• Journal of Korean Academy of Fundamentals of Nursing
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• v.6 no.1
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• pp.7-17
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• 1999

This study investigated the degree of knowledge achievement and self-confidence in aseptic technique as a part of the fundamental nursing practice classes. The subjects were 220 nursing students in a junior college in Chonnam and an applied Quasi-experimental research methodology was used thirty of them comprised an experimental group to examine learning according to the teaching method. Wata were collected over 80 days, from April to June 1988, analyzed using descriptive statistics, percentages, means, t-test, one way ANOVA, Pearson's correlation coefficient and stepwise multiple regression with the SAS program. The conclusions are as follows. 1. The mean score of the degree of knowledge achievement of aseptic technique of the 220 students was 0.68(possible score 1.0) before the lecture but was 0.88 after lecture(p=.000). 2. The mean score for aseptic technique of the 220 students was 3.41(possible score 5.0) before practice but was 4.27 after practice(p=.000). 3. The correlation of self-confidence before and after practice was relatively low(r=.25, p=.000). 4. The mean score of the degree of knowledge achievement of aseptic technique in the experimental group(selected 30 students) was 0.72 before the lecture but was 0.90 after the lecture. 5. The mean score of self-confidence on aseptic technique in the experimental group(selected 30 students) was 3.18 before practice but was 4.32 after practice(p=.000). 6. The mean score of learning according to the type of teaching to aseptic technique for the experimental group(selected 30 students) was 23.2(possibel score 34) after lecture and presentation, was 27.3 after learning through video tape, was 31.7 after presentation through practice, was 33.7 after first practical training, and was 34 after secondary practical training. As a result of this study, learning methods in the education of fundamental nursing skill effective for knowledge achievement and competence in practicing skill.

• Journal of Korean Academy of Nursing Administration
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• v.12 no.3
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• pp.424-433
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• 2006

Purpose: This study is analyzing nurse managers's common fundamental competencies changes and responses to the application of the action learning, and promoting introduction and revitalization of action learning. Method: The research design is one group pretest-posttest design. The subjects are 40 nurse managers. The program was performed for 5 weeks. Data were collected before the program and after 5 weeks program and were analyzed with paired t-test. Result: Action learning was an effective way to develop an individual and team and to solve the problem of organization. There were more significant increases after the program than before the program on common fundamental competencies(p<.05). Conclusion: This study has us confirm that action learning is an effective education method for organization members on the spot to recognize their problem and study by themselves and solve the practical problems with various solution process.

• The Journal of the Convergence on Culture Technology
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• v.7 no.3
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• pp.277-284
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• 2021

This study was conducted to confirm the effect on self-efficacy and critical thinking disposition by applying flip learning class to fundamental nursing practice education for nursing students. The study subjects were 42 people in the experimental group and 40 people in the control group who were allowed to participate in the study. Data analysis was statistically processed using SPSS/WIN 24.0 program. As a result of this study, the self-efficacy score of the experimental group who received the flipped learning class increased significantly immediately after class (t=3.49, p=.001) compared to before class, and 10 weeks after class (t=-0.75, p=.456), the effect persisted. The critical thinking disposition score of the experimental group increased significantly immediately after class (t=3.49, p=.001) compared to before class, and the effect persisted 10 weeks after class (t=0.11, p=.913). However, there was no significant difference in the academic self-efficacy and critical thinking disposition scores of the control group who received lecture classes. In other words, it was confirmed from the results of this study that fundamental nursing practice classes applied with flip learning are effective in improving self-efficacy and critical thinking disposition of nursing students. Based on this study, it is suggested that the application of flip learning method should be expanded in the major subject of nursing science.

