcing the resilience of new nurses and relation-oriented organizational culture. Methods: An Intervention Research (IR) model was used to develop a program. Literature review, focus group interviews with nurses and need surveys were conducted from August to December 2018. Based on the results of the investigation, the researcher developed the content of a program. The program was revised by nurse managers for the content validation. Results: According to the results of the need surveys, 58.8% of the participants thought relation-oriented culture was the most ideal, and 61.8% of the participants wanted to participate in a program for organizational culture improvement. In the focus group interview, not only new nurses but also wards and nursing organizations should be a target subject of the program. Reinforcement of resilience and relation (3R) program was developed as a one-year course, which includes a 'mentor-mentee' program and a 'thanks' program. Conclusion: It would contribute to improving the resilience of new nurses and creating a relation-oriented organizational culture by 3R program. The 3R program could play a role as expanded program from an existing pragmatic short-term training program for improving the competencies or communication skills of new nurses.

• The Journal of Korean Academic Society of Nursing Education
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• v.6 no.2
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• pp.171-185
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• 2000

The twenty-first century may be said to be entering into a specialized qualification age to meet the needs of new technical innovations such as environmental changes, demographical changes, changes in the constitution of diseases, changes in the needs of the national health, reforms of information and knowledge, etc., which requires the provision of competitive services that can fulfill the high level needs of consumers. In consequence, it is needed to apply a practical nursing model that can serve as a guide for healthy society and to secure the sphere that can affect nursing policy-making by keeping pace with the changing environment. Furthermore, it is also urgent to expand more the activity sphere of nurse specialists with authority and autonomy, establish their legal foundation, establish a qualification accreditation system for nurse specialists, and develop educational programs. In Korea, the law relative to organ transplant past the national assembly on February 9, 2000, legally acknowledged brain death, which indicated to us the emergence of an age of organ transplant. Therefore, it necessitates to find out those of brain death from whom organ transplant is feasible in clinical practices, with their families' consent link to those terminal organ failure patients who are in need of an organ, and mediate both parties so that smooth transplant can be accomplished. A series of these complicated procedures require systematically trained specialists with high level techniques of organic management. With this in mind, this study was conducted on 69 clinical nurse specialists for organ transplant, accredited by the hospital, who are in active service in clinical practices. The resultant findings were revealed, as follows: 1. The qualifications of clinical nurse specialists for organ transplant should be accredited by Ministry of Health and Welfare or Korea Nurses Association. 2. The validity of qualifications should be for three years, and their renewal should be based on marks of a supplemental training or an education course for more than 12 hours a year. 3. The qualification of the clinical nurse specialist necessitates theoretical lectures and practices on those nurses who have had clinical experience in the pertinent field. 4. The course of training is required to be one year in the length of training and take more than 20 credits (320 hours) and 5 credits (240 hours).

• Journal of Hospice and Palliative Care
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• v.17 no.4
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• pp.289-300
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• 2014

Purpose: The aim of this research was to explore nurses' knowledge of and attitudes toward pediatric palliative care (PPC) in Korea. Methods: A descriptive cross-sectional design was used. A total of 196 participants were recruited from the ELNEC-PPC course held in Seoul, Korea. All participants completed a 20-item survey questionnaire which assessed knowledge of and attitudes toward PPC using a 7-point Likert scale. Results: Nurses' knowledge of PPC correlated with their educational level and work experience in the pediatric unit and hospice care unit. The work experience in the pediatric unit, career length in PPC and completion of palliative education course made differences in the attitudes toward PPC. Married nurses scored significantly higher on the parental rights in determining palliative care service for their child, and nurses with master's degree or higher showed a higher level of understanding of and attitudes toward the differences between PPC and adult palliative care. Conclusion: The factors influencing nurses' knowledge of and attitudes toward PPC need be considered to develop a pediatric palliative training program.

• Health Policy and Management
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• v.26 no.4
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• pp.373-381
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• 2016

Background: The purpose of this study is to evaluate the outcomes of clinical education program for nurses in regional public hospital, utilizing the Kirkpatrick's model. Methods: Kirkpatrik's 4-level model was applied to this study. Trainees were asked to fill out questionnaires in the middle and at the end of the program. Also administrators of excellent trainees were asked to fill out the questionnaires regarding nursing management performance after 1-2 months from the end of the training course. Results: All trainees had positive reactions to the clinical education program. Not only the results of individual level (satisfaction and achievement scores, academic achievement scores, practical application rate, and educational transition factors) but also the scores of organization level (nursing management performance scores) are improved. Conclusion: By showing a correlation between the effectiveness factors we need to verify the relationship between these factors in a future study. In addition, development of quantitative and qualitative performance indicators are needed. To establish a long-term education system, it is required to applying the excellent trainee's successful experiences.