• Title/Summary/Keyword: Nurse specialist

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A Study on Role Conflict and Job Satisfaction of Neurosurgery Clinical Nurse Specialist (신경외과 임상전문간호사의 역할갈등과 직무만족에 관한 연구)

  • Lee, Hae Jin;Kang, Young Sil;Choi, Eun Sook
    • Korean Journal of Adult Nursing
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    • v.18 no.2
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    • pp.304-313
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    • 2006
  • Purpose: The purpose of this study was to describe role conflict and job satisfaction of Neurosurgery Clinical Nurse Specialist(NCNS) and to identify associated factors. Method: The target populations was 77 NCNSs from 30 general hospitals. Data were collected with self-administered questionnaires and analyzed using t-test and ANOVA. Results: The overall mean scores of role conflict and job satisfaction were $3.60({\pm}0.54)$ and $3.04({\pm}0.46)$ respectively. Significant variables affecting role conflict were the working period as NCNS, the number of colleague NCNSs in working hospital, and assignment of prescription rights. The significant variable affecting job satisfaction was assignment of prescription rights. There was no statistically significant correlation between job and role conflict. Conclusion: The variable effecting both role conflict and job satisfaction was the extent of prescription rights. In order to improve the quality of patient care and to protect Neurosurgery Nurse Clinical Specialist, the enactment of law on prescription practice is needed.

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Development and Validation of a Education Nurse Specialist-Led Education Satisfaction Scale for Nurses Working at Comprehensive Nursing Care Service Wards (교육전담간호사가 주도하는 교육 프로그램에 대한 간호·간병통합서비스 병동 간호사의 교육 만족도 측정 도구 개발 및 타당도 검정)

  • Shin, Na yeon;Lee, Seung Shin;Park, Min Jung;Park, Young Mi;Kim, Sung Kyung;Nam, Ga Hee
    • Journal of Korean Clinical Nursing Research
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    • v.26 no.3
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    • pp.285-295
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    • 2020
  • Purpose: The purpose of this study was to develop and validate a education nurse specialist-led educational satisfaction scale for nurses working at comprehensive nursing care service wards. Methods: A methodological study was conducted. A total of 237 nurses working at comprehensive nursing care service wards in a general hospital participated in this study. The scale was developed through literature reviews, in-depth interview, development of preliminary items, verification of content validity, development of secondary items, evaluation of construct validity, and extraction of final items. Analysis included exploratory factor analysis, pearson's analysis, and reliability analysis using cronbach's α. Results: The education nurse specialist-led educational satisfaction scale for nurses working at comprehensive nursing care service ward consisted of 21 items. Two factors (critical thinking disposition and clinical competency) were identified which explained 63.5% of the total variance. Cronbach's α of each factors were >.95. Conclusion: The results suggested that the education nurse specialist-led educational satisfaction scale for nurses working at comprehensive nursing care service wards demonstrated acceptable validity and reliability. Items of the instrument can assess the level of satisfaction with regards to education led by education nurse specialist among nurses working at comprehensive nursing care service wards.

The Role Behaviors of Oncology Nurse Specialist (종양전문간호사의 역할규명을 위한 연구)

