• 한국임상약학회지
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• 제27권1호
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• pp.9-14
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• 2017

Background: Pharmacy curriculum change was made from a 4-year program to a 2+4 year program in year 2009 in Korea. The change has resulted in more educational exposures on patient-centered practice environments for about 1,400 hours in the last year of the professional pharmacy program. When the Middle East Respiratory Syndrome (MERS) outbreak hit Seoul and suburban areas and propagated to other provinces in Korea, emergency response to avoid student infection in the pharmacy practice sites became an urgent issue. While other health professional programs such as medicine and nursing had activated emergency preparedness manuals, timely and clear guidelines were not disseminated to all pharmacy programs and protective measures largely relied on individual pharmacy program. Methods: A survey was developed by the Committee on Pharmacy Practice Experience Programs in the Korean College of Clinical Pharmacy to document the status of pharmacy programs during the Korea MERS outbreak in 2015. The 10-question survey was distributed to the pharmacy practice experience coordinators to 34 out of 35 pharmacy schools in Korea by emails. Results: Our findings showed that 82.4% of the program coordinators (28/34) responded to the survey, 96.4% of the programs did not have emergency preparedness manuals, administrative meetings were held in 89.3% of the pharmacy programs, the rotation schedules were modified or withheld in 53.6% of schools, and the changes were mostly observed from the programs classified as MERS outbreak regions. Conclusion: Further needs in establishing the emergency preparedness manual should be explored for pharmacy education stakeholders.

• 한국간호교육학회지
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• 제22권4호
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• pp.430-440
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• 2016

Purpose: The purpose of this study was to understand the coping experience of nursing students in clinical practice. Methods: In-depth interview was done with semi-structured questionnaire on 32 nursing students taking clinical practice. Data was analyzed through the grounded theory. Results: Core category of coping experience of nursing students was 'trying to be a meaningful presence' while clinical practice. Students' coping strategies were 'overcoming inexperience', 'receiving the recognition from the clinical instructors', and 'governing mind and body'. Helping components for their coping behaviors were 'support from people', 'personal experience before clinical practice', 'dynamics with partners'. Through the coping experience during clinical practice, nursing students became mature and confirmed their identities as student nurses. Conclusion: Nursing students taking clinical practice tried to be a meaningful presence.

• 성인간호학회지
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• 제15권3호
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• pp.373-382
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• 2003

Purpose: The purpose of this study is to investigate the perception of nursing students' on-site clinical experience at intensive care unit(ICU), which will help on developing fundamental tool to enhance the effect of their clinical practice. Method: Van Manens hermeneutic-phenomenological method has been used to analyze the data. Participants consisted of 74 third-year nursing students who performed the clinical practice at an ICU in C university hospital. The students got the group interviews and kept the clinical diaries. Data was collected from series of group interviews and contents of the students clinical diaries. Result: Major concerns related to students clinical practice were found as follows : "being nervous about unfamiliar machines and situations", "being frustrated about the patients", "feeling of helplessness", "being stupefied from witnessing a death", "realizing the importance of health", "realizing individual patient's precious value through family's love", "realizing the importance of treating a patient as humanbein g", "realizing the differences between theory and practice", "modelizing two aspects of nursing: professional and personal", "readiness to become a capable nurse". Conclusion: We are able to obtain in-depth understandings about the nursing students lived experience of clinical practice at the ICU. Based upon this, there is a need to develop a better nursing intervention enhance the effectiveness of the nursing students clinical practice.

• 기본간호학회지
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• 제3권1호
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• pp.128-140
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• 1996

This study is to understand and to explain how nursing students experience in the clinical nursing practice using grounded theory approach. Ten nursing students were participated in the study. Seven of them were junior students at the junior college of nursing, and the rest were the senior students at the university. The data were collected by in-depth individual interviews by investigators during May and June in 1995. The results of the study were as follows ; Twenty-eight concepts and 9 categories were emerged by the constant comparative analysis. The 9 categories include 'the need of role model', 'non-educational practical setting', 'knowledge deficit', 'emotional changes', 'the attitudes of clinical practice', 'fatigue', 'skepticism', 'pride', and 'the product of clinical practice'. The core category which encompasses all 9 categories was emerged as 'the process of formulating the nursing view'. Five hypotheses were derived from the analysis. 1) The desirable role model would enhance to pride of nursing in students. 2) Non-educational practical setting would increase skepticism of nursing in students. 3) Knowledge deficit would negatively affect on experience of clinical practice. 4) The pride of clinical practice would formulate a positive nursing view. 5) The skepticism of clinical practice would formulate a negative nursing view. The results of this study are to use as basic data for students attending clinical experience.

