• Research in Community and Public Health Nursing
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• v.28 no.3
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• pp.324-333
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• 2017

Purpose: The purpose of this study was to develop a simulation module for teaching home health care and evaluate the applicability of the program to nursing students' practical training. Methods: The simulation module was developed based on the National League for Nursing Jeffries Simulation Theory. The theme of the developed scenario was teaching nasogastric tube feeding to the caregiver of patient with Parkinson disease. Participants were 61 nursing students who had learned tube feeding, and participated in the questionnaire survey after the simulation training. Results: The evaluation of simulation design showed the highest score on feedback/guided reflection, and was highly evaluated in the order of objectives/information, problem solving and fidelity. The educational practice of the simulation was highly evaluated in the order of active learning, high expectation and diversity of learning. The nursing students showed high satisfaction and self-confidence after the simulation education. Conclusion: We suggest that the developed simulation module can be applied to practical training for home health care. In the future, the change of self-efficacy, clinical judgment and performance ability of the students after the simulation education should be identified. Also, various simulation modules related to the community health nursing competencies should be continuously developed and verified.

• The Korean Journal of Pain
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• v.33 no.2
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• pp.176-182
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• 2020

Background: Catheter-related bladder discomfort (CRBD) has been observed in many patients undergoing a urethral catheterization. CRBD may be so severe that the patients require additional analgesics. Muscarinic receptors are involved in the mechanism of CRBD. The aim of this study is to determine the effects of the antimuscarinic properties of atropine, which is frequently used in current practice on CRBD, by comparing it with sugammadex which has no antimuscarinic effects. Methods: Sixty patients selected for transurethral resection due to bladder tumors were randomized into 2 groups: an atropine group and a sugammadex group, with no antimuscarinic effect. The patients were given rocuronium (0.6 mg/kg) as a neuromuscular-blocker. In addition to the frequency and severity of CRBD postoperatively at 0, 1, 6, 12, and 24 hours, postoperative numeric rating scale (NRS) scores, and postoperative nausea and vomiting were examined. Results: The incidence of CRBD was significantly lower in the atropine group in all postoperative measurements. The score was found to be significantly lower in the atropine group when NRS measurements were performed at all time periods (P < 0.01). There was no difference between the groups in terms of nausea and vomiting (P > 0.05). Conclusions: Atropine is a cheap, easy-to-access, safe-to-use drug for reducing CRBD symptoms, without any observed adverse effects. Since it not only reduces CRBD symptoms but also has a positive effect on postoperative pain, it can be used safely to increase patient comfort in patients receiving general anesthesia and a urinary catheter.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.721-728
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• 2023

This study was conducted with the aim of exploring the essence of the achievements experienced by nursing students while enhancing their problem-solving abilities through simulation practical training. The study participants included 13 fourth-year nursing students, and data were collected through individual interviews conducted after the simulation practical training. Data analysis followed the qualitative research method of content analysis, involving coding, categorization, and thematization of the data. The results of this study revealed that nursing students' achievement experiences through simulation practical training included the following processes: "confirming confidence through improvement," "acknowledging change," "experiencing nursing self-efficacy," and "getting closer to the goal of clinical practice." Furthermore, it is suggested that efforts should be made to implement efficient operation and evaluation tools through multifaceted and meticulous design to promote integrated learning through simulation practical training and to confirm the process of internalizing knowledge through reflection by nursing students.

• The Journal of Korean Academic Society of Nursing Education
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• v.5 no.1
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• pp.97-105
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• 1999

