• 한국산학기술학회:학술대회논문집
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• 한국산학기술학회 2010년도 추계학술발표논문집 2부
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• pp.954-958
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• 2010

본 연구는 응급실 간호사의 직무 스트레스와 대처방안을 파악하여, 응급실 간호사의 스트레스를 보다 합리적으로 대처할 수 있는 방법을 모색하여 직무만족 및 효율적인 간호활동에 도움을 주기위한 자료를 제공하기 위한 것이다. 이를 위하여 스트레스와 동기부여 이론을 제 고찰해보고, 응급실 간호사들의 직무스트레스가 간호사들의 동기부여에 영향을 미치는지를 살펴보기 위한 개념적 모형을 제시하였다.

• 한국보건간호학회지
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• 제13권1호
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• pp.114-127
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• 1999

In order to care the persons who are dying a nurse should first solve her / his own conflicts about death. and be aware of their own concepts of death and dying. In order to find out patient's spiritual needs and to give better spiritual nursing care. a nurse should know her / his own spiritual needs and be aware of their own concepts of spiritual nursing problems. To improve nurse's understanding towards death and dying and nurse's knowledge towards spiritual needs and spiritual nursing care. 14 weeks(two hours a week) spiritual nursing care education was given to 3th grade baccalaureate nursing college student. Before and after spiritual nursing care education. 30 items of prepared questionare focused on the attitudes toward death and dying was asked. Pre and post results are as follow ; 1. The dying patient's emotional and physical needs. There was no significant difference between pre and post educated groups. Both of the situations. they agreed upon$(69.64\%)$ that the dying patients have high emotional and physical needs to solve. 2. Telling the truth of dying process. There was no significant difference between pre educated group$(53.33\%)$ and post educated group$(55.95\%)$. 3. Attitudes of medical personnels. There was no significant difference between pre$(51.49\%)$ and post educated groups $(53.87\%)$. These responses indicate that nursing college student didn't have enough experiences on dying patients care. 4. General attitudes on death and dying. Number of nursing students who were thinking positively toward death and dying were Increased (pre $39.68\%$. post $45.44\%$) and who were thinking negatively toward death and dying were also decreased (pre $37.30\%$. post $33.93\%$). 5. Attitudes toward mechanical assistance for life-expanding of helpless patient. There was a significant difference between pre and post educated groups. About $34.13\%$ of them approved upon mechanical assistance for life and about $33.14\%$ of them disapproved. 6. Attitudes of family members of dying patient. There was no significant difference between pre and post educated groups. About $45.24\%$ of both groups, agreed upon that the family members feel annoyed with dying patients and about $22.42\%$ of both groups disagreed. Whether they received the spiritual nursing education or not, they were aware of that the family members feel annoyed with dying patients. 7. Special facility and educational preparation for dying patient. There was a significant difference between pre$(82.14\%)$ and post$(90.87\%)$ educated groups. These responses indicated that after they received the education, they felt more about the necessity of special facility and educational preparation for the death and dying patients. 8. Special facility and welfare system for the old. There was a significant difference between pre$(58.33\%)$ and post$70.64\%$ educated groups. There responses indicated that after they received the education, they felt more about the necessity of special facility and welfare systems for the old.

• Child Health Nursing Research
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• 제22권2호
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• pp.117-125
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• 2016

Purpose: This study was done to examine the effect of direct practice of newborn health assessment on nursing student's clinical competence and self-efficacy and to propose effective strategies for clinical education on newborn care. Methods: Design was a nonequivalent control group quasi-experimental study. The direct practice program was composed of a lecture, demonstration, drill and feedback using a manikin, and repeated direct practice regarding newborn health assessment. Participants were 65 student nurses taking the pediatric nursing practicum in the nursery room at M hospital. The experimental group (n=33) participated in the direct practice program for newborn health assessment and the control group (n=32) received the traditional practice method. Nursing clinical competence was assessed by two nurse investigators and structured questionnaires were used to measure self-efficacy. Results: The experimental group's clinical competence was significantly higher than that of the control group (t=-4.82, p=.000). However no significant difference was found between the two groups for self-efficacy (t=1.264, p=.211). Conclusion: These findings indicate that the direct practice program is effective in improving nursing student's clinical competence, but it was not effective in increasing self-efficacy. Direct practice in various clinical education settings is recommended and longitudinal effects be evaluated.

• 대한간호
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• 제31권5호
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• pp.65-71
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• 1992

In nursing, a practice discipline, it has been argued whether the mastery of clinical competence depends on types of learning styles, learning experience, and the use of specialized skills. All these problems are not limited to nursing education. Later educators identified the importance of reflective learning which is a vital element in any form of learning and that teachers and students need to consider how they can incorporate some forms of reflection in the courses. The purpose of this study is to review educational articles for understanding better what reflection in learning is, to identify the theme which is of important relevance to professional practice, from the book, Educating the reflective practitioner, and to discuss the theme within nursing education. Reflection in learning was defined by Dewey(1933) as the process which is involved the perception of relationships and connections between the parts of an experience. This experience is passed on when two people becoming involved with each other in a conversation. schon(1987) emphasized that learning conversation, which is a part of the interaction of student and teacher, is an important factor of the process of reflection-om-actopm. In clinical nursing education, good relationships between teacher and student, faculty's role, interpersonal skills are critical in learning conversation. Then Practing nurses who accept the need to choose nursing actionss on the basis of reflection, who accepet the necessity for understanding and being able to communicate the reasons for action are a powerfful force for the development of nursing into an increasingly more effective profession for the benefit of patients.

• 대한간호학회지
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• 제32권5호
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• pp.706-715
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• 2002

This literature review was designed to identify a trend of study in clinical nursing education, to propose the idea for further study on an improvement of teaching students in the clinical setting. Method: The researches reviewed were 36 (seven in Korea and twenty nine out of Korea) on clinical nursing education in baccalaurate program from 1996 to 2000 from Journal of Korean Academy of Nursing, Journal of Korean Education of Nursing, Journal of Nursing Education, and Nurse Educator. Result: The prevailing research design was the nonexperimental(N=21). Subjects were predominantly nursing students(N=24). Structured questionnaire(N=22) was used most often for data collection. Among clinical setting studied, specific area was none in Korea. Research variables in nonexperimental studies were 4 types of student, teacher and teaching method. Independent variables in experimental studies were 7 types of clinical teaching methods, and dependent variables were six types of competence and knowledge of student. Research theme of qualitative research was most in clinical experience of student. Conclusion: In Korean, there were the lack of researches in specific clinical area, clinical teacher and teaching method. Accordingly, future studies need to be focused on various clinical areas, clinical teacher, and teaching method to improve the clinical nursing education in Korea.

• 한국간호교육학회지
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• 제1권1호
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• pp.5-16
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• 1995

Nurse educators are being encouraged to intergrated the role of faculty practice into the role expectations of the education institutes. Schools of nursing are faced with challenge of the faculty who wishes to adopt facilitating practical role. Also directors of nursing department in hospitals point out the lack of competences for nursing care of new graduated nurse. This survey study was conducted to clarify the factors that faculty who engages on practice in the clinical teaching are to facilitate or inhibit. In this study, 55 head nurses of university hospital and 30 professors of nursing school were assigned to complete the questionnaire. Results of this study are as follows : 1) Head nurse : The most actively participated nursing activities in student's clinical teaching are medication, injection, vital sign checking and bed making. The problems of clinical leaching are lack of direct care of Professors, overloaded work of head nurses, passive learning attitudes of nursing students and less priority about clinical teaching of academic administrator's perception. 2) Nursing professor Facilitators of faculty practices are negative perception about clinical practice of both nursing professor and academic administrator. Inhibitors of faculty practice are negligence of the clinical teaching, lack of the practicing capability and lack of administration system on practical education by head of the school. There, following strategies are suggested for facilitating faculty practice : 1. Faculty practice focused on clinical teaching must be emphasized for academic administration. 2. Nurse educators must keep continuing clinical practice in their specific area. 3. Collaboration between school of nursing and hospital promotes effectiveness of the clinical practice for nursing students.

• 한국간호교육학회지
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• 제8권1호
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• pp.17-28
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• 2002

The purpose of this study was to provide the basic sources for educational program that identifies moral judgement and ethical values of nursing students. The subjects consisted of 114 nursing students in college. Data were collected by the Korean Form of Moral Development Inventory(Shin, 1997) and Nursing Ethical Values(Lee, 1990) from March 5 to 21. 2002. The findings were as follows: 1. The mean score of the stage 5B was higher than the score of other stages. The mean score of P(%) was 39.15. No significant difference were found between P(%) and general characteristics. 2. The mean score of the nursing ethical values was 3.38. The nursing students took the position of deontology slightly. In nurse-colleague relationship area(4.22), the subjects should to taking evidently deontological position. 3. According to general characteristics, no significant difference was found except nurse-patient relationship area among subcategory of ethical values. The mean score of this area by influence person of moral development were significantly different at the .05 level. 4. The trend of subjects in action choices on 4 dilemmas of the DIT showed between-subjects variability. Action choices on 'Heinz and the drug', 'Doctor's dilemma', and 'webster' were 'pro' in most of subjects, whereas 'escaped prisoner' was 'con'. 5. The ethical values in human-life area associated with action choices on 'Heinz and the drug' was significantly different . And the nursing ethical values, human-life area, and nurse-nursing task relationship area were significantly different according to action choices on 'Doctor's dilemma'. 6. There was found little correlation between action choices on 4 dilemmas of the DIT and moral judgement. Also little correlation was shown between action choices on 4 dilemmas of the DIT and ethical values. No significant correlation were found between moral judgement and nurse ethical values.

• 한국간호교육학회지
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• 제28권1호
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• pp.37-47
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• 2022

Purpose: The purpose of this study is to identify the relationship among calling, nurse's image, satisfaction in major, self-efficacy and nursing professionalism and to identify the predictors of nursing professionalism among nursing students. Methods: The research design for this study was a descriptive survey using convenience sampling. Data collection was done using online questionnaires completed by 358 nursing students in G city. The data were analyzed using percentage, mean, standard deviation, t-test, ANOVA, Scheffé test, Pearson correlation analysis and hierarchical multiple regression with the SPSS Win 25.0 Program. Results: The mean score of nursing professionalism was 3.56±0.55 out of a possible 5. Nursing professionalism showed a significantly positive correlation with calling (r=.51, p<.001), nurse's image (r=.53, p<.001), satisfaction in major (r=.65, p<.001) and self-efficacy (r=.20, p<.001). In the hierarchical multiple regression analysis, satisfaction in major (β=.44, p<.001), nurse's image (β=.26, p<.001), calling (β=.21, p<.001), self-efficacy (β=.14, p=.002) and servable occupation (β=.15, p=.020) were significant predictors and explained 51% of nursing professionalism. Conclusions: The results of the study show factors that influence nursing professionalism in nursing students. Based on the results of the study, nursing professionalism education programs need to include factors that improve calling, nursing image, satisfaction in major and self-efficacy.

• 대한간호학회지
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• 제1권1호
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• pp.3-26
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• 1970

That's an attempt to study about knowledge, attitudes and practice of the residents with regard to maternal child health, family, planning, and tuberculosis in rural area which was chosen to be a demonstration area for nursing students of College of Nursing, Yonsei University for their public health nursing practice. In addition, it is designed to collect information on population of the area such as age and sex distribution, mobility, and other characteristics also be sought by doing a census. The purpose of study is to obtain data which are needed for planning student learning experiences in the community. The information which was obtainable through this study is as follows; 1. In demographic aspect a. Population structure was a typical rural type in terms of population pyramid. b. Distribution of age and sex of residents showed more female in the older ages. c. Population has not moved much. Majority of them have been living in the area since their births. 2. In sociological aspect a. The level of education of female was comparatively lower than male. b. The residents of the area did not have any special religion. c. The economic status was found low or middle class. 3. In health practice In general health knowledge, attitudes and practice appeared to be poor. As a result of this study, it could be summararized that there are a great public health nursing needs in the community. According to these needs found and to it's nature, severity and massiveness, the nurse instructors with students were able to set up a priority system in services. Meanwhile student case load can be logically figured out in consideration of variety of experiences need for each student. The study helped student not only to find out resident characteristics and their health problems in terms of family and community problem but also to provide a good learning experience by participating in the interviewing. In sum this type of study is necessary for planning of student field experience when no data are available where students are going to have field experiences in public health nursing.

• 동서간호학연구지
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• 제17권1호
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• pp.9-15
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• 2011

Purpose: The purpose of this study was to investigate recognition and knowledge regarding clinical trials, in particular, after a clinical trial education program (CTEP) among student nurses. Methods: A cross-sectional survey design of 215 student nurses at a university in Seoul was used with structured questionnaires. Results: Respondents had a high level of need for clinical trial and moderate levels in favorable image, safety, and need for education regarding clinical trial. The respondents who had participated in the CTEP felt the clinical trial more favorable and safer than those who did not. However, there were no significant differences in necessity of clinical trials and need for education regarding clinical trial between the CTEP participation and no participation groups. Respondents had a high level of knowledge about clinical trial, even though half of the respondents misunderstood that the physician can convince the subject to participate in clinical trial. There was no significant difference in knowledge level between groups. One third of the respondents had an intention to work in the area related to clinical trial because of aptitude or future prospect. Conclusion: The results of this study demonstrated that the CTEP might have an effect on student nurses' recognition rather than knowledge. The CTEP should be therefore developed targeting specific areas of misconceptions and recognition changes.