• 한국간호교육학회지
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• 제6권1호
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• pp.23-35
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• 2000

This qualitative nursing research used a hermeneutic phenomenological approach to discovery of meaning of the nursing students' clinical experience in junior colleges. Data collecting was utilized by in- depth face-to-face interviews of 10 sophomores who were participating in their first clinical experience. The following themes of the experience emerged. 1) The first step of fear (fear, being embarrassed) 2) Rhythmical patterning of theory and practice(disappointment of nurses, recognition of the gap between the theory and practice, the conflict between medical doctors and nurses, trouble with the students from other colleges, confusion from nurses' educational and noneducational attitudes, burden of responsibility for nurses' jobs, and the tiresome nature of repeated practice) 3) Discovery of changing self, awareness of self-expansion (awareness of professional nurses' roles, formation of self-confidence, changing of one's state of mind) From this study essential theme of clinical experience of nursing student's was identified, and continuous efforts to establish better adaptation of nursing students to clinical practice are required.

• 한국간호교육학회지
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• 제20권3호
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• pp.443-451
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• 2014

Purpose: The purpose of this study was to understand the clinical instructors' role experience in college of nursing. Method: Two focus group interviews were held with a total of 12 clinical instructors. All interviews were recorded and transcribed as they were spoken, and the collected data were analyzed using content analysis of Downe-Wamboldt(1992). Results: Three themes and six subthemes were extracted from the analysis: 1) Getting recognition of special roles as a clinical instructor: 'Recognizing the role of clinical instructor for guiding student's individual practice goals', 'Recognizing helping and supporting roles for student's successful clinical practice', 2) Having difficulty in performing the role of clinical practice instructor: 'Difficulty from the lack of knowledge and experience as a clinical practice instructor', 'Difficulty from the gap between current clinical practice and purpose of clinical nursing practice', 3) Making efforts to overcome the difficulties as a clinical instructor and accomplishing personal development: 'Making efforts to acquire personal knowledge and experience', 'Making a chance to reflect on and grow up oneself'. Conclusion: Clinical instructors take an important part of clinical nursing education. To improve the quality of clinical nursing education, it is needed role reestablishment and institutional support for clinical instructors on the basis of the understanding of instructors' experience.

• Child Health Nursing Research
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• 제21권3호
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• pp.261-271
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• 2015

Purpose: This study was done to identify the meaning and substantial nature of NICU practice among nursing students by applying a research method based on hermeneutic phenomenology in an attempt to lay a foundation for enhancing theoretical and practical child nursing education. Methods: The participants were eight nursing student who had experience in clinical practicing in NICU. In-depth interviews were performed from April to December, 2014 until data were fully saturated. Collected data were analyzed using Colaizzi's method. Results: Seven theme clusters were extracted from fourteen themes. The seven theme clusters of the nursing students' clinical practice experience in NICU were: 1) Excitement about the clinical practice setting 2) Afraid of practice environment 3) Babies have priority over clinical practice 4) Comparing with adult nursing clinical practice 5) Feeling pity for babies and their parents 6) New awareness about the role of nurses 7) Demands of enhancing clinical practice. Conclusion: The results of the study provide useful information in understanding nursing students' practice experience in NICU and establishing effective strategies to support these nursing students.

