• Title/Summary/Keyword: Performance of Clinical Competency

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Development and Effects of Problem-Based Learning Based on Simulation Practice Program for Nursing Students: Mixed Methods Research (간호학생의 문제중심학습 기반 시뮬레이션 실습 프로그램 개발 및 효과: 혼합연구방법)

  • Lee, Jung-Eun;Lim, Yeon-Gil;OH, Yun-Hee
    • Journal of Digital Convergence
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    • v.20 no.2
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    • pp.525-541
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    • 2022
  • This study aimed to develop simulation practice program with PBL (S-PBL) for nursing students and evaluate the effect of the program on their problem solving ability, clinical performance competency, learning satisfaction and confidence. The participants were nursing students who applied for simulation practice courses at an university in J province. The study was a mixed-method design using a nonequivalent one group pretest-posttest design (n=91) and focus group interview (n=12). Quantitative data were analyzed using SPSS 23.0 program and qualitative data thematic analysis. Quantitative data showed S-PBL was effective in improving clinical performance competency, learning satisfaction and confidence of the participants, but not in improving problem solving ability. As a result of the qualitative study, four themes and eight sub-themes were derived, and the themes were "Learn integrated nursing care based on priority", "Experience team cooperation through communication," "Learn vividly critical care" and "Improved nursing competency". The S-PBL could be effective in practical education for nursing students. In further study, it is necessary to develop various simulation practice programs based on PBL through a mixed-method design and apply them to nursing curriculum.

Implementing Best Practice in Critically Ill Organophosphate Poisoned Patient Through Simulation-Based Learning Program (중환임상중독환자의 상황 인지와 대처 방법에 대한 시뮬레이션 교육의 효과 연구)

  • Lee, Ji Hwan;Chung, Sung Phil;Chung, Hyun Soo
    • Journal of The Korean Society of Clinical Toxicology
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    • v.15 no.1
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    • pp.31-39
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    • 2017
  • Purpose: Despite the clinical and socio-economic impact of acute poisoned patients, many of the treatments are not standardized in Korea. Moreover, no formal training that is specifically focused on clinical toxicology exists. Rather, training and education are conducted case by case in various institutions. This study was conducted to develop a standardized simulation-based clinical toxicology training curriculum for healthcare providers. This program will focus on specific assessment and treatment of critical toxicology patients, specifically those who have been poisoned with organophosphate. Methods: The study was performed using a pre- and post-design to determine the effects of implementation of this program. The study was conducted at eight different urban teaching hospitals in a simulated room in the clinical area. The study was targeted to 19 groups composed of emergency residents and nurses. Simulation-based learning was conducted for each group. Results: All 19 groups achieved the minimum passing score of 75%. Implementation of the program led to improved performance rates for overall management and cooperative moods competency (p<0.01). Inter-rater agreement between the two evaluators was excellent. In general, the participants thought the program was realistic and were able to recognize and improve the competencies needed to care for organophosphate poisoned patients. Conclusion: Simulation-based learning is an effective educational strategy that can be applied to improving and understanding proper care for rare but critical patients. This program was effective at improving team performance and cooperative moods when managing an organophosphate poisoned patient in the Emergency Department.

The Importance and Satisfaction of Intensive Care Unit Health Care Providers with Intensive Care Unit Clinical Nurse Expert's Role (중환자실 전담간호사 역할에 대한 중환자실 의료인의 중요도와 만족도)

  • Moon, Hyun-Jung;Choi, Hye-Ran
    • Journal of Digital Convergence
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    • v.20 no.1
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    • pp.379-389
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    • 2022
  • This study was aimed to identify importance and satisfaction of intensive care unit health care providers for Intensive Care Unit Clinical Nurse Expert (ICU CNE) roles. A questionnaire survey was performed with 138 intensive care unit health care providers between May 3 to 29, 2021. Data were analyzed using descriptive statistics. t-test and Importance-Performance Analysis (IPA). There were statistically significant differences in importance(t=2.33, p=.024) and satisfaction(t=5.43, p<.001) between physicians and nurses. The importance and satisfaction of intensive care unit health care providers were ranked in the order of advanced clinical practice, professional activity, coordination and cooperation, education and counseling and research. In the 'concentrate' area, it was found that 'Professional activity' and 'Education' should be improved. A strategy is needed to strengthen the expertise of ICU CNE and to enhance the competency in areas that need improvement.

