• Journal of Korean Clinical Nursing Research
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• v.26 no.3
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• pp.344-351
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• 2020

Purpose: The purpose of this study was to identify related factors in the organizational socialization of new nurses, focusing on the reality shock of new nurses and social support by education specialist nurses. Methods: Participants were 122 new nurses with clinical experience of 1 year or less as nurses working in a general hospital that is carrying out a pilot project for a new nurse training system. Data were collected using self-report questionnaires which included identification of participants' characteristics, social support of education specialist nurse, reality shock and organizational socialization. Results: The organizational socialization score was 3.07±0.45 points. The results of the stepwise multiple regression showed that factors affecting organizational socialization of new nurses were social support by gender, education specialist nurse and reality shock. These three variables accounted for 72.0% of organizational socialization. Conclusion: These findings suggest that the social support of education specialist nurses be enhanced to increase the organizational socialization of new nurses. There is also a need for a program to decreased the reality shock of new nurses.

• Korean Journal of Health Education and Promotion
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• v.27 no.2
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• pp.37-48
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• 2010

Objectives: In health care setting, patient education and health promotion services are inexpensive and effective initiatives to change health behavior due to use medical service resources and personnel. This study performed to define the responsibilities and competencies of health education specialist in private health care setting. For our suggestion, we reviewed regulatory, recommendation, and programs related to health education and promotion in clinics and hospitals. Results and Conclusion: The health promoting hospital and health services in Europe and innovative hospitals of community health promotion in the U.S. were examples of approaches that supply target groups with health promotion services in health care setting. The National Commission for Health Education Credentialing has suggested the specified responsibilities and competencies of health education specialist in health care setting according to their general duty. Considering the recommendation of the NCHEC, our suggestion included: 1) the three kinds of job scope, 2) the major targets, 3) the specified responsibilities and competencies, and 4) the available health promotion programs in clinic and hospital setting. The suggestion will contribute to the development of job market for health education specialist and to the cooperation with community health resources in health promotion services and comprehensive health care.

• Research in Community and Public Health Nursing
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• v.5 no.2
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• pp.130-146
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• 1994

Our medical care system is trying to diversify in order to meet the client's needs, and to adjust to a medical environment which is changing very rapidly. Because current nursing theory and practice focus on holistic care, health care management, education, and research, contrary to the traditional emphasis on only assisting a physician, more autonomy and specialization for the implementation of nursing are required. Considering these trends and actual needs, the category of clinical nurse specialist should be established as soon as possible. In order to develop strategies for implementing this new professional specialty, the authors conducted a field survey and literature review of the current system in Korea. As a result, various obstacles and constraints were discovered as follows : 1) There are few accredited educational programs for the training of CNS's. 2) Several hospitals already have staff designated as clinical nurse specialist (CNS) even though the term CNS is not yet standardized or adopted in nationwide. 3) The role of the CNS is not clearly understood by the medical societies, or even nursing societies. A nurse who works in specific nursing areas such as central supply, kidney dialysis, intensive care, coronary care, etc. for a long time, considers herself /himself a CNS. Based upon the above findings, the following alternatives are recommended. 1) The role of the CNS should be defined according to specified functions and authority : professional autonomy ; counselling and educating patients and their familes, nurses, and even other medical personnel ; research on improvement of nursing ; and management of the nursing environment including medical resources, information, and cases. 2) the qualification of CNS should be attained only by a nurse who has an RN license and clinical experience of more than 3 years in a specific nursing field: passes a qualifying examination; and contributes to the professional development of peers, colleagues, and others. A master's degree should only be optional, because of the insufficient of graduate programs which are well designed for the CNS. 3) The CNS should initially be a head nurse rather than line staff in order to deal with as wide an experience base as possible. 4) The nursing specialty could be divided into two areas such as a clinical field and a community field. The clinical field could then be categorized by the Styles' classification such as diseases and pathogenics, systems, ages, acuity, skills/techniques, and function/role ; the community field could be classified according to work site.

• Journal of The Korean Society of Integrative Medicine
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• v.4 no.4
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• pp.7-11
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• 2016

Purpose : This study was to suggest a recommendation of the role and the operating qualification system of health education specialists. Method : This study was conducted by law and descriptive literature review on health education and health promotion. Result : This study was to analysis of the contents of the National Health Promotion Law and the relevant literature. Conclusion : This study was to analyze the suggestions below to research a health education specialists qualifications and duties and role-specific factors based on the content of legislation and review of the literature.

• The Journal of Korean Academic Society of Nursing Education
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• v.7 no.2
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• pp.275-284
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• 2001

This study was conducted to examine the nurses' role in Oriental medical hospital and the necessity of Oriental medical nursing system. Data were collected from 194 nurses in 14 Oriental medical hospitals located in Seoul, Busan, Daegu, Kwangju, Kangwon Province, Kyungbuk Province from July 1, 2000 to September 10, 2000. The results of this study are summarized as follows. 1. In nurse's level of knowledge of acupuncture point in current Oriental nursing practice, 28.4% of the respondents did not know acupuncture points at all, while 30.9% knew them a little. 40.7% of them did not almost know them. 2. According to nurses' role in Oriental medical hospital, they did a lot of duty for measurement of vitality, medical record, Dr. notifying, communication with medical team and related departments, and observation of patients' conditions. They did a little duty for handling Oriental medical practice. 3. As the subject of curriculum for Oriental medical nursing, 52.1% chose training course for Oriental medical nursing, while 25.8% chose inclusion of the curriculum in the school of nursing. 39.2% replied that they would take the training course for Oriental medical nursing, while 3.6% answered that they would not take it. 68.6% of them thought that Oriental medical nursing system should be introduced, while 4.1% objected to introducing the system. The nurses in