• 대한간호학회지
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• 제4권1호
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• pp.81-94
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• 1974

The trend in modern nursing is toward the performance of comprehensive nursing carp. Airer liberation of 1945, nursing education in Korea has made rapid progress. The System of nursing education in Korea has come to the professional school of nursing and collegiate program from high School level. Under these situations, the improvement on curriculum of nursing education is necessary. This paper is a basic study for improvement of curriculum in nursing education. 1. The aims of this study are; 1) to analyze and compare the objectives of nursing education in Korea and U.S.A 2) to analyze and compare the differences in curriculum of nursing education between Korea and U. S. A. 3) to find problems in nursing education of Korea 2. The curricula and bulletins from 2 colleges.9 departments, 12 professional schools and 18 attached schools of nursing in Korea and 9 attached schools of nursing and 17 colleges in U. S. A. were collected for this study. 3. The results of this study: 1) Most of Korean programs lack for the student to make understand respect the human in the statement of their objectives. 2) Most of Korean programs prepare their graduate to function as a contributing member of the-health team in the hospital and the community, while the graduate of the American attached schools is prepared to function in general staff nursing and team leadership positions in hospitals. 3) Most of Korean programs of nursing education hays low distribution of credits in supporting sciences. (especially sociology and psychology) 4) Too much proportion of time in attached schools and less and less proportion of time in professional schools is distributed in clinical practice area. 5) In our collegiate programs. too much proportion of time is distributed in adult nursing and less proportion of time in Psychiatric nursing. 6) Professional area on curriculum of attached schools is divided into many detailed subjects. 7) A large number of credits in total are distributed at the first year in attached schools.

• 한국간호교육학회지
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• 제25권2호
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• pp.216-226
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• 2019

Purpose: This study aimed to investigate child abuse awareness and reporting intention among nursing and education students and correlations among the variables involved. Methods: A cross-sectional study was conducted by administering an online questionnaire to 70 nursing college students and 70 education college students. Data were analyzed using descriptive statistics, t-test, chi-squared test, the Mann-Whitney U test, and Pearson's correlation in SPSS 21.0 (IBM, Armonk, NY). Results: The mean score of child abuse awareness was $3.61{\pm}0.32$ for nursing students and $3.60{\pm}0.36$ for education students. The mean score of reporting intention was $5.65{\pm}0.90$ for nursing students and $5.38{\pm}1.03$ for education students. Females presented higher scores than males in the awareness of sexual abuse. The awareness of emotional abuse was higher in students who knew of reporting obligations or who had experienced abuse. Child abuse awareness and reporting intention were significantly positively correlated. Also, the number of times having received child abuse education was correlated with reporting intention in both mild and severe cases of abuse. Conclusion: Reporting intention is not only related to having received education, but also to the frequency of that education. Child abuse education is important to increase reporting intention and should be delivered repeatedly.

• 한국간호교육학회지
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• 제24권2호
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• pp.115-126
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• 2018

Purpose: This study intends to examine the effects of a stepwise communication education program among nursing college students, focusing on scenarios and nursing case-based role playing. Methods: The study design was a one-group repeated measure ANOVA. Participants were 27 nursing students in practice. Students participated in 5-week stepwise communication education program using SBAR; including 1 week of lecture education, 4 weeks of scenarios and nursing case-based role playing. The data were collected at each level of the education process: pre-education, after 1 week of lectures, and after completion of scenarios and nursing case-based role playing. Repeated measures ANOVA was used to determine changes in SBAR technique knowledge and communication self-efficacy. Results: The stepwise communication education program using SBAR was effective in increasing SBAR technique knowledge, and communication self-efficacy. The lecture-based education was effective only in the area of SBAR technique knowledge and its subscale, attitudes towards SBAR. However, scenarios and nursing case-based role playing was broadly effective across communication self-efficacy, SBAR technique knowledge, and its subscale, knowledge of the SBAR. Conclusion: Based on this study, we propose that it is necessary to confirm the effect of long-term SBAR communication education using scenarios and nursing case-based role playing in nursing students' practice.

