• 의학교육논단
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• 제19권1호
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• pp.1-9
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• 2017

For the last half-century, interprofessional education (IPE) has been identified and discussed as a critical educational process to facilitate collaboration in order to improve healthcare outcomes for healthcare participants. While the concept is not new, outcome-based research has provided few valid and reliable explanations of whether and how IPE can be effective in healthcare quality improvement. This challenge stems from the struggle to understand the epistemological meaning of IPE. The purpose of this literature review paper is to provide a synthesized understanding of IPE, its meaning, and to provide practical guidance for medical educators. The paper reviewed several key aspects of IPE. Professionalility was discussed to understand the historical background of IPE, followed by an explanation of the international trend of embracing the complexity of health care practice and the need for interprofessional collaboration. Additionally, several theoretical perspectives, such as general systems theory, social identity theory, and community of practice were reviewed to pinpoint what constitutes IPE. Several existing definitions were discussed with similar concepts (i.e., disciplinary vs. professional, and multi-, inter-, vs. trans-) to clarify the nature of knowledge and collaboration in IPE. Three concepts, including practice, authenticity of context, and socialization were proposed as key constructs of IPE, followed by appropriate timing of IPE, outcome research, directions for future research, and guidance for implementation. Community-based medical education practice, professional socialization within a community, and longitudinal system-based outcome research are recommended as future directions for research and practice.

• 의료ㆍ복지 건축 : 한국의료복지건축학회 논문집
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• 제28권4호
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• pp.21-30
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• 2022

Purpose: To prove the credibility of EBD, it is necessary to define concepts regarding the nature of credible knowledge and the hierarchy of evidence. In addition, the relationship between EBD and EBP needs to be addressed through a practical viewpoint. Methods: The systematic review is applied to define the nature of knowledge and the characteristics of research papers in architectural EBD while analyzing the field of study, knowledge focus and types of keywords of the first author. Results: As a whole, the types of research focus evaluated using the most frequent keywords include function(40.86%), specialized knowledge(30.52%), professional practice(21.37%), and health(5.78%). Empirical research(83.72%) is more likely to be found than theoretical research(13.95%). The EBD research papers ranked as top-tier are only 7(2.03%) among a total of 344, while the research papers ranked in the third to fourth tiers are 276(80.23%). Implications: There is a deficiency of reliable 1-2 tier research papers. From a practical viewpoint, it would be realistic to recommend that healthcare architects appropriately evaluate the quality of EBD research and apply it in practice, rather than to conduct EBD research themselves. This systematic review illustrates the nature of EBD research.

• 대한한의학회지
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• 제44권4호
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• pp.59-71
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• 2023

Objectives: The new educational system emphasizes acquisition of clinical competency by the time of graduation from Korean medicine colleges that allow Korean medicine doctors to immediately perform clinical tasks. This study investigated awareness of competency-based education in Korean medicine hospital residents who must simultaneously undergo training and assist medical students in clinical practice. Methods: This was a qualitative research that was conducted using focus group interviews (FGIs) to investigate the awareness of demands for improvement in competency-based Korean medicine education in Korean medicine hospital. To apply the principles and procedures of FGIs, a semi-structured questionnaire was developed. Data analysis was conducted using the five steps of framework analysis. Results: According to contents analysis, first competency-based education that reflects actual clinical practice tasks is needed. Second, sufficient basic skill mastery education must be reinforced. Third, an intermediate curriculum that mediates clinical practice and basic education is needed. Fourth, the Objective Structured Clinical Examination and Clinical Performance Examination must be expanded to prepare for the Korean medicine doctor practical test. Conclusions: Korean medicine residents reported the gap between clinical practice and use of knowledge and skills acquired in the curriculum while acting as direct observers and educations of clinical clerkship in hospitals. Based on this exploratory study it is necessary to conduct research on the educational competency of Korean medicine residents who play an important role as educational leaders in Korean medicine clinical practice training.

