• 한국산학기술학회논문지
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• 제16권3호
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• pp.1989-2001
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• 2015

본 연구는 요양병원 간호사의 간호역량 중요성 인식과 간호역량수준을 파악하고, 이들 영향요인을 분석하기 위해 시도되었다. 연구대상은 일 지역 11개 요양병원 근무 간호사 243명이었으며, 연구기간은 2014년 8월 25일부터 9월 3일이었다. 수집된 자료는 SPSS WIN 19를 이용하여 빈도, t-test, ANOVA, 피어슨 상관계수, 다중회귀분석으로 분석되었다. 연구결과 요양병원 간호사의 간호역량 중요성 인식 정도는 평균 $4.21{\pm}0.48$점(1-5점 범위), 간호역량수준은 평균 $3.47{\pm}0.46$점(1-5점 범위)이었다. 간호역량 중요성 인식에 비해 간호역량수준이 유의하게 낮았다. 회귀분석 결과 요양병원 간호사의 간호역량 중요성 인식에는 직위(${\beta}=.19$)가 유의한 영향요인으로 규명되었다. 간호역량수준에는 간호역량 중요성 인식(${\beta}=.37$), 연령(${\beta}=.20$), 현 직장경력(${\beta}=.13$), 건강상태(${\beta}=.13$)가 유의한 영향요인으로 규명되었다. 본 연구결과를 바탕으로 요양병원 간호사의 간호역량의 특성을 보다 잘 반영할 수 있는 측정도구의 개발과 간호역량 강화 프로그램의 개발 및 효과검증 연구를 제언한다.

• 한국간호교육학회지
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• 제23권3호
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• pp.252-267
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• 2017

Purpose: This study aimed to investigate clinical nurses' perception on nursing managerial competencies. Methods: This was a descriptive study. The data were collected from 198 nurse managers who had worked in six general hospitals using a self-reporting questionnaire. Data were analyzed by descriptive statistics, t-test, ANOVA, and Importance-Performance Analysis. Results: Only 32% of the participants had experienced nursing managerial competency training. The mean score for perceived performance of nursing managerial competency was lower than that for perceived importance. There were significant differences in perceived importance, performance, and importance-performance gaps among head, charge, and staff nurses. Importance-performance analysis showed that three of the 30 nursing managerial competencies require further development: staffing, human resources development and education, and nursing standard development competency. There were significant differences in importance-performance gaps according to age, career years in current hospital, work shift, position, nursing delivery system, and nursing managerial competency-education experience. Conclusion: A training program for developing and improving nursing managerial competencies which is focused on the gaps in importance and performance level is needed for clinical nurses. In addition, it should be considered to improve nursing work conditions such as nursing delivery system and formal appointment in order to increase the performance of nursing managerial competencies.

• 지역사회간호학회지
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• 제27권2호
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• pp.163-172
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• 2016

Purpose: This study was conducted to investigate the relationship between cultural competency and the importance of nurses' qualities perceived by undergraduate nursing students. Methods: Researchers developed two tools for this study after reviewing the related literature and conducting research team workshops: questionnaire of cultural competency and the importance of nurses' qualities. 200 nursing students were recruited in convenient sampling to respond to these questionnaires. Of nurses' 10 qualities, major affecting factors on the cultural competency were identified by stepwise multiple regression analysis. Results: The nursing students perceived technical nursing skills and professional nursing knowledge as nurses' most important qualities. However, 'having a passion for patient care', 'demonstrating strong nursing profession's code of ethics' and 'teaching and research ability' were found as significant influencing factors on the variance of the cultural competency. These three factors explained 16% of the total variances of the cultural competency (F=13.98, p<.001). Conclusion: The educational strategies to improve cultural nursing competency need to incorporate students' expectations for the professional nurses' roles. Also, further studies need to develop reliable and valid measurement tools for cultural competency.

• 기본간호학회지
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• 제15권1호
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• pp.6-13
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• 2008

Purpose: This research was conducted to identify major factors that influence competency for nursing students in basic nursing skills. Method: Data were collected by questionnaires from 290 first year students in one college of nursing. The instrument tools included motivation for admission to nursing, concern about fundamentals of nursing, perceived importance of fundamentals of nursing, level of active participation in fundamentals of nursing, number of times to use open Lab, Lab class satisfaction, self-efficacy, self-evaluation and student attitude. Results: There was no significant correlation between competency in basic nursing skills and motivation for admission to nursing, concern about fundamentals of nursing, perceived importance of fundamentals of nursing, or number of times to use open Lab. Competency in basic nursing skill in these students showed a significantly positive correlation to Lab class satisfaction, self-efficacy, self-evaluation, student attitude and level of active participation in fundamentals of nursing. The major factors that influenced competency in basic nursing skills for nursing students were student attitude, self-efficacy and number of times to use open Lab. These factors explained 15.5% of the variance in competency. Conclusion: Basic nursing skill practice education programs should be developed to improve self-efficacy and active participation.