Assessment of Acupuncture and Moxibustion Medicine Clinical Practice Using the Objective Structured Clinical Examination

  • Cho, Eunbyul;Lee, Ju-Hyun;Kwon, O Sang;Hong, Jiseong;Cho, Nam Geun
    • Journal of Acupuncture Research
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    • v.38 no.3
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    • pp.219-226
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    • 2021
  • Background: The objective structured clinical examination (OSCE) is a widely used method to assess the clinical performance of students in clinical practice. Although OSCE has been used for undergraduate students of Korean medicine, this has not been widely reported. Methods: In 2020, the practical course for acupuncture and moxibustion medicine (acupuncture, electroacupuncture, pharmacopuncture, auricular acupuncture, and burning acupuncture) was taught using flipped learning, according to clinical practice guidelines, and assessed by the OSCE. The appropriateness of this model of education and its evaluation using OSCE were evaluated using a 5-point Likert scale, and the results were analyzed. Results: Of the respondents, 67% reported that the OSCE accurately reflected their competency, and 82% reported that online video lectures helped them to improve their clinical skills. The average adequacy score of the model was > 3.7/5, and the average adequacy score of the checklist used in the OSCE was > 4.1/5 for all 5 clinical application skills. The difference in the mean self-efficacy score between students who had taken the OSCE and those students who had not taken the OSCE, was highest in the burning acupuncture group (0.923). Conclusion: This study showed that students' satisfaction with the OSCE was high and flipped learning was an effective education model. In the future, models representing the human body or simulated patients should be used to evaluate students' skills and attitude.

Effects of High-fidelity Simulation-based Education on Maternity Nursing (시뮬레이션을 활용한 분만간호 실습교육의 효과)

  • Chung, Chae-Weon;Kim, Hee-Sook;Park, Young-Sook
    • Perspectives in Nursing Science
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    • v.8 no.2
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    • pp.86-96
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    • 2011
  • Purpose: This study examined the effects of simulation-based education on knowledge about and self-confidence in maternity nursing care in senior students. Methods: One group, pre-post design, was utilized with 28 students. The simulation-based maternity nursing education that consisted of two sessions each 2 hours long for intrapartum and postpartum care was provided to 4 small groups. An expert panel of 3 maternity clinical instructors developed the module with a high-fidelity maternal simulator. Core items of knowledge about and self-confidence in maternity nursing care were measured with 13 items before and after the sessions. Results: The knowledge score did not increase significantly (z=-1.95, p=.05); however, self-confidence in maternity nursing care showed a significant change in the posttest (z=-2.82, p<.001). The subjective evaluation of the students indicated that the simulation-based education was helpful in preparing for clinical practicum as far as interaction with clients, psychological readiness to practice, and learning efficiencies. Conclusion: The simulation-based nursing education was useful in improving self-confidence in clinical performance for childbirth and postpartum care in nursing students. Along with the application of diverse scenarios in simulations, modules with standard patients and role-plays are also recommended for maternity nursing practicum to empower the competency of the students.