• 한국경영과학회지
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• 제34권1호
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• pp.101-121
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• 2009

The research literature presents that Total Quality Management (TQM) has been successfully embraced by firms for strategic and operational management in the last decades. However few studios analyze the role of TQM practices in the R&D environment. The objective of this study is to evaluate TQM practices implemented in manufacturing-based R&D organizations with respect to R&D performance. Our research model is primarily based on Malcolm Baldrige Criteria for Performance Excellence framework, including three moderating variables (industry type, organization size, quality management system certification), to propose hypotheses on the relationships between leadership practice, management practice and R&D performance. Results of canonical correlation analysis using data from 130 R&D organizations show that in aggregate leadership practice is positively related to management practice which is, in turn, positively related to R&D performance. These relationships are, however, affected by the moderating variables. Our results imply that TQM practices can be strategically adopted in the R&D organization.

• 임상간호연구
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• 제30권1호
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• pp.1-10
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• 2024

Purpose: This study aimed to investigate the competency in evidence-based practice, critical thinking disposition, digital literacy, and nursing informatics competence, and to identify the factors influencing the competency in evidence-based practice among nurses. Methods: The participants in this study were 196 nurses from a university hospital in J-city. Data were collected from December 1 to December 30, 2023. The collected data were analyzed with the SPSS 26.0 program using descriptive statistics, independent t-test, one-way analysis of variance, Scheffé test, Pearson's correlation coefficients, and multiple regression analysis. Results: The results showed that the factors influencing the competency in evidence-based practice included nursing informatics competence, critical thinking disposition, digital literacy, and having a master's degree. The participants with a master's degree demonstrated higher competency in evidence-based practice compared to those with a three-year degree or a four-year degree, and a total explanatory power was 53.1%. Conclusion: In this study, critical thinking disposition, digital literacy, and nursing informatics competence were influential factors in competency of evidence-based practice. Therefore, a variety of intervention programs should be developed to enhance the impact of these factors on nurses' competency in evidence-based practice.

• PNF and Movement
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• 제15권2호
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• pp.115-124
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• 2017

Purpose: Researchers found that blocks of evidence-based practice (EBP) implementation lacked opportunities for EBP education. The study found that physical therapists had negative views of research as well as their roles in EBP, lacked confidence in EBP, and had limited access to web-based materials. The purpose of this study was to highlight the importance of information research technology for efficient EBP in a clinical environment. Methods: The web-based information research technologies that should be used for sustainable EBP include: the clinical practice guideline (CPG) and PubMed's My NCBI service. Journal mailing services and other academic information sources should also be used to gather information from RSS feeds. An EBP library or archive must be created. A site that provides EBP-specific information is also needed. Results: We should usually do EBP. Practitioners must learn and use information technologies that will help them improve their EBP skills. Conclusion: Facilitating EBP implementation and building an EBP system require related education as well as a practical work environment and equipment. However, the highest priority is individual efforts and trial. Information technology will complement the lack of time. It is important to use information research technology to overcome real obstacles. Lasting EBP must use a number of web-based information research technologies to overcome the practical challenges encountered in EBP implementation.

• 기본간호학회지
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• 제18권3호
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• pp.300-309
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• 2011

Purpose: The purpose of this study was to investigate facilitators of evidence-based practice (EBP) in Clinical Nurses. Method: The instruments used in study were the EBP facilitator scale developed by Nagy et al. and a questionnaire on EBP-related characteristics. Data were collected from 230 nurses at a tertiary hospital and analyzed by descriptive statistics. Results: Compared to previous studies, this study showed that nurses had more experience related to research courses and clinical research. However, the proportion of nurses who reviewed relevant articles still remained low. The respondents had positive perceptions of organizational supports for EBP and belief in the value of EBP, whereas they had negative perceptions of skills in locating and evaluating research reports, knowledge of research terms and statistics, and time to devote to EBP. Conclusion: The findings of the study provide important basic data to develop and implement an EBP programs. In future, EBP programs should cover the nurses' skills to search and review research literature as well as their knowledge of research terms and statistics. Furthermore, nurses will require help to ensure that there is adequate time to devote to EBP.

