• Journal of Korean Academy of Nursing
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• v.32 no.6
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• pp.803-811
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• 2002

This study was to identify priority areas of nursing research in Korea. Method: A data analysis was done for the PhD subjects (n=133) who responded at the national level two-rounds delphi survey. Subjects were asked to assign a score from 1 to 7 for 29 nursing research areas regarding 3 aspects: the degree of nurses research leadership; the degree of contribution to nursing professions; and the degree of contribution to health and welfare of patients/clients. Result: For the overall three aspects, research area on clinical nursing practice was identified as the first priority, followed by nursing education, home health nursing, nursing research, and chronic disease. For nursing research leadership, research area on clinical nursing practice, nursing education, home health nursing, nursing research, and nursing diagnosis were identified. Concerning contribution to the nursing profession, the first priority was nursing education, followed by clinical nursing practice, nursing research, nursing policy, and home health nursing. Concerning contribution to the health/welfare of patients, clinical nursing practice, home health care, geriatric nursing, chronic disease, and symptom management were ranked as top 5 research priorities. Conclusion: The findings of this national survey will assist in building insights into the research needs of nurses practicing in Korea.

• The Journal of Korean Academic Society of Nursing Education
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• v.26 no.1
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• pp.78-96
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• 2020

Purpose: The purpose of this study was to synthesize the literature on the sex education programs for Korean college students and to provide a basis for developing effective sex education programs for this population. Methods: Whittemore and Knafl's integrative review method guided this review of studies conducted from 2000 to 2019. Articles were identified through three electronic databases and scholarly web sites. Fifteen articles met the inclusion criteria. Results: Three studies were descriptive, and 12 described interventions. In most of the reviewed studies, sexual knowledge, sexual attitudes, and sexual autonomy improved after sex education interventions. Before providing sex education, the researchers assessed student's needs for sex education and the various topics provided through sex education programs. Conclusion: When developing sex education programs, we need to a) focus on practical sexual knowledge including contraceptive methods, b) provide repeated and continuous education of a sufficient duration, c) provide comprehensive sex education beyond biological sex, and d) use various teaching methods to allow participants to gain a better understanding. Additionally, sex education should be conducted by experts such as nurses or trained educators to provide systematic and comprehensive education for young adults.

• The Journal of Korean Academic Society of Nursing Education
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• v.18 no.3
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• pp.456-464
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• 2012

Purpose: The purpose of this study was to identify the level of role expectation of school health teachers recognized by elementary students and nursing college students and to compare role expectations between the two groups. Methods: The participants in this study were 323 elementary school students from 2 schools and 112 nursing students from 2 universities. Data was collected by a structured self-administered questionnaire and analyzed using descriptive statistics, t-test, and ANOVA by the SPSS 19.0 program. Results: The elementary students and nursing students recognized health service and health education as the most important role expectation for school health teachers. The role expectation of nursing students was higher than those of elementary students. The elementary students' points of view for role expectation were statistically different according to their health status. Conclusion: To improve the school health teacher's role, understanding the client's expectation is necessary. In addition to the role of health service and education, counseling for elementary students should be developed.

• The Journal of Korean Academic Society of Nursing Education
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• v.29 no.3
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• pp.272-280
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• 2023

Purpose: This study was conducted to identify the level of senior nursing students' knowledge about palliative care, meaning of life, and willingness to palliative care and to identify factors affecting their willingness to palliative care. Methods: Data were collected from 192 senior nursing students at six nursing schools in four cities in Korea from December 8, 2022 to January 5, 2023. Descriptive statistics, an independent t-test, Pearson's correlation, and multiple linear regression test were used to analyze the data. Results: The mean±standard deviation score of knowledge about palliative care and meaning of life were 8.44±2.20 and 146.48±19.32. Factors affecting senior nursing students' willingness to palliative care were the knowledge about palliative care (β=.18, p=.005), meaning of life (β=.36, p<.001), and motivation for admission into a nursing school based on aptitude and interest (β=.16, p=.020). Conclusion: It is necessary to develop a nursing education program for enhancing knowledge about palliative care and meaning of life to prepare the palliative care competency of nursing students.

• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.2
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• pp.151-162
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• 2013

Purpose: This study was to deduce the changes of communication style and relationship patterns via self-analysis after Satir communication education for undergraduate nursing students. Methods: Thirty seven students participated in this study. The age of participants was 20 ~ 22 years and all of them were female students. Before the first semester and after the last class in 2011, we collected an evaluation from students of how their own communication style and relationship patterns changed. Using qualitative content analysis method, the data were analyzed. Results: After qualitative contents analysis, five change-related themes and 16 experience-related subjects emerged. Five themes were from self-contentment to discreet, from behavior of speaking and listening to understanding, from agreement to empathy, from your fault to my fault, and from feeling emotion to expressing emotion. Conclusion: From the results of this study, we found the essential points of changes for communication and relation ship experiences after Satir communication education and self-reflection could reinforce change in undergraduate nursing students' experiences.

• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.2
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• pp.224-235
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• 2017

Purpose: This purpose of this study was to investigate the effectiveness of educational design according to Goal-based Scenario constituent elements such as educational goals, mission, cover story, role, scenario operation, resources, and feedback in simulation training. Methods: The subjects of this study were 130 nursing students in their senior year who enrolled in the simulation exercise I course. They were divided into a total of 10 groups in which less than 20 students were assigned. In order to verify the effectiveness of the simulation training through Goal-based Scenario instructional design, a design of non-equality control group was carried out. Results: The results of this study were as follows: Critical thinking (t=1.81, p=.073) and problem solving ability (t=1.79, p=.076), course satisfaction (t=8.61, p<.001) and academic performance (t=5.48, p=.001) were supported. Conclusion: This study applied a Goal-based Scenario simulation program to present clear objectives for simulating training and to advance learning methods that are appropriate to the current education environment. In addition, this study has significance in presenting an instructional model for various simulated practice education and can be used as useful basic data related to simulated training education.

• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.2
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• pp.135-145
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• 2017

Purpose: The purpose of this study was to develop a program outcomes assessment system based on Course Embedded Assessment for nursing education. Methods: This study was conducted in accordance with the procedures of the developmental research method. Results: The major results are as follows. 1) The program outcomes were measured according to the Analytic Hierarchy Process. 2) The Course Embedded Assessment matrix was made according to program outcomes' weight, the curriculum-organizing principle, and achievement levels. 3) The Course Embedded Assessment rubric was developed in logical process, and consisted of a performance criterion, and rating scale. The content validity index of the Course Embedded Assessment rubric was 0.85. 4) An evaluation guideline and 12 documents were developed to facilitate the performance of the assessment system. 5) The average content validity index of the Course Embedded Assessment-based program outcomes assessment system was as high as 0.89. Conclusion: A Course Embedded Assessment-based program outcomes assessment system is more suitable for accreditation of nursing education than previous studies. Because this system evaluates the process of achievement as well as program outcomes, the results can also serve as immediate feedback to improve the educational process. Above all, this system facilitates that students check their achievements and strive to acquire core competencies in nursing.

• Journal of Korean Academy of Nursing
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• v.43 no.5
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• pp.690-696
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• 2013

Purpose: This study was done to examine the effects of a multicultural education program on nursing students' cultural competence, empathy, and self-efficacy. Methods: In this quasi-experimental study, the participants were assigned to an experimental group (n=40) or a control group (n=40). The data were analyzed using independent t-test, Chi-square or Fisher's exact test, and paired t-test with the SPSS windows 18.0 program. Results: After receiving the multicultural education program, the levels of cultural competence and self-efficacy in the experimental group were higher than in the control group. The level of empathy increased slightly in the experimental group while it decreased in the control group. Conclusion: The results of this study indicate that multicultural education is effective in raising the level of cultural competence and self-efficacy in nursing students. Thus, there is a need for continuous effort to integrate multicultural education programs in the nursing curriculum. Repeated study to test effects of these multicultural education programs should be also necessary.

• Journal of Korean Academy of Nursing Administration
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• v.14 no.3
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• pp.241-248
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• 2008

Purpose: The purpose of this study was to examine the effects of preceptor preparation education on the preceptor's role recognition, role conflict and professional self-concept. Method: A Quasi-experimental design with non-equivalant control group was used. The subjects included 39 nurses, 19 in experimental group, and 20 in the control group. The program consisted of introduction of preceptor education program & curriculum, change of hospital management environment, the newest trend of nursing course, concept of preceptorship, steps of preceptorship, role of preceptor, attitude of preceptor, role of education, etiquette in nursing situation, policy of clinical education ability improvement, communication, conflict management, nursing ethics, contents concerned nursing professionalist, cardiopulmonary resuscitation, and medication. The data was collected from September 29 to November 17, 2007 using a structured questionnaire. Result: Preceptor's role recognition was increased significantly in the experimental group. However, role conflict and professional self-concept weren't significantly changed in the experimental group, compared to the control group. Conclusion: This study provides evidence for potential and beneficial effect of preceptor preparation education program on nurses.

• Research in Community and Public Health Nursing
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• v.19 no.4
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• pp.684-695
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• 2008

Purpose: The purpose of this study was to evaluate changes regarding knowledge. attitude and practice toward end-of-life care in nursing university students. Method: This study adopted nonequivalent control group pretest-posttest design. The subjects consisted of 35 in the experimental group and 35 in the control group. The education was performed for 2 hours a session, once a week for 16 weeks. Data was analyzed by the SPSS/WIN 14 computer program, and included $X^2$ test. independent t-test. and repeated measure ANOVA. Results: There were statistically significant differences in knowledge toward end-of-life care between the experimental group and the control group. Conclusion: Findings suggested that holistic education on end-of-life care was effective to change students' knowledge toward end-of-life care. Therefore. holistic education is recommended as nursing education for nursing university students.