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Simulation-based education program on postpartum hemorrhage for nursing students (산후출혈 산모 간호 시뮬레이션 교육 프로그램의 효과)

  • Kim, Miok;Ha, Juyoung
    • Women's Health Nursing
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    • v.26 no.1
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    • pp.19-27
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    • 2020
  • Purpose: This study was conducted to develop a simulation-based postpartum care education program for women with postpartum hemorrhage and to verify the effects of the program on postpartum care. Methods: This program was developed according to the ADDIE model of instructional system design, which consists of analysis, design, development, implementation, and evaluation phases. This quasi-experimental study used a non-equivalent control group pre- and post-test design, and data were collected from April 23 to May 4, 2015. To verify the effects of the program, 33 nursing students in the experimental group participated in a simulation program, whereas 31 students in the control group were given a case study. Results: The experimental group had statistically significantly higher scores for clinical performance (t=-4.80, p<.001), clinical judgment (t=-4.14, p<.001), and learning satisfaction (t=-10.45, p<.001) than the control group. Conclusion: The results of this study indicate that the simulation-based postpartum care education program for women with postpartum hemorrhage was effective for developing students' competency, implying that a similar program should be integrated into the clinical training component of the maternal nursing curriculum.

A Systematic Review of Outcomes Research in the Hospital Pharmacists' Interventions in South Korea (국내 병원약사의 중재활동과 성과에 대한 체계적 문헌고찰)

  • Lee, So Young;Cho, Eun
    • Korean Journal of Clinical Pharmacy
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    • v.29 no.3
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    • pp.193-201
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    • 2019
  • Background and Objective: Since the introduction of hospital pharmacy residency programs in 1983, hospital pharmacists in South Korea have been expected to expand their roles. However, their services and the outcomes have not been fully understood. In this study, we conducted a systematic review of Korean hospital pharmacist-provided interventions with regard to intervention type, intervention consequences, and target patient groups. Methods: A literature search of the following databases was performed: Embase, PubMed, Medline, KoreaMed, RISS, KMbase, KISS, NDSL, and KISTI. The search words were "hospital pharmacist", "clinical pharmacist", and "Korea". Articles reporting clinical or economic outcome measures that resulted from hospital pharmacist interventions were considered. Numeric measures for the acceptance rate of pharmacist recommendations were subjected to meta-analysis. Results: Of the 1,683 articles searched, 44 met the inclusion selection criteria. Most articles were published after 2000 (81.8%) and focused on clinical outcomes. Economic outcomes had been published since 2011. The interventions were classified as patient education, multidisciplinary team work, medication assessment, and guideline development. The outcome measures were physicians' prescription changes, clinical outcomes, patient adherence, economic outcomes, and quality of life. The acceptance rate was 80.5% (p < 0.005). Conclusion: Studies on pharmacist interventions have increased and showed increased patient health benefits and reduced medical costs at Korean hospital sites. Because pharmacists' professional competency would be recognized if the economic outcomes of their work were confirmed and justified, studies on their clinical performance should also include their economic impact.

A Study on the Development of a Competency-Based Intervention Course Curriculum of the Korean Academy of Sensory Integration (대한감각통합치료학회 역량기반 중재과정 교육커리큘럼 개발연구)

  • Namkung, Young;Kim, Kyeong-Mi;Kim, Misun;Lee, Jiyoung
    • The Journal of Korean Academy of Sensory Integration
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    • v.17 no.3
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    • pp.26-45
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    • 2019
  • Objective : The purpose of this study is to develop educational goals, training content, and training methods for the intervention course of the Korean Academy of Sensory Integration (KASI) and to conduct competency-based intervention courses based on the competency model for sensory integration intervention. Methods : This study was conducted on work therapists who participated in the 2019 intervention course of KASI. In the first phase, educational needs were analyzed to set goals for the interventional course. In the second phase, a meeting of researchers drafted the intervention course education program and the methods of education, and the intervention course was conducted. In the third phase, the changes in educational satisfaction and performance level pre- and post-intervention course for each competency index were investigated. Results : The educational goals of "learning and applying the clinical reasoning process of sensory integration intervention" and "intervention by applying the principle of sensory integration intervention" were set after reflecting on the results of the analysis of the educational requirements. The length of the competency-based intervention course was 42 hours. The average education satisfaction level of participants in the arbitration process was 4.48±0.73, and the average education satisfaction level of the supervisor was 3.92±0.71. In both groups, the most satisfying curriculums were the data-driven decision-making process and the intervention goal-setting lecture. But the satisfaction level of was the lowest. Before and after the intervention course, there were significant changes in the performance of the two behavioral indicators of the analytic skills in the expertise competency cluster of the competency model. Conclusion : This study is meaningful in that it conducted a survey of educational needs, the development and implementation of an educational curriculum, and an education satisfaction survey through systematic courses necessary for education development.