• Journal of Korean Critical Care Nursing
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• v.2 no.2
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• pp.56-67
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• 2009

Purpose: This study was done to suggest the standard ICU nursing procedure and standard ICU nursing practice time carried out according to the standard ICU nursing procedure. Methods: Through the literature review, 35 standard ICU nursing activities were selected and classified under 6 categories. Standard nursing procedures were described by research team and 4 clinical practice experts. Content validity of descripted nursing procedure was performed by 6 clinical practice experts. After that standard ICU nursing procedures were identified, standard nursing practice times were checked through 1:1 observation. Results: 35 ICU nursing activities were identified and categorized into 6 domains of activities. Also, their standard nursing procedures were identified, and finally 33 standard nursing practice times were measured and analyzed. The result of the measurement, 1 ICU nursing activity was spent above 30 minutes, 3 activities done within 10-20 minutes, 4 activities done within 5-10 minutes, and 25 activities were spent below 5 minutes. Conclusion: Through this study, 35 standard ICU nursing procedures were described and 33 standard ICU nursing practice times which carried out according to standard ICU nursing procedures were checked. The result can be as fundamental data for the study of nursing activity time in the ICU.

• Journal of Korean Academy of Nursing
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• v.47 no.1
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• pp.98-109
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• 2017

Purpose: This aim of this phenomenological study was to describe and understand the experience of spiritual conflict in hospice nurses by identifying the meanings and structures of the experience. Methods: Participants were 12 nurses working for one year or more at hospice units of general hospitals in a metropolitan city and experiencing of spiritual conflict as hospice nurses. Over six months data were collected using individual in-depth interviews and analyzed with the method suggested by Colaizzi. Results: The experience of spiritual conflict in participants was organized into three categories, six theme-clusters, and 13 themes. The participants felt existential anxiety on death and a fear of death which is out of human control and skepticism for real facts of human beings facing death. They also experienced agitation of fundamental beliefs about life with agitation of the philosophy of life guiding themselves and mental distress due to fundamental questions that are difficult to answer. Also they had distress about poor spiritual care with guilty feelings from neglecting patients' spiritual needs and difficulties in spiritual care due to lack of practical competencies. Conclusion: Findings indicate the experience of spiritual conflict in hospice nurses is mainly associated with frequent experience of death in hospice patients. The experience of spiritual conflict consisted of existential anxiety, agitation of fundamental beliefs and distress over poor spiritual care. So, programs to help relieve anxiety, agitation and distress are necessary to prevent spiritual conflict and then spiritual burnout in hospice nurses.

• Research in Community and Public Health Nursing
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• v.20 no.1
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• pp.1-11
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• 2009

Purpose: The study was a survey study to identify the Activities of Daily Living (ADL) and nursing needs of the elderly in the nursing home and derive the fundamental data for offering the better quality of nursing service to them. Methods: The subjects were the 111 elderly aged over sixty five living in the nursing home located in Seoul. Measures were the nursing needs scale and ADL scale. The data were analyzed by SAS 11.0. Results: First, with regard to the nursing needs, the general need was scored average 3.0, and the emotional' social need was 3.7, and the physical need was 3.1, and the informational need was 2.7. Second, the ADL was scored at the average of 2.7, bathing 1.9,. eating 3.1. Third, In correlation between the nursing needs by area, the informational nursing needs showed the sheer correlation with the physical nursing needs, emotional' social nursing needs. The physical nursing needs showed the sheer correlation with the informational. social nursing needs, and the inverse correlation with the ADL. Conclusion: It is necessary that it should improve the service to meet the emotional and social nursing needs and develop the extensive nursing programs satisfying their desires based on the general traits of the elderly.

• The Journal of Korean Academic Society of Nursing Education
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• v.18 no.1
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• pp.25-33
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• 2012

Purpose: In order to know where to begin, where to focus and how to tailor training and support, nurse educators usually start their work with an assessment of student needs. The purpose of this study was to investigate the needs of nursing students for clinical nursing education. Methods: The participants were 344 nursing students who had experienced clinical practice for one or more years. The instrument was established by a literature review and verified by 9 experts. Data was analyzed using the SPSS program and content analysis. Results: Clinical nursing educational needs of the nursing students were as follows. In preparation for clinical practice, the need for the 'open-lab of fundamental nursing practice' was the highest. In the needs to the clinical nurse educator, nursing students strongly demanded that the clinical teachers show cooperation and respect for students. In the nursing activities, nursing students demanded nursing activities, which included doing measurements, managing infection and nursing responsibilities. Conclusion: To achieve the goals of education, it is important to understand the opinions of students. Therefore, these results will contribute to improving clinical nursing education to achieve nursing competency as a professional nurse.