• 대한간호학회지
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• 제50권6호
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• pp.863-875
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• 2020

Purpose: This study was conducted to develop and test the effects of a program for practice application of intravenous infusion evidence based nursing practice (EBP) guidelines in small and medium-sized hospitals. Methods: A mixed method research design was used, combining non-equivalent control group pre-post test design with qualitative study analysis. The subjects consisted of 55 nurses. The practice application program was developed based on the Advancing Research and Clinical practice through close Collaboration (ARCC) model. Data were collected for analysis in the following areas: nurses' EBP organizational culture and readiness, EBP beliefs, EBP implementation, importance about intravenous infusion, and performance about intravenous infusion, with data assessed using valid and reliable instruments. Patient outcomes were collected from the hospital's medical records. Data were analyzed using t-test, χ2-test, and Shapiro-Wilk test, with qualitative content analysis used for interview data. Results: Following the intervention, nurses' EBP organizational culture and readiness, EBP beliefs, EBP implementation, and performance of intravenous infusion and perceptions of its importance showed significant improvement in the experimental group. Phlebitis rates decreased in the experimental group compared to the control group. Conclusion: This program is effective to improve nurse's perception and practice of evidence based nursing. Therefore we recommend to use this program at same levels of hospitals.

• Perspectives in Nursing Science
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• 제4권1호
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• pp.19-25
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• 2007

Systems and processes to provide clinical education to students of nursing have been established between universities and health facilities in all countries where nurse education is tertiary based. However, systems and processes to link nurse researchers based in universities to their clinical colleagues are less well developed. When collaborations are established they are frequently based on personal networks, and while the rhetoric of the organizations encourages these collaborations, they are largely unrecognised by senior administrators in health facilities. The research is frequently "invisible" and the clinician researchers usually do not have access to appropriate infrastructure and other resources that are required to support large projects that have the potential to change practice across organisations. This situation influences the focus and scope of nursing research and limits opportunities for clinicians to be engaged in the generation of professional knowledge. The University of Western Sydney (UWS) has taken a strategic approach to the development of collaborations for research and has linked with health services in Western Sydney to establish and maintain research centres and adjunct appointments. The partner organisations jointly fund the infrastructure of the centres which include a Professor, research assistant position(s) and administrative staff. Five Professors of Nursing have been appointed to positions in one of three nursing research centres. This paper describes the approach established by the School of Nursing at UWS to build collaborations with clinical areas to promote research. This approach could be adopted or adapted by other facilities.

• 만화애니메이션 연구
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• 통권40호
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• pp.443-476
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• 2015

미술 디자인계열 학과를 개설한 대학의 이러닝 강의는 실습중심의 전공 교과목조차 대부분 이론중심 강의로 운영되고 있다. 심지어 완전 사이버교육을 제공하는 사이버대학교들 조차 실습과목에 대한 사이버학습 운영에 많은 어려움과 한계점을 토로하면서 이론위주로 운영하고 있는 상황이다. 많은 사이버대학교들이 이러한 실습교육의 한계를 극복하기 위해 특강형식으로 일정기간 오프라인에서의 실습교육을 진행하고 있어 결과적으로 학습에 있어서 시간적 공간적 제약을 갖게 되는 학생들의 중도탈락 비율이 점차 증가되고 있다. 본 연구는 대학의 이러닝 환경에서 실습이 필요한 과목의 효율적인 이러닝 실습환경을 제공하는 것에 목표를 두고 증강현실 기반의 실습교육이 기존 강의실 기반의 실습교육에 비해 어느 정도의 학업성취도를 이루어 내는지 알아보는 실험을 수행하였다. 연구대상은 2년제 일반대학교 디자인학부 1학년 84명을 선정하였으며, 3개 분반으로 나뉘어진 전공실습 수업 중 1개 분반에서 증강현실 기반 이러닝 수업을, 2개 분반에서는 강의실기반 실습수업을 각 7주간 처치하였다. 본 연구를 통하여 얻은 결과는 첫째, 이러닝 환경에서 증강현실 기반의 실습수업은 강의실 기반 실습수업보다 학업성취도 면에서 더 효과적이었다. 둘째, 학습 흥미도에 있어서는 증강현실기반의 실습이 수업자체에 대한 흥미를 유발하는 것으로 나타냈다. 셋째, 학습몰입에 있어서 증강현실기반의 실습수업 집단이 더 높은 수준의 몰입을 보였다. 본 연구가 실제 대학교육의 정규과정에서 수행되었다는 점을 고려해 볼 때, 이러한 연구결과는 증강현실기반의 전공 실습교육이 기존의 이론중심 이러닝 강의나 이러닝 환경이지만 별도로 강의실에서 실습을 진행했던 대학들의 수업방식을 보완할 수 있는 대안적 수업방법임을 시사한다.