• 임상간호연구
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• 제23권2호
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• pp.189-201
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• 2017

Purpose: The aim of this study was to develop the nursing management core task and competency matrix for hospital unit managers. The perceived level of importance and performance of identified core competencies by unit managers were also investigated. Methods: Literature review and expert survey identified nursing management core task and competencies. Subsequently, the core task and competency matrix was developed and validated by expert panel. A survey of 196 nurse managers from 3 cities identified perceived importance and performance of core competiences. Results: Thirty-eight nursing management core task and thirty-seven nursing management core competencies were identified comprising five categories; Clinical practice knowledge, Evidence-based practice, Employee development, Strategic planning and Initiative. Based on the core task and competencies, the task and competency matrix for unit managers was developed. In the analysis of importance and performance of core competencies, the mean score of importance ($3.50{\pm}0.30$) was higher than the mean score of performance ($3.03{\pm}0.34$). Conclusion: The development of core task and competencies for unit managers in hospitals provides a guide for the development and evaluation of programs designed to increase competence of unit managers.

• 대한간호학회지
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• 제46권3호
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• pp.375-389
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• 2016

Purpose: The aim of this study was to classify nursing management competencies and develop behavioral indicators for nurse managers in hospitals. Also, levels of importance and performance based on developed criteria were to be identified and compared. Methods: Using expert survey we classified nursing management competencies and behavioral indicators with data from 34 nurse managers and professors. Subsequently, data from a survey of 216 nurse managers in 7 cities was used to analyze the importance-performance comparison of the classified nursing management competencies and behavioral indicators. Results: Forty-two nursing management competencies were identified together with 181 behavioral indicators. The mean score for importance of nursing management competency was higher than the mean score for performance. According to the importance-performance analysis, 5 of the 42 nursing management competencies require further development: vision-building, analysis, change management, human resource development, and self-management competency. Conclusion: The classification of nursing management competencies and behavioral indicators for nurse managers in hospitals provides basic data for the development and evaluation of programs designed to increase the competency of nurse managers in hospitals.

• 간호행정학회지
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• 제14권4호
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• pp.477-487
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• 2008

Purpose: The purpose of this study is to develop the competencies of the administrator and the behavioral indicators, and with those as the foundation it is to measure the importance and the performance. Method: On the basis of literature review, the researcher made a preliminary competency and the behavioral indicator for the administrator. Developed competency and behavioral indicator went through the content validity using CVI. Finally, 20 different competencies and 87 behavioral indicators of the administrators in long-term care facility helped measuring the importance of the present administrator's competency and the performance. Results: The competencies are Achievement Orientation, Initiative, Information Seeking, Interpersonal Understanding, Customer Service Orientation, Marketing, Influence, Organizational Awareness, Relationship Building, Staff Development, Assertiveness, Teamwork and Cooperation, Leadership, Analytical Thinking, Conceptual Thinking, Managerial Expertise, Self Control, Self Confidence, Flexibility and Organizational Commitment. For the contents, 87 behavioral indicators are included. The importance and the performance were confirmed by Importance Performance Analysis. The importance of each behavioral indicator in each field and the performance were confirmed with the mean and the standard deviation. Conclusion: The competencies and behavioral indicators of an administrator which were developed by this study are considered that they can be used as the effective guides in the practical field and can also be used as basic materials for developing educational program.

• 한국산학기술학회논문지
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• 제21권1호
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• pp.705-716
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• 2020

