• Journal of Korean Clinical Nursing Research
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• v.30 no.1
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• pp.1-10
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• 2024

Purpose: This study aimed to investigate the competency in evidence-based practice, critical thinking disposition, digital literacy, and nursing informatics competence, and to identify the factors influencing the competency in evidence-based practice among nurses. Methods: The participants in this study were 196 nurses from a university hospital in J-city. Data were collected from December 1 to December 30, 2023. The collected data were analyzed with the SPSS 26.0 program using descriptive statistics, independent t-test, one-way analysis of variance, Scheffé test, Pearson's correlation coefficients, and multiple regression analysis. Results: The results showed that the factors influencing the competency in evidence-based practice included nursing informatics competence, critical thinking disposition, digital literacy, and having a master's degree. The participants with a master's degree demonstrated higher competency in evidence-based practice compared to those with a three-year degree or a four-year degree, and a total explanatory power was 53.1%. Conclusion: In this study, critical thinking disposition, digital literacy, and nursing informatics competence were influential factors in competency of evidence-based practice. Therefore, a variety of intervention programs should be developed to enhance the impact of these factors on nurses' competency in evidence-based practice.

• Journal of Digital Convergence
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• v.14 no.11
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• pp.347-356
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• 2016

The purpose of this study was to develop and examine the effectiveness (knowledge, attitude, skills of Evidence-Based Practice, and problem solving skills) of nursing information literacy competency enhancement program for nursing students. It is a pre-post design study carried out with a single group of 72 sophomores in a nursing college. Nursing information literacy competency enhancement program of 6 times (8 hours) was provided to nursing students. Our results have demonstrated that knowledge, attitude, skills of evidence-based practice, and problem solving skills were significantly higher in nursing students. In conclusion, the nursing information literacy competency enhancement program was effective in promoting knowledge, attitude, skills of evidence-based practice and problem solving skills. Based on our results, the nursing information literacy competency enhancement program can provide a basis for enhancing evidence-based nursing practice competencies and problem solving skills of nursing students.

• Journal of Korean Academic Society of Home Health Care Nursing
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• v.29 no.1
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• pp.31-39
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• 2022

Purpose: This study investigated the effects of evidence-based practice competency, self-leadership, and organizational commitment on professional self-concept of nurses in regional trauma centers. Methods: The 98 research participants were nurses with clinical experience of a year or more. Descriptive statistics, t-tests, Mann-Whitney U test, ANOVA, and Pearson's correlation coefficients were computed, and multiple regression analysis was conducted. Results: Professional self-concept showed statistically significant differences according to marital status, religion, and educational background, and was positively correlated with and affected by evidence-based practice competency, self-leadership, and organizational commitment. Conclusion: Trauma nursing education programs should include evidence-based practice competency and self-leadership and organizational support should be provided to improve the professional self-concept of nurses in regional trauma centers.

• Korean Journal of Adult Nursing
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• v.23 no.3
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• pp.255-266
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• 2011

Purpose: The purpose of this study was to explore nurses' access and use of information resources and to identify the barriers and competency to evidence based practice (EBP). This study used descriptive method to identify baseline data for the purpose of developing strategies for establishing EBP in clinical nursing practice. Methods: Participants in this study were 278 nurses from five hospitals in Daegu and Kyungsangbukdo. The data were collected by self administered questionnaires and SPSS/WIN 15.0 program was used to analyze the data with descriptive statistics, t-test, Pearson's correlation coefficients, and ANOVA. Results: Nurses reported $^*most$ frequently using paper and human resources. The mean score of barriers was $3.02{\pm}0.41$, and competency was $2.70{\pm}0.50$. The reported competency was correlated with nurse factors (r=-.31, p<.001) organization factors (r=-.20, p<.001) and research factors (r=-.12, p<.040) as the barriers to evidence based practice. Conclusion: To promote competency in EBP and to decrease the barriers, it would be necessary to develop the organizational culture that encourages nurses to be involved in research activities. In addition, the development of systemic methods to introduce and establish an education program for facilitating EBP in the clinical settings is needed.

• Journal of Korean Clinical Nursing Research
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• v.30 no.1
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• pp.54-64
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• 2024

Purpose: This descriptive survey study aimed to examine the effects of grit, social support, job crafting, and evidence-based practice competency on job satisfaction among nurses. Methods: The participants of this study were 211 clinical nurses with experience of more than six months. Data were collected using through an online survey from February 1 to February 17, 2023. The questionnaires was consisted of general characteristics, grit, social support, job crafting, evidence-based practice competency, and job satisfaction. Data were analyzed using descriptive statistics(frequency, percentage, mean, and standard deviation), t-test, ANOVA, Pearson correlation coefficient, and multiple regression analysis with the SPSS/WIN 28.0 program. Results: The average scores of the main variables were 3.08±0.44 out of four for grits, 3.67±0.52 out of five for social support, 4.20±0.64 out of five for job crafting, 4.84±0.71 out of seven for evidence-based practice competency, and 3.72±0.55 out of five for job satisfaction. In the regression model, the factors affecting the nurses' job satisfaction were grit (β=0.66, p<.001) and social support (β=0.11, p=.046), which explained 78.7% of the variance in job satisfaction. Job crafting and evidence-based practice competency were correlated with job satisfaction; however, there was no statistically significant effects of these variables on job satisfaction. Conclusion: Based on the findings of this study, grit and social support showed the most significant effects on the job satisfaction of nurses. Therefore, active support is needed to develop a strategy to improve nurses' grit and to create a supportive work environment, which would be helpful to increase their job satisfaction.