• 한국간호교육학회지
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• 제29권1호
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• pp.27-40
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• 2023

Purpose: The study aimed to examine the concept and attributes of the quality of clinical nursing education for new graduate nurses. Methods: This study adopted a hybrid model introduced by Schwartz-Barcott and Kim. In the theoretical stage, the meaning and attributes of the quality of clinical nursing education for new graduate nurses were determined by analyzing eight articles. In the fieldwork stage, data were collected using semi-structured interviews with five new graduate nurses and seven experienced nurses. The data were analyzed by qualitative content analysis methods developed by Elo and Kyngӓs. In the final analysis, a final result was arrived at comparing, contrasting, and integrating the attributes of the concepts derived in the theoretical and field-work stages. Results: The quality of clinical nursing education for new graduate nurses was identified as excellence or the standard of education for new graduate nurses that would support them in adapting to clinical settings and transitioning to professional nurses. The attributes of the quality of clinical nursing education were founded to possess three dimensions, six categories, and 18 attributes. The multidimensional attributes of the quality of clinical nursing education for new graduate nurses were confirmed as education resources, design, method, content, evaluation, interaction, and outcome under the three dimensions of input, process, and output. Conclusion: The concept and nature of the quality of clinical nursing education observed in this study can be utilized as a basis for the future development, evaluation, and improvement of clinical nursing education for new graduate nurses in healthcare organizations.

• 한국간호교육학회지
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• 제24권4호
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• pp.337-346
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• 2018

Purpose: The aim of this study was to understand and describe difficulties and needs experienced by head nurses in the clinical practice education of nursing students. Methods: A qualitative descriptive method was employed. A convenience sampling method was used to recruit participants from four hospitals in South Korea. Twenty-one head nurses participated in the first interview and 17 of them participated in the second interview. Data were collected through two in-depth interviews and field notes were written. Qualitative content analysis method was utilized for data analysis using ATLAS.ti 6.2 software. Results: Thirty-one codes and twelve categories were identified. Four themes emerged from data analysis, which included 'too many tasks', 'limitations of student education', 'many differences', and 'lack of support and resources.' Conclusion: This qualitative study described head nurses' many difficulties and needs in the clinical practice education of nursing students. The results of this study provide valuable understanding and knowledge of head nurses' experiences in students' clinical education, which leads to improvement of the quality of clinical education for nursing students.

• 여성건강간호학회지
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• 제25권3호
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• pp.345-358
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• 2019

Purpose: This study was conducted to develop an empowering education program for Maternal-Fetal Intensive Care Unit (MFICU) nurses who provide intensive care to high-risk mother and fetus at hospitals, to test effects of the education program on nursing care confidence and nursing knowledge, and to examine program satisfaction. Methods: This study comprised of 2 phases: program development and evaluation. First, we have followed a process of program development to develop and refine an empowering education program for MFICU nurses through collaborative works among clinical obstetrics and gynecology doctors and nurses and academic nursing professors. Second, the empowering education program was provided to 49 nurses and evaluated from July 5 to 6, 2019. Levels of MFICU nursing care confidence and knowledge were measured. Results: The empowering education program included 18 hours of lectures, discussion, and Q & A, which continued for 2 days. This program significantly improved high-risk maternal-fetal nursing care confidence and knowledge of nurses. The program was well met with nurses' education need and goals, and found to be highly satisfactory. Conclusion: The empowering education program was observed to be effective in terms of improve nursing care confidence and knowledge of nurses in MFICU. It is proposed that this program should be open regularly for nurses to obtain and improve their clinical knowledge, confidence, and competency. Further study is needed to develop and run 2-levels of education such as basic and advanced levels based on nurses' clinical background and competency.