본 연구는 캡스톤 디자인을 활용한 간호연구 수업의 팀워크역량 효과와 팀활동 경험의 내용을 분석하고자 양적연구와 질적연구를 혼합한 통합연구(Triangulation)이다. 연구대상자는 D대학교 캡스톤 디자인 간호연구를 수강한 간호대학생 99명이었다. 간호대학생의 수업 전, 후의 팀워크역량을 비교하였으며, 팀별 성찰일지의 서술형 자료를 통해 캡스톤 디자인 간호연구 수업에서의 팀활동 경험을 질적내용 분석하였다. 연구 결과, 과제수행역량이 수업 후 유의하게 높아 졌으며(t=-2.166 p=.033), 과제수행역량 중 목표실행능력이 수업 후 통계적으로 유의하게 향상되었다(t=-2.224, p=.028). 대인관계역량 중 리더십이 수업 후 유의하게 향상되었다(t=-2.085, p=.040). 팀활동 경험 내용은 '자원관리의 어려움', '개인의 노력과 역량 발휘의 중요성 인식', '효과적인 역할 분배를 위한 노력', '의사소통의 중요성을 깨달음', '임상실무에 필요한 역량을 강화함'의 5개의 주제가 도출되었다. 본 연구를 통해 캡스톤 디자인 간호연구 수업이 간호대학생의 팀워크역량을 향상시키는데 효과적이며, 개인의 노력과 역량 발휘, 효과적인 역할 분배와 의사소통을 통해 임상실무에 필요한 역량을 강화시킬 수 있는 긍정적인 팀활동 경험을 제공했음을 확인할 수 있었다. 본 연구 결과를 바탕으로, 팀워크역량 강화를 통해 간호연구역량 향상을 도모하는 캡스톤 디자인 간호연구 수업에 활용해야할 것이다.

• Journal of Korean Biological Nursing Science
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• 제26권1호
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• pp.60-69
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• 2024

Purpose: This descriptive research study attempted to determine how general hospital nurses' awareness of the importance of patient safety management and patient safety competency affected patient safety management activities. Methods: From September 13 to 26, 2022, a survey was administered to 230 ward nurses who provided direct care to patients at five non-accredited general hospitals being evaluated for accreditation located in metropolitan cities. The collected data were analyzed with descriptive statistics, the t-test, one-way analysis, the Scheffé test, Pearson correlation coefficients, and hierarchical regression using SPSS for Windows version 26.0. Results: In total, 221 (96.1%) respondents were female. The average age was 32.2 years, and the average clinical experience was 3.5 years; 196 participants (85.2%) were general nurses. Patient safety competency (β = .44, p < .001), awareness of the importance of safety management (β = .31, p < .001), and medication error experience (β = -.15, p = .002) all had statistically significant associations with patient safety management activities. The explanatory power of these variables for patient safety management activities was 50.7%. Conclusion: This study confirmed that patient safety competency, awareness of the importance of patient safety management, and experience with medication errors significantly influenced patient safety management activities.

• 기본간호학회지
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• 제6권2호
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• pp.228-239
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• 1999

In 1990 Home Care Education Programs started when legislation established certification for Home Care Nurses. The Ministry of Health and Welfare proposed a home care education curriculum which has 352 class hours and 248 hours of 'family nursing and practice'. Though Home Care Education Programs have been offered in 11 home care educational institutes, there has been no formal revision for the home care education programs. Also a first and second home care demonstration projects have been carried out, but there has been no research on outcomes for home care education as applied in home care practice. The purposes of this study were to identify the important content areas for home care nursing as perceived by home care nurses, and to identify their clinical competence in each of these areas, and from these to identify the education needs. The sample was 107 home care nurses who were working in home care demonstration hospitals and community-based institutions which have been offering home care services. Responses were received from 88 nurses, comprising a 82.2% return rate, and 86 were included in the final analysis. The instrument used was a modification of the instrument developed by Caie-Lawrence et(1995) and Moon's(1991) instrument on home care knowledge. The instrument's Cronbach's coefficient was 0.982. Among the respondents, 64% were working at home care demonstration hospitals and 36% were working at community-based institutions. Their home care experiences were from one month to six years, with a mean of 20.6 months. The importance rating for home care education content was 3.42 0.325, which means importance was rated relatively high. Technical aspects of home care were identified the most important. Five items 'education skill', 'counseling skill', 'interview skill', 'wound care skill', 'bed sore care skill' received 100% importance ratings. The competency rating was 2.87 0.367 and 'technical aspects of home care' was the highest, and 'application to home care skill' was the lowest. Home care nurses' education needs were identified and compared to the importance ratings and competency ratings. Eleven items were identified as the highest in the importance areas and eleven items were in the lowest competency areas. High importance ratings matched with low competency ratings determined training needs, but there was no matching items in this study. In the lowest competency areas four items were excluded, because of not being applicable in current home care practice. Therefore total eighteen items were identified as home care education needs. These items are 'bed sore care skill', 'malpractice', 'wound care skill', 'general infection control', 'change and management of tracheostomy tubes', 'CVA patient care', 'Hospice care', 'pain management', 'urinary catheterization and management', 'L-tube insertion and managements', 'Respirator use and management skill', 'infant care', 'prevention to burnout', 'child assessment', 'CAPD', 'infant assessment', 'computer literacy', and 'psychiatry patient care'.