Comparisons of Nursing Skills, Self-Directed Learning Ability, and Problem Solving Competency, and Satisfaction by Learner-led vs. Faculty-led Fundamental Nursing Practice (학습자 주도와 교수자 주도 기본간호학실습에 따른 술기수행능력과 자기주도 학습능력, 문제해결능력, 실습만족도 비교)

  • Kim, Young-Ju;Song, Hyo-Bin;Na, Yoon-Hee
    • Journal of the Korea Convergence Society
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    • v.11 no.8
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    • pp.391-400
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    • 2020
  • This study was done to compare the effects of learner-led and faculty-led fundamental nursing practice on skill performance, self-directed learning, problem-solving competency, and satisfaction. The learner-led practice was consisted of pre-class open lab and peer supervision. The faculty-led practice was consisted of faculty supervision for a student individually without pre-class open lab. The study was a pre-posttest, non-synchronized, quasi-experimental design between two groups. Data from 134 nursing students in either faculty-led (n=54) or learner-led fundamental nursing practice group (n=80) was collected using a checklist and self-reported questionnaire. Nursing skill performance score and class satisfaction of the learner-led group were significantly higher than those of the faculty-led group. This study showed that learner-led fundamental nursing practice consisting of pre-class open lab and peer supervision was an efficient practice method to improve students' skill performance and satisfaction maintaining their self-directed learning ability and problem-solving competency.

A study on career competency, task and job satisfaction of dental hygienists - Focusing on public officials, public institution workers, and researchers (치과위생사 취업 역량, 업무, 직무만족에 관한 연구 - 공무원·공기업 취업자·연구원 중심으로)

  • Jeong, So-Hyeon;Nam, Sang-Hee;Park, Ji-Hyeon;Shin, Eun-Ji;Oh, Na-Won;Yu, Ha-Rim;Kim, SeolHee
    • Journal of Korean society of Dental Hygiene
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    • v.18 no.4
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    • pp.477-488
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    • 2018
  • Objectives: The purpose of this study was to investigate career competency, tasks, and job satisfaction of public servants, public institutions, and researchers. Methods: The survey was conducted about career competency, job satisfaction, and satisfaction on work life. Next, they interviewed on the characteristics of each job by two or three dimensions. The following conclusions were obtained from July to August 2017. Results: Career competencies were GPA with 3.87, 818 points of TOEIC score, and ITQ certification. Public servants required the information on literacy skills for employment and job performance, while civil servants need more than one year of clinical experience in the dental hospital. The non-commissioned officer needed a written test and fitness training. The health insurance review and assessment center required more than one year of experience from general hospital or medical institutions. Researchers required a research career, language skill, and professors required research and teaching experiences with clinical experience more than three years. The main job tasks were as follows; for public servants, they were official document processing and community projects. For the civilian workers and military/noncommissioned officers, they were medical assistant and administrative works. The employees of the health insurance review and assessment service are examining the medical expenses and the medical examination, the researchers are experimenting, researching and writing articles, and the teaching staff are lecturing and conducting individual research. Conclusions: The results of job satisfaction survey showed that occupational satisfaction was the highest in civil servants, researchers, and teaching professions. Job security was the highest in health workers and health inspectors' evaluation centers, and time vacancy was the highest in civilian workers and military/noncommissioned officers. If you want to work in such an institution, you should prepare elements that match your basic literacy and job specific characteristics. And we should try to increase the satisfaction of work even after work.