• 한국임상약학회지
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• 제24권4호
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• pp.304-310
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• 2014

Objective: The objective of this study was to evaluate the 6-year clinical pharmacy curriculum in Korea among 35 schools of pharmacy and to compare the pharmacy practice experience curriculum with the U.S. Methods: Data on the 6-year clinical pharmacy curriculum was collected and analyzed from 35 schools of pharmacy in Korea. Data were collected from each school's website, or through professors in clinical pharmacy or the administrative office, when not available online. Guidance for U.S. clinical pharmacy curriculum was referenced from the Accreditation Council for Pharmacy Education (ACPE) Accreditation Standards and Guidelines. Results: Pharmacotherapy was the only course that was offered in every school of pharmacy with average of $11.5{\pm}2.8$ credit hours offered. Only six subjects were offered in more than half of the schools. Average pharmacy practice experience credit hours in Korea were $1.8{\pm}0.6$, $7.8{\pm}1.5$, $4.9{\pm}1.2$, $3.5{\pm}1.1$, $11.8{\pm}1.2$ in introductory, hospital, community, pharmaceutical industry and administration, and intensified pharmacy practice experience, respectively. While the U.S. required introductory pharmacy practice experience (IPPE) to be conducted in the real pharmacy setting, the IPPE in Korea was conducted as an in-class simulation. The total required hours of IPPEs and APPEs were 1400 hours in Korea and 1740 (300+1440) hours in the U.S. Conclusion: Clinical pharmacy curriculum in Korea is offered through a variety of courses and the pharmacy practice experience curriculum has been adopted by every school of pharmacy. A guidance outlining the major required contents of clinical pharmacy curriculum could help standardize and advance the clinical pharmacy education in Korea.

• 융합정보논문지
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• 제12권2호
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• pp.81-93
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• 2022

본 연구의 목적은 코로나 팬데믹 시기에 웹기반 시뮬레이션 실습을 포함한 임상 실습 경험의 의미를 파악하는 것이다. 웹기반 시뮬레이션 실습과 임상 실습 경험을 포커스그룹 인터뷰를 통하여 자료를 수집하고 내용분석 방법에 따라 분석하였다. 포커스 그룹에 의한 심충 면담내용을 분석한 결과, 2개의 구성요소와 7개의 주제 묶음, 18개의 주제로 나타났다. 첫 번째 구성요소로, 임상 실습은 4개의 주제 묶음으로 '팬데믹 상황에서의 불안한 실습의 출발', '다양한 사례에 의한 직접 경험', 미래 간호사로서 준비하는 훈련 기회', ' 수행의 부담감 및 제한적 경험'이었다. 두 번째 구성요소인 웹기반 시뮬레이션 실습은 3개의 주제 묶음으로 '미완성의 간호실습', '가상공간에서의 임상 간호에 대한 간접경험', '통합 실습 모델의 요구'로 분류되었다. 간호교육과정에서 임상 실습은 매우 중요한 부분이나 학생들이 실제로 현장에서 수행할 수 있는 간호는 매우 제한적이다. 따라서 관찰 위주의 임상 실습의 단점을 보완하고, 실습 교육의 질적 수준을 높이기 위하여, 웹기반 시뮬레이션 실습을 포함한 혼합 실습 모델 등을 고려할 필요가 있다.

• 기본간호학회지
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• 제11권1호
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• pp.21-30
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• 2004

Purpose: The purpose of this study was to explore perception of clinical experience between the initial and final practice and to explore changes in the perception of clinical experience. Method: The study used a Q-method to measure perception of clinical practice. Thirty-six statements made up the finalized Q-sample. The P sample used thirty three nursing college students from K university. The initial collection was done in the first semester of their junior year and second collection was done in the last semester of their senior year. The Q-sorts by each student were coded and analysed with the Quanl PC program. Result: Many students classified as having the perception type 'alienation of ideal and reality' or 'perception of limitation of ability' in the initial clinical practice changed to the type, 'active participation' by the final clinical practice. Further, in the initial clinical practice, part of 'active participation' and 'perception of limitation of ability' changed to 'alienation of ideal and reality'. Conclusion: This study shows that perception of their clinical practice by student nurses changed in a positive direction through clinical experience and that this fact was related to the level of satisfaction with nursing. The knowledge and understanding obtained in this research provide insights for nursing faculty and students involved in nursing education.