• Journal of East-West Nursing Research
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• v.3 no.1
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• pp.7-16
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• 1998

This paper reviewed the concept of the energy flow in east and west. The differences in the views of the energy flow between oriental and western thought were compaired according to the ontological point of view. Human body take up energy and material on open system which maintains homeostasis. Human and environment are continuously interacting in a state of co-existence. Human has energy field called "aura" and seven chakra in energy outflow moving came as meridian. Qi is an invisible cosmic energy helping the fundamental human activity and changes. The basic action of Qi is helping the human growth and development, maintain the body temperature and preventing the intrusion of microorganism. In the normal healthy organism, all are maintained in balance and in a continuous circulation of Qi, while illness is the result of the disturbed Qi flow in the aspect of Qi-theory. Although there are differences between oriental and western medicine in approaches to clients, the basic point of view and philosophy have many similarities on fundamental level. An understanding of the basic thought of energy flow and oriental concept of energy flow implies a more comprehensive meaning than the perspective of unitary transformation discussed in modern western thought of energy flow. Now we should avoid narrow view of energy concept and regard energy flow as an integrated concept with Korean culture. Regarding Qi-theory which provides a comprehensive and humanistic and ethical foundation for nursing philisophy through this overview, it is hoped that a contribution will be made to the development of nursing intervention which is suitable to Korean context.

• Journal of Korean Public Health Nursing
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• v.11 no.2
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• pp.141-151
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• 1997

As concerns about dementia patients increase gradually in society, the nursing of them becomes more and more important. For intervening in dementia patients effectively, the most fundamental thing is to understand their characteristics and to increase the ability of assessing them. The assessment data supply us with the foundations of Nursing diagnosis and nursing plan. The reaseons why the assessment data are especially important to dementia patients are as follows; First, dementia patients have great differences among them in intellectual, physical ability. And their condition varies from time to time. Second, the intervention without planning results in the deficiency of consistence, and it rather embarrasses and makes dementia patients uneasy. Third, nursing of dementia patients requires participation of multi-disciplinary team because of characteristics of that disease. The development of an unitary assessment tool is essential for all members of the team to have close relations between them and care for dementia patients. Fully understanding the importance of assessment data, this study investigate the content to be included in the assessment before developing assessment tools to be used in community. It points out that the assessment should include the informations about patients, their family, and main care-giver. And it sets up items that can supply with detailed information on each person. In the future it is necessary to transform the contents of this study to more concrete items and develope the assessment tools for dementia patients. And recording paper for follow up should be supplemented to check any changes in family caring for dementia patients and describe the changes in detail. To make assessment tools is one of the fundamental works in controlling dementia patients. Therefore the official assessment tools should be provided as soon as possible. This study aimed at presenting the guiding principles for developing that assessment tools.

• Journal of Industrial Convergence
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• v.20 no.4
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• pp.57-69
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• 2022

This study is a qualitative study attempting to understand the experiences of blended learning of curriculum of fundamental nursing practice under the COVID-19. In the present study participated with 18 nursing students, data was collected through focus group interviews, the blended class was organized until 14^th week by configuring a non-face-to-face e-Learning for the odd week and the face-to-face practice for the even week, and the collected data was analyzed using content analysis methods. As a result of analysis, a total of 250 significant statements were derived, the statements being analyzed based on eight subcategories, four upper categories, and two subjects. The derived four upper categories were "maladjustment to a sudden change in teaching method," "lowering of learning efficiency and confusion during class," "ambivalence toward online class," and "positive experience for a new learning method." The present study would be able to provide the basic data for developing a blended, learning operating program and applying to various practice-based curriculum by providing useful information relating to the blended learning class for the fundamental nursing practice for nursing students in the on-tact era.