• Journal of Digital Convergence
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• v.16 no.12
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• pp.489-503
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• 2018

The purpose of this study was to explore traumatic experiences and posttraumatic growth of nursing students who were in clinical training. The data were collected from 490 nursing students at four nursing colleges with clinical training experience more than 1 year, from November 20th 2017 to December 20th. Collected data were analyzed through t-test, ANOVA, and $Scheff{\acute{e}}$ test with the SPSS/WIN 25.0 program, and qualitative data were analyzed by content analysis. 26.5% of the subjects had traumatic experiences in their daily life, 61.2% in the clinical practice. Their posttraumatic growth was scored 2.63 out of 5 on average. The contents of traumatic experiences were 'Violence experienced by medical staff','Negative perception of nursing care','Non-Educational Practical Environment' Clinical practice in a harsh environment, Witness of a serious patient, et al. The findings can be used as important basic data for the development of nursing practice education program for encouraging the posttraumatic growth of nursing students.

• Korean Medical Education Review
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• v.19 no.1
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• pp.10-17
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• 2017

Since the World Health Organization identified interprofessional education (IPE) as an important component in primary health care in the 1980s, medical and health sciences educators have continued to debate factors for implementing effective IPE in the classroom. Although IPE research is widespread internationally, few studies have been done in South Korea. This study explored the current status of IPE and examined factors that influence IPE in South Korea. A total of 30 (70%) out of 41 medical education experts in medical schools participated. Forty-seven percent of the participants reported that they allocated less than 5% of their time implementing IPE in the curriculum of their schools throughout the 4 years of medical school. Although all experts (100%) agreed that IPE is essential for medical students, they expressed practical difficulties in implementing IPE in the current education system. Factors that influence IPE are scheduling and curriculum (e.g., rigid curriculum vs. providing learning environment) and attitudes (e.g., lack of reciprocal respect vs. willingness to change). In addition, participants reported that communication skills and collaborative practice employing clinical practice or role-playing would be appropriate education methods and content for IPE in the future. The findings of this study provide a foundation for the implementation of IPE in South Korea. Future research directions for IPE in medical, nursing, and pharmacy schools are discussed.

• The Journal of the Korea Contents Association
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• v.16 no.10
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• pp.664-675
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• 2016

The purpose of this study was to identify the duties and tasks of pre-service health education teacher in elementary school using DACUM method. DACUM workshop was conducted for the fourth year nursing students located in J province who completed a health teacher teaching course and performed practical training course in elementary school. By carrying out DACUM workshop duties, tasks, task-specific importance, difficulty and frequency were analyzed, and were derived with the knowledges, skills, attitudes, tools, and future prospects on job requirements and characteristics. The derived job analysis information was verified the content validity from 6 field experts in school and 2 professors of education. Based on the result, DACUM chart was developed. DACUM chart was consisted of 6 duties and 24 tasks, knowledges, skills, and attitudes for job performance were derived. The result of study showed that health care in elementary pre-school health education teacher practicum was listed as the most important duty. Teaching and writing skills were presented to practice basically. Because the importance and role of the health teachers in school are considered necessary, it is considered to increase institutional support for the development of health education program and the improvement of educational environment.