• 한국병원경영학회지
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• 제9권2호
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• pp.128-148
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• 2004

Both undergraduate and graduate programs in health services management(HSM) are recently established in colleges and universities in Korea, and the programs train their students for diverse sectors within the field of healthcare management, including hospitals, nursing facilities, consulting firms, health industries such as pharmaceutical, insurance companies, etc. This study investigates many of the managerial roles expected to graduates from academic curricula in HSM, and required competencies to be successful in their positions. The information of roles and competencies for HSM graduates were collected, and their importances were evaluated by healthcare management experts through a Delphi method. As the result, 11 items for present roles and 13 items for future roles were derived, and 15 and 16 items were derived for present and future competencies respectively. Utilizing the classification of work roles by Timmreck and that of managerial competencies by Robbins, the importance of roles and competencies of healthcare managers was analyzed and interpreted. The major domains of roles at present turned out to be 'organizer', 'planner', 'problem solver', and 'coordinator' in order according to importance. On the other hand, as graduates develop their careers, the domains of future roles would be changed to 'director' and 'planner'. For competencies, the most important domain at present was 'technical skill', but the future important domain was 'interpersonal and emotional intelligence'. The result of this study can be seen as an initial step toward improving the academic curricula of HSM in college and universities and promoting collaborative efforts between academic programs and on-site practices in healthcare industries.

• 여성건강간호학회지
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• 제10권3호
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• pp.190-199
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• 2004

This thesis explores the actual circumstances of Korean nursing by investigating its present situations. Ultimately, the intent of this study aims to establish a future direction of Korean Nursing. As such, the current conditions of Korean nursing is analyzed in the following categories: education, practice, research, nursing policy, expansion of nursing field, and entrepreneurship. In the final conclusion, an appropriate orientation of the future of Korean nursing is discussed. There are two primary Nursing programs, a three-year(63) and a four-year(53), in Korean Nursing education. Master's programs are available at 32 nursing schools or 32 professional graduate schools. A total of 15 nursing schools have a doctoral program in Korea. The ratio of graduates between the three-year and four year programs is 76:24. Hence, it is highly encouraged to expand four-year nursing programs, because it will help raise the social status of nursing professionals as well as the quality of nursing. In the clinical nursing field, independency and self regulation are critical. As such, organizational change, implementation of a standardized nursing m information system, appropriate workforce, and improvement of the reimbursement system in nursing is recommended. In community nursing, the following should be resolved to provide better nursing services: improvement of working condition and benefits, establishment of a law enforcing the hiring of nurses, and providing continuing education. The number of nursing research has increased and nursing studies are in great quantity. However, research in practices and theories are more in demanded. Hence, research that integrates theories and practices are very significant. Ultimately, it is critical to support nursing studies that will influence nursing policy. The Korean Nurses Association(KNA) is an organization that supervises the nation's nursing policy. The primary focus of KNA is to combine the three and four year undergraduate education systems into 4 years and to establish the Nursing Practice Act. The Ministry of Health and Welfare has adapted a system to educate and certify nurse specialists in 10 nursing areas in 21 nursing graduate schools expecting high-quality nursing services and a decrease of cost. The government also allowed nurses to operate facilities for health management or welfare agencies.

• 지역사회간호학회지
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• 제27권2호
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• pp.183-192
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• 2016

Purpose: The purpose of this study was to seek the direction of community health nursing practice education focus on the nursing education accreditation criteria. Methods: We collected data through e-mail survey to all of 202 Korean nursing baccalaureate education institute in April, 2016. The 93 professors teaching community health nursing was responded about their affiliated institute (response rate 46.0%). Results: The Korean nursing graduates in Feb. 2016 was practiced 3.01 credits, 131.6 hours in community health nursing course. Community health nursing practice agency was public health center (98.9%), Public health center post (43.0%), Public health center branch (32.3%) in order. The possibility to achieve the course objectives up to national examination was recognised Public health center (3.4), Public health center post (3.3), Public health center branch and school (3.2) from 5 score likert scale. A lot of nursing education institute have difficulty in clinical placement in community health nursing practice agency that meet eligibility of preceptor and space gaining for only nursing students. Conclusion: The nursing education accreditation criteria in 3rd cycle have to be considered real community health nursing practice situation and newly emerging community health nursing fields.