  • Kim, Min-Young;Park, Sung-Ae
    • Asian Oncology Nursing
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    • v.3 no.1
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    • pp.24-44
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    • 2003
  • The purposes of this study was to identify and propose the expected role of the oncology nurse specialist by embodying role theory to oncology nurse specialist. The subjects of this study were 149 persons in 14 hospitals, who were classified to 4 groups, oncology nurse specialists(ONS) group, head nurses and charge nurses(HN & CN) group in hemato-oncology ward, registered nurses(RN) group in hemato-oncology ward, and hematologists & oncologists(H&O) group. The questionnaire which was consisted of 89 items for role of oncology nurse specialist, was made by researcher with a field study and literature review about role of oncology nurse specialist and verified by matrix delphi technique about content validity and construct validity. The data were collected from October 22, 2002 to November 5, 2002. All 4 groups proposed that ONS should perform an expert practitioner role first of all. But ONS group, RN group and H&O group proposed orderly expert practitioner, educator, researcher, consultant, and administrator & change agent, but HN & CN group did expert practitioner, educator, consultant, researcher, administrator & change agent. Expert practitioner had the most highest necessary degree in all groups and most highest performance degree in ONS group. That was consistent with results that all groups proposed role of expert practitioner at first. 4 items out of 20 items showed the meaningful differences between groups. For role of educator, oncology nurse specialist group proposed necessary degrees over 4.0 point out of 5.0 in all items. 4 items out of 18 items showed the meaningful differences between groups. For role of researcher, 3 nurses groups proposed a high necessary degree, but performance of ONS group was most lowest among 5 roles. 6 items out of 14 items showed the meaningful differences between groups. The role of consultant had high necessary degree in some items related to hematopoietic stem cell transplantation. 2 items out of 17 items showed the meaningful differences between groups. In nursing behaviors of administrator & change agent, those items about enacting principle, cost development and participation of professional academy had a high necessary degree. 4 items out of 18 items showed the meaningful differences between groups. Oncology nurse specialists group performed 5 roles orderly, expert practitioner, consultant, educator, administrator & change agent, researcher. This result was different from expected role of themselves as well as the other groups. There was a different necessary degree between role and embodied nursing behaviors of role. ONS group and RN group proposed orderly educator, researcher, administrator & change agent, expert practitioner, consultant, but the other groups did educator, expert practitioner, researcher, consultant, administrator & change agent. The expected standards of oncology nurse specialist in this study were usually master's degree, total career of 5-7 years, oncology career of 3-5 years and certification. But for the post, qualification and qualification institution, various opinions were suggested. In the conclusion, there was a different necessary degree between role and embodied nursing behaviors of role. All groups proposed expert practitioner at first in abstract role, but educator at first in embodied nursing behaviors of role. So we have to consider this difference carefully in the future research. ONS acted the role of expert practitioner first of all, but we should develope and expand the roles of researcher, and administrator & change agent. We should enact roles by role behaviors induced from mutual agreements in necessary degree and performance degree, and bargain the role behaviors that showed the meaningful differences between groups But, we should consider carefully which group's opinion we have to select. I suggested 36 items out of 89 items, in which ONS proposed necessary degree over 4.0 out of 5.0 and half of them performed as the nursing behaviors of oncology nurse specialist that did not induce role stress. For the future, We should role bargain the role with other groups based on these items.

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A Study on Developing Strategies for Expanding the Roles of Public Health Nurses (보건간호사의 건강증진사업 수행 현황과 역할 확대 방안 모색을 위한 연구)

  • 박은숙;유호신
    • Journal of Korean Academy of Nursing
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    • v.31 no.4
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    • pp.712-721
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    • 2001
  • Purpose: This study was to identify activities and related problems on health promotion of public health nurses, and to investigate basic data proposed to revise strategies of Health Promotion Nurse Specialists (HPNS). Method: The subjects of this study were 787 public health nurses sampled by clustering of the entire nation of Korea. Data were collected by focus group studies and cross-sectional survey during April to October of 1999. Results: 13.3% of public health nurses took responsibility for health promotion projects and 45.9% were involved in health promotion work with in home care or other routine activities. Also, the factors public health nurses perceived as barriers to implement activities for health promotion were time limitation, lack of ability for planning projects, insufficient time for specialties, inadequate understanding about health promotion project. Conclusion: According to the study, they need to have special education and further technical support. These results have important implications for the establishment for the role of Health Promotion Nurse Specialist. Also, in developing systems and curriculums for Health Promotion Nurse Specialist, the major factors described above need to be considered carefully.