• Journal of the Korean Data and Information Science Society
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• v.27 no.2
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• pp.451-461
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• 2016

The purpose of this study was to identify relationship among critical thinking, nursing process competency and evidence based practice competency of nurses working in middle sized hospitals. A descriptive correlational study design was used. The data were collected from 262 nurses working in the three hospitals located in G and P city using self-administered questionnaires. Data were analyzed using descriptive statistic, independent t-test, one-way ANOVA with scheffe, Pearson's correlation coefficient, and hierarchical multiple linear regression using SPSS Statistics 21.0 program. Nurses' evidence-based practice competency had positive correlation with critical thinking disposition (r=.42, p <.001) and nursing process competency (r=.58, p <.001). Full model accounted for 65.1% of evidence-based practice competency by nursing process competency (${\beta}=.57$, p <.001), critical thinking disposition (${\beta}=.34$, p <.001), critical thinking educational experience (${\beta}=.11$, p=.004), Master's degree (${\beta}=.09$, p=.032). Conclusion: o increase evidence-based practice competency of nurses, it is required to develop critical thinking disposition and nursing process competency of nurses.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.3
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• pp.346-354
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• 2011

Purpose: This study examines the effects of integrating Evidence Based Practice (EBP) into a critical care clinical practicum on nursing students' access and use of information resources and EBP competency. Methods: A one-group pretest-posttest design was used. Fifty senior nursing school students from a university participated. A critical care clinical practicum combined with EBP consisted of six full days of clinical practicum in intensive care units with EBP education. Group and individual training in EBP skills, lectures, small group discussion and conferences were provided. Data were analyzed using paired t tests for 50 participants. Results: The scores of evidence based practice competency increased significantly (p<.001) showing significant improvement in searching and classifying the evidence. Nursing students' access and use of research evidence improved (p=.004). Conclusion: This study showed that the integration of EBP into a clinical practicum was effective in improving accessibility and usefulness in research evidence such as guidelines and research articles, and increasing EBP competency in undergraduate students.

• Journal of Korean Academy of Nursing Administration
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• v.21 no.2
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• pp.143-153
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• 2015

Purpose: The aim of this study was to describe competency in evidence-based practice (EBP) among clinical nurses and to explore critical thinking disposition (CTD) and organizational culture (OC) as possible predictors for competency in EBP. Also this study was conducted to identify baseline data for purpose of developing evidence-based OC to ensure safety of patients and to improve quality of nursing services in clinical setting. Methods: With a descriptive correlation study design, a competency in EBP questionnaire was administered to a convenience sample of nurses (N=393) from a single general hospital in Gyeonggi Province. Results: The overall mean score for competency in EBP was $3.03{\pm}0.53$. Factors influencing competency in EBP were education (${\beta}=0.23$, p<.001), attendance at lectures on EBP (${\beta}=0.18$, p<.001), intellectual eagerness & healthy skepticism (${\beta}=0.27$, p<.001) among CTD, and hierarchy-oriented OC (${\beta}=0.14$, p=.005), which explained about 35% of the total variance. Conclusion: Critical thinking and competency in EBP should be part of nursing education especially for undergraduate students as well as strengthening clinical practice by activation of EBP. The results of this study that hierarchy-oriented OC, is a significant predictor for competency in EBP is difficult to accept. Its seemed to require further exploration.

• Journal of Korean Academy of Nursing Administration
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• v.22 no.5
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• pp.448-460
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• 2016

Purpose: The study was done to verify evidence-based practice (EBP) readiness and factors contributing to EBP competency in general hospital nurses. Methods: Participants were 219 nurses working in 7 general hospitals in G-city and J Province. Data were collected from May 12 to May 28, 2015 and analyzed using one-way ANOVA, Pearson's correlation and stepwise multiple regression. Results: Mean score for EBP competency was $3.89{\pm}0.83$, for critical thinking disposition, $3.35{\pm}0.36$, for EBP attitude, $3.53{\pm}0.66$, for beliefs about value of EBP, $3.42{\pm}0.56$, for ability in research performance, $2.86{\pm}0.57$, for time to devote to EBP, $2.57{\pm}0.69$ and for organization support for EBP, $3.36{\pm}0.46$. EBP competency was significantly correlated with critical thinking disposition (r=.37, p<.001), beliefs about value of EBP (r=.43, p<.001), ability in research performance (r=.44, p<.001), and time to devote to EBP(r=.33, p<.001). Factors influencing EBP competency in general hospital nurses were research performance (${\beta}=.29$, p<.001), beliefs about value of EBP (${\beta}=.24$, p<.001), critical thinking disposition (${\beta}=.15$, p=.014), recognition of EBP (${\beta}=-.18$, p=.002), which together explained 35% of total variance. Conclusion: Findings indicate that introduction and activation of EBP in general hospitals is essential and development of systematic training programs to strengthen critical thinking disposition and EBP competency are needed.

• Journal of Korean Academy of Nursing Administration
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• v.18 no.4
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• pp.460-473
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• 2012

Purpose: This study was done to provide information on issues of nursing core competencies needed in the fields of nursing practice for graduates in nursing, from the perspective of nursing managers, and to make suggestion for improving nursing education programs. Methods: Ten nursing managers participated in this study. They were in charge of clinical nursing education in the fields of nursing practice. Data were collected using focus group interviews and analyzed with the content analysis methodology of Downe - Wamboldt's. Results: Six types of nursing core competency - therapeutic nursing competency, professional nursing competency, administrative nursing competency, humanistic nursing competency, relational nursing competency, and personal nursing competency - were identified as nursing core competencies needed in the fields of nursing practice for graduates in nursing. Conclusion: Results of the study show important evidence for decision-making about nursing curriculum revision based on nursing core competency, both in the classroom and in nursing practice areas. These results should contribute to the development of evaluation indicators for nursing students or new nurses. Further research is required to measure degree of nursing core competency in graduates of nursing and to identify the effect of competency-based education for improving nursing core competency.