• 간호행정학회지
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• 제5권2호
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• pp.317-336
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• 1999

Official nursing education of Korea under Japanese rule began in order to make the communication possible among Japanese medical men and Korean patients. It could generate high standard nurses from the beginning. Nurses licensure began in 1914 and the graduates of official nursing schools could get nurses licensure without further test. Official nursing education became the standard of R.N. education. The curriculum emphasized on Japanese and ethics first, and in order to produce nurse, practice second. In 1920 the shortage of nurse became serious problem, so the Japanese colonial authorities set up 5 official nursing school in large scale. In 1922 they revised the relevant laws and regulations to make the nursing licensure pass all over Japanese ruling area. 8-year preliminary education and 2 year curriculum became standard of official nursing education after then. Other nursing schools should satisfy this standard to let their graduate get nurses licensure without further test. Curriculum was revised to satisfy the dual goal of 'good housewife' and 'good nurse'. Every official nursing school tried to raise educational standard Nursing science was specialized and more emphasis was put on the occupational education. From the late 1930s, Japanese desperately needed additional manpower to replenish the dwindling ranks of their military and labor forces. They tried to produce more nurses by increase nursing school. Students had to do wartime work instead of study. Younger students could enter nursing school, and general school could produce R.N. In conclusion, nursing education of Korea under Japanese rule was determined by the official nursing education. The Japanese colonial authorities lead the official nursing education. It made nursing education fixed early and produced high standard R.N. But it made nursing education withdraw in late Japanese rule period. Nursing education of Korea began quite weak in the need of nursing and Korea herself. The weakness became a subject of nursing education of Korea after Japanese rule to produce better R.N..

• Perspectives in Nursing Science
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• 제9권2호
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• pp.127-135
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• 2012

Purpose: The purpose of this study was to investigate the academic achievements, satisfaction and educational demands of nursing students at a college of nursing. Methods: The study subjects consisted of 134 senior nursing students who completed their clinical practicums. The students were asked to complete the evaluation survey for the curriculum. The evaluation survey for the curriculum consisted of three parts: 1) academic achievements of educational objectives, care of subjects, and skills; 2) satisfaction with the curriculum, clinical practice environment, and educational environment; 3) demands on the curriculum and clinical practicum. Results: The mean scores on the achievement levels of educational objectives, care of subjects and skills of the students were $3.68{\pm}0.53$, $3.69{\pm}0.59$, and $3.77{\pm}0.56$, respectively. The low rated domains were 'understanding and delivering culturally competent nursing' and 'competence in fundamental nursing skills' in their levels of achievements. Overall, students were satisfied with the nursing curriculum and educational environment. However, their satisfaction scores for the hours and arrangements of the clinical practicum, and the ratios and arrangements of lectures and clinical practicum were relatively low. Conclusion: The findings of this study are important to redesign nursing curriculum in order to prepare graduates for rapidly changing health care environments. We need to try various strategies to improve the clinical competencies of students by designing a curriculum based on social change and student needs.

• 한국간호교육학회지
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• 제28권4호
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• pp.400-410
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• 2022

Purpose: This study aimed to understand the keywords and major topics of the educational goals and objectives of nursing educational institutions in South Korea. Methods: From May 10 to May 20, 2022, the educational goals and objectives of all 201 nursing educational institutions in South Korea were collected. Using the NetMiner program, degree and degree centrality, semantic structure, and topic modeling were analyzed. Results: The top keywords and semantic structures of educational goals included 'respect for human (life)-spirit-science-based on, global-competency-professional nurse-nursing personnel-training, professional-science-knowledge-skills, and patients-therapeutic care-relationship.' The educational goals' major topics were clients well-being based on science and respect for human life, a practicing nurse with capabilities and spirit, fostering a nursing personnel with creativity and professionalism, and training of global nurses. The top keywords and semantic structures of the educational objectives included 'holistic care-nursing-research-action-capability, critical thinking-health-problem solving-capability, and efficiency-communication-collaboration-capability.' The educational objectives' major topics were 'nursing professionalism, communication and problem-solving capability; a change of healthcare environments and a progress of nursing practices; fostering professional nurses with creativity and global capability; and clients' health and nursing practice.' Conclusion: Educational goals in nursing presented specific nursing values and concepts, such as respect for human life, therapeutic care relationships, and the promotion of well-being. Educational objectives in nursing presented the competencies of nurses as defined by the Korean Accreditation Board of Nursing Education (KABONE). Recently, the KABONE announced new program outcomes and competencies, which will require the revision of educational goals. To achieve those educational objectives, it is suggested that the expected level of competencies be clearly defined for nursing graduates.

• 성인간호학회지
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• 제19권1호
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• pp.55-65
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• 2007

Purpose: The study was conducted to survey intensive care unit nurse's knowledge, nursing performance, and stress involving delirium. Methods: The subjects of this study were 278 nurses from three hospitals in Seoul, who had worked at the intensive care unit more than six months. Data were collected using questionnaire from December, 2005 to January, 2006. Results: The mean score of knowledge about delirium was 31.60 out of 50 and it was significantly lower among those with clinical experience of 12-35 months and 60-119 months and those who didn't experience conflicts with patients' families. The mean score of nursing performance for delirium was 16.10 out of 23, and it was significantly higher among those who took care of 2 patients. The mean score of stress related to delirium was 63.92 out of 100, and it was significantly higher among those aged over 40, nurses who were university graduates, nurses who experienced conflicts with patients' families, and nurses who took care of 5 patients. Conclusion: We need to develop systematic education programs in charge of patients with delirium.

• 가정∙방문간호학회지
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• 제15권2호
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• pp.91-98
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• 2008

Purpose: We measured the knowledge, satisfaction, and education needs in sexual rehabilitation of male patients diagnosed with a spinal cord injury. Methods: We recruited 104 patients from a general rehabilitation hospital. Data were collected between April 4 and May 9, 2008. Knowledge of sexual rehabilitation, satisfaction, and educational needs were measured using self-report questionnaires. Results: Points for knowledge of sexual rehabilitation were 6.75 out of 20, sexual satisfaction was 3.02 out of 5, and demand for sexual rehabilitation education were 3.54 out of 5. Most (93.27%) of the patients wanted to have a sex life, and many (75%)were willing to participate in sexual rehabilitation education. There were no differences in knowledge or satisfaction based on general characteristics. However, sexual satisfaction of the university graduates was higher than the lower education group. Conclusion: Male patients with spinal cord disorders are interested in a sex life and demand sexual rehabilitation education. These findings should support the development of sexual rehabilitation programs.

• 한국간호교육학회지
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• 제6권1호
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• pp.77-91
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• 2000

Recent changes in health problems as well as the health delivery system demand expanding nursing roles to improve quality care and at the same time provide cost-effective health services. Nursing leaders of the future will be expected to be excellent care givers who are well prepared as researchers and managers and administrators. The purpose of developing an ND program is to train nursing leaders for the future. The program objective are to demonstrate the role as 1) an advanced practitioner who will provide theory based practice 2) a researcher and manager The target population of the ND program is as follows : 1) Nurses with a BSN degree who are seeking to advance on the career ladder 2) Non-nursing BS, BA graduates who are seeking nursing as a second career 3) Transfer students who are mature and motived to be nursing leaders It is believed that the ND program would meet the diverse needs for potential students, for their role in nursing and the health delivery system and create a meaning and challenging position in the profession of nursing. A task force team was organized to develop the ND program and its activities are as follows; 1) Information on ND programs were collected from 3 universities and reviewed 2)An advanced education needs assessment was completed and it was found that 87.6% of the subjects responded positively about advanced degree work. 3) A tentative curriculum for an ND program was developed. It is a great challenge to develop a new program for nursing however, it is also our task and responsibility to further the development of nursing.

• 기본간호학회지
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• 제10권1호
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• pp.47-56
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• 2003

Purpose: This study was done to provide information about issues of clinical competency from the perspective of new graduate nurses and to make suggestions for improving undergraduate education programmes. It was also done to clarify learning experiences between fundamentals of nursing and the other major areas of nursing. Method: For this study, 7 new graduates and 8 experienced nurses participated. The data were collected through in-depth interviews and analysed in terms of Strauss and Corbin's grounded theory methodology. Result: Core category and main categories, were delineated. Clinical nursing competency was found to be a dynamic process with each participant actively engaged in acquiring problem solving ability in diverse clinical settings. These findings have value in understanding the embedded meaning of clinical nursing competency. Conclusion: Therefore, the educational programs reflecting the experience of new nursing staff should be developed.