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A Curriculum Development for Korean Occupational Health Nurse Specialist Program (산업전문간호사 교육과정 운영방안에 관한 연구)

  • June, Kyung Ja
    • Korean Journal of Occupational Health Nursing
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    • v.14 no.1
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    • pp.34-43
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    • 2005
  • Purpose: The purpose of this study is to develop the curriculum model for occupational health nurse specialist in Korea. Method: Internet searching was conducted to analyze the type of master program for occupational health nurses in the U. S. To identify the importance of occupational health nurse specialist (OHNS)'s role, self-administrative questionnaire survey was done to335 occupational health nurses through postal mail and continuing education in 2003. SPSSWIN 10.0 was used for data analysis. Results: In the U. S., two main types of nurse practitioner program and nurse manager program are separately operated for occupational health nurses as master level. Under the governmental support, geographical and financial barrier can be decreased through the distance learning and the appointment of regional ERC. Most occupational health nurses recognized importantly the role of OHNS as direct care provider, educator, consultant, and manager. Conclusion: It is recommended that the job standard for OHNS needs to be developed, and regulation has to be changed for the diverse curriculum based on the need of occupational health nurses, and governmental support must be strengthened for occupational health nurses to apply more easily to the program.

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Development of a Curriculum for Rehabilitation Nurse Specialist Program (재활 전문간호사 교육과정안 개발연구)

  • Kang, Hyun-Sook;Suh, Yeon-Ok;Lee, Myung-Hwa;Kim, Jeong-Hwa;Lim, Nan-Young;Suh, Moon-Ja;Lee, Jeong-Ja;Park, In-Joo;Cho, Bok-Hee;Kim, In-Ja;So, Hee-Young;Song, Chung-Sook;Lee, Sung-Sook;Hwang, Ok-Nam;Park, Sang-Yeun;Yoo, Yang-Sook
    • The Korean Journal of Rehabilitation Nursing
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    • v.4 no.2
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    • pp.179-186
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    • 2001
  • The purpose of this study is to develop a systematic and efficient curriculum for the rehabilitation nurse specialist program. This research was carried out as a group work of 15 experts in order to share various opinions about the curriculum, and also through literature review. Articles, curriculums of other Clinical Nurse Specialist Programs, medical laws guidelines, as well as Clinical Nurse Specialist Program from the Korean Nurses Association were reviewed, and the issue was discussed throughly via group meetings. The developed curriculum is as follows: 1. Educational philosophy lies in the fact that the rehabilitation nurses support the patients to maximize their potential and functional level, so that they could maintain healthy state and re-adapt to changed environment. Furthermore the rehabilitation nurses are disposed of arbitrary decision power under their own responsibility, thus they take charge of welfare and healthy environment of the local society through the patients(subjects) and local resources. 2. Educational goals are to train rehabilitation nurse specialist, who correspond to the social needs, so to say, those who have the knowledge and skills for nursing practice, education and research. 3. The curriculum consists of 37 credits, of which 24 credits are based on lectures and 13 credits based on clinical practice. General courses are 3 subjects (5 credits) ; nursing theory, nursing research, and laws/ethics. Mandatry courses are 8 subjects with 19 credits; advanced physical assessment, pharmacology, pathophysiology, issues in rehabilitation nursing, advanced rehabilitation nursing intervention I, advanced rehabilitation nursing intervention II, sports physiology, special rehabilitation nursing intervention. As for the clinical practice courses, assessment and evaluation for rehabilitation(64 hours), community and home based rehabilitation nursing(128 hours), hospital based rehabilitation nursing(128 hours), institution based rehabilitation nursing(96 hours) would be treated. 4. Contents of the curses were developed to correspond with the courses' objectives and specific items. 5. Evaluation would be carried out both in the lecture and in the clinical practice. The knowledge and skills of the students would be measured to ensure full validity and credibility. However this developed curriculum should be continuously modified and updated in more desirable direction.

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