• 한국간호교육학회지
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• 제15권2호
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• pp.183-193
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• 2009

Purpose: The purpose of this study was to explore experiences among undergraduate nursing students in a high-fidelity simulation education course for a semester. Method: The participants in this study were 10 nursing students in the senior classes and volunteers. Data collection was conducted using a focus group interview for 100 minutes, which was recorded on video tape. Transcribed data was analyzed through qualitative content analysis. Result: The results of this study were deduced as 4 codes and 22 themes. Study participants reported experiences due to the simulation method itself, interaction among peer group and personal experiences during high-fidelity simulation education. Additionally, experiences related to clinical application were examined. The participants indicated positive outcomes such as developing clinical judgment skills and confidence. Conclusion: Overall, the results of this study supported the usability and effectiveness of a high-fidelity simulation education method in undergraduate nursing curriculum. Further studies are needed to provide more reliable and valid educational information.

• Perspectives in Nursing Science
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• 제9권2호
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• pp.111-118
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• 2012

Purpose: This study investigated the effects of simulation-based nursing education (for the care of congestive heart failure patients) on self-directed learning competency, clinical knowledge and problem-solving ability among nursing students. Methods: A one-group, pre-post design was utilized with 87 nursing students as the subjects. The scenario of simulation-based nursing education was created using a high-fidelity patient stimulator, and consisted of four states ((1) assessment, (2) reviewing laboratory data and administering medications and treatments, (3) managing increased dyspnea and decreased urine output, and (4) handling the "getting better" state). The simulation-based nursing education included orientation, team-based learning, team-based practice, and debriefing. The data were analyzed using descriptive statistics, Pearson's correlation coefficients and paired t-tests. Results: The scores on the factors for self-directed learning competency (t=-2.57, p= .011), clinical knowledge (t=-6.85, p<.001), and problem-solving ability (t=-3.01, p= .003) increased significantly after the education intervention. Conclusion: Simulation-based nursing education is useful in improving self-directed learning competency, clinical knowledge, and problem-solving ability in nursing students.

• 한국간호교육학회지
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• 제17권3호
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• pp.405-413
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• 2011

Purpose: This study was to investigate nursing students' attitude to death, death-related education experience and educational needs. Methods: The participants of this study were 1,134 nursing students' studying in three universities in Gyeonsangnam-do. Data collection was carried out from October 1st to November 31st, 2010. The collected data was analyzed for descriptive statistics, t-test, ANOVA and Sheffe test using PASW Statistics 18.0. Results: The level of attitude to death of the subjects averaged 2.60. The item receiving the lowest score was 'I am not afraid of a long, slow death'. Approximately 62.0% of the nursing students' had no death-related education experience and 89.8% of those answered that death-related education was necessary. For attitude to death followed by general characteristics, death-related education experience and educational needs, there were significant differences in attitude to death according to gender, religion, perceived health status, worrying about problems, motivation of nursing, and an experience with death. Conclusion: As nursing students' have a high educational need university curriculum development and educational programs addressing death should be developed and applied to nursing students.

• 지역사회간호학회지
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• 제31권3호
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• pp.337-347
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• 2020

Purpose: The purpose of this study was to construct the education applying Havruta's method for nursing students and to examine its effect on the communication competency, critical thinking competency, and self-leadership. Methods: A non-equivalent control group pretest-posttest design was used. The participants were 138 nursing students at two universities. The experimental group (n=70) received the education applying Havruta's method for six weeks. The study was carried out from September 23 to November 8, 2019. Data were analyzed using IBM SPSS/WIN 22.0 for the 𝑥² test, Fisher's exact test, and independent t-test. Results: The experimental group had a significant increase in communication competency (t=2.44, p=.016). However, there was no significant difference in critical thinking competency (t=1.85, p=.067), and self-leadership (t=1.78, p=.077) between the two groups. Conclusion: The education applying Havruta's method is an effective nursing education for communication competency. The result of this study could be a guide for nursing professors at the nursing education field when developing education programs that apply Habruta's method. Based on these results, future studies should be conducted to apply Habruta's teaching method to various nursing majors.