Based on literature, status and role of the NP in America was reviewed. The process of developing NP program in America suggests us many things. In America, nurse practitioners have sustained a mutually beneficial status with their patients for over thirty years. Excel fence in academic education and clinical training will enable nurse practitioners to continue to provide quality health care. The magnitude changes in the health care system of the United States, the challange of providing real access of health care continues. Lack of access to adequate primary care was the driving force in the initial 1965 Federal Involvement in developing the NP role. In 1993 President Bill Clinton's health care reform initiative provided policy support for NPs as primary care providers. The Institute of Medicine explicitly recognized NPs as an integral part of the primary care team. In addition, several national reports recognized NPs as affordable, accessible, high-quality care providers. The recent passage of direct Medicare reimbursement for NPs reflected public policy statements coincided with and likely contributed to a growth spurt in the NP workforce. From 1965 to 1977 NP programs offered traditional primary care clinical tracks(adult, family, woman's health, and pediatrics) for relatively small clusters of students in a variety of institutional settings. From 1978 to 1990 these educational programs were incorporated into graduate schools of nursing. By 1990 the majority of NPs received educational preparation in master's-level nursing programs. A new emphases was placed on postmaster's NP programs designed for master's prepared clinical nurse specialists and nurse managers. he the health care system shifted hospital nursing resources toward community-based care, these master's -level nurses sought additional NP preparation. NP educational programs are defined as the educational structure in which one or more NP clinical tracks are offered. NP clinical tracks, in turn, offer curriculum and supervised clinical experiences that match standards in specific practice areas such as family(FNP), adult(AUP), geriatrics(GNP), pediatrics(PNP), women's health (WHNP), neonatal (NNP), and acute care(ACNP). There were indications that NP practice was expanding into new clinical areas as evidenced by new types of tracks, particularly in acute care and psychiatry. The increase in acute care NP students likely reflects the increased demand from hospitals and other acute care settings. In Korea, change of nurse's role into nurse practitioner's role may have many difficulties. The need of health consumer, policy support of government, approval of medical care team are all essential component. Every nursing personnel make effort to planning the new health care delivery system.

• Women's Health Nursing
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• v.26 no.3
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• pp.240-249
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• 2020

Purpose: This study was conducted to investigate the effects of an education program using a high-fidelity simulator of labor and delivery on nursing knowledge, critical thinking, and clinical performance among nursing students who had not yet experienced clinical practicum. Methods: The development of a 5-week maternity nursing education programs using high-fidelity simulators included modules containing case-oriented scenarios, knowledge, and skills required for maternity care. A randomized controlled study was conducted to verify the effects of the developed program. Data were collected from October 21 to December 9, 2019. The experimental group (n=36) participated in a 5-week high-fidelity simulation program on care for the woman in labor, whereas the control group (n=36) received standard education as lecture and practice with delivery model. The collected data were analyzed using descriptive statistics (frequency, percentage, mean, and standard deviation), the Chi-square test, Fisher exact test, and t-test. Results: For participants who received education using the high-fidelity simulation program, nursing knowledge (t=2.33, p=.011), critical thinking (t=3.73, p<.001), and clinical performance (t=2.53, p=.006) were significantly higher than in the control group. Conclusion: Even for students with no clinical experience, high-fidelity simulation-based nursing education was effective in improving nursing knowledge, critical thinking, and clinical performance among nursing students. Nurse educators will be able to use this high-fidelity simulator effectively, especially in situations where direct clinical practicum may not be feasible.

• Journal of Korean Academy of Nursing
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• v.41 no.2
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• pp.245-255
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• 2011

Purpose: This study was conducted to examine the effects of simulation-based education regarding care in a cardio-pulmonary emergency care as related to knowledge, clinical performance ability, and problem solving process in new nurses. Methods: An equivalent control group pre-post test experimental design was used. Fifty new nurses were recruited, 26 nurses for the experimental group and 24 nurses for the control group. The simulation-based cardio-pulmonary emergency care education included lecture, skill training, team-based practice, and debriefing, and it was implemented with the experimental group for a week in May, 2009. Data were analyzed using frequency, ratio, chi-square, Fisher's exact probability and t-test with the SPSS program. Results: The experimental group who had the simulation-based education showed significantly higher know-ledge (t=5.76, p<.001) and clinical performance ability (t=5.86, p<.001) for cardio-pulmonary emergency care compared with the control group who had traditional education but problem solving process was not included (t=1.11, p=.138). Conclusion: The results indicate that a simulation-based education is an effective teaching method to improve knowledge and clinical performance ability in new nurses learning cardio-pulmonary emergency care. Further study is needed to identify the effect of a simulation-based team discussion on cognitive outcome of clinical nurses such as problem solving skills.

• Korean Medical Education Review
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• v.23 no.3
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• pp.185-193
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• 2021

Students must be familiar with clinical skills before starting clinical practice to ensure patients' safety and enable efficient learning. However, performance is mainly tested in the third or fourth years of medical school, and studies using the validity framework have not been reported in Korea. We analyzed the validity of a performance test conducted among second-year students classified into content, response process, internal structure, relationships with other variables, and consequences according to Messick's framework. As results of the analysis, content validity was secured by developing cases according to a pre-determined blueprint. The quality of the response process was controlled by training and calibrating raters. The internal structure showed that (1) reliability by generalizability theory was acceptable (coefficients of 0.724 and 0.786, respectively, for day 1 and day 2), and (2) the relevant domains had proper correlations, while the clinical performance examination (CPX) and objective structured clinical examination (OSCE) showed weaker relationships. OSCE/CPX scores were correlated with other variables, especially grade point average and oral structured exam scores. The consequences of this assessment were (1) making students learn clinical skills and study themselves, while causing too much stress for students due to lack of motivation; (2) reminding educators of the need to apply practical teaching methods and to give feedback on the test results; and (3) providing an opportunity for faculty to consider developing support programs. It is necessary to develop the blueprint more precisely according to students' level and to verify the validity of the response process with statistical methods.

• The Journal of Korean Academy of Sensory Integration
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• v.18 no.3
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• pp.27-38
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• 2020

Objective : The purpose of this study is to apply interactive metronome (IM) training to a child with praxis problems who are attending elementary school and to measure the change in participants' timing following IM training. Methods : A total of 11 sessions were conducted using a single subject design. The participant was a boy aged 12 years and two months. During period A, the IM Long Form Assessment (LFA) and the Short Sensory Profile (SSP) were administered along with clinical observation. During period B, IM training was conducted. During all sessions, tasks 1 and 2 of the IM Short Form Assessment (SFA) were carried out, and changes in the participant's timing were recorded. Results : As a result of the initial assessment, the participant was suspected to have bilateral integration and sequencing deficits. In SFA tasks 1 and 2, the accuracy of the participant's timing increased during the B period compared to the A period. In addition, the trend line of SFA task 1 showed a negative slope during the B period but a positive slope during the A period. Conclusion : This study indicates that IM has a positive effect on the timing of children who have problems with praxis. This result provides a basis for applying IM training in clinical practice.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.2
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• pp.168-177
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• 2011

Purpose: The purpose of this study was to investigate the attitude toward death in Korean nursing students. Method: The sample consisted of 365 baccalaureate nursing students. The questionnaires included questions on sociodemographics and death-related characteristics of the participants, and the Fear of Death and Dying Scale (FODS) to measure the attitude toward death. Result: The mean of the FODS score was 2.63 out of 4, so the participants had a slightly negative attitude toward death. There were statistically significant differences between gender, religion, religion activity, perceived health status, experience of parents' death, experience of friend's death, and overall FODS score. Among the four subscales of overall FODS, the score of the fear of death of self was significantly higher in the participants who experienced clinical practice and who experienced patient's death in the intensive care unit compared to the emergency room. Conclusion: Based on the study results, educational programs to change the attitude toward death are required before clinical practice. Programs need to consider nursing students' gender and religion, and give opportunity to share experiences and feelings about death of family or friend. In addition, using standardized patients and simulators is advised in the need for simulation training.

• Journal of Korean Academy of Nursing Administration
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• v.10 no.4
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• pp.485-493
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• 2004

Purpose: This study was to identify the degree of empowerment and ethical sensitivity of staff nurses and to examine the relationship between empowerment and ethical sensitivity. Method: Data were collected from 235 staff nurses in 4 hospitals in Gyeonggi Province using a questionnaire and collected data was analyzed by the SPSS PC program. Results: The degree of empowerment was 2.76(${\pm}$ .35) out of a possible score of 4 and that of ethical sensitivity was 0.71(${\pm}$ .11) out of a possible score of 1. The relationship of between empowerment and ethical sensitivity showed statistically significant positive correlation(r=.34, p=.00). For general characteristics, there was a significant difference in empowerment according to age(F=13.18, p=.00), educational background(t=-2.09, p=.04) and clinical practice career(F=15.15, p=.00) and in ethical sensitivity according to age(F=4.01, p=.02). In characteristics related to ethics, there was a significant difference in empowerment according to experience of ethics instruction in clinical practice(t=2.25, p=.03), attitude toward the nursing profession(F=7.96, p=.00) and ethical standards(F=9.39, p=.00) and in ethical sensitivity according to attitude toward the nursing profession(F=2.94, p=.03). Conclusion: Findings suggest that a systemic and effective training program reflecting the above general and related ethics characteristics be developed to enhance empowerment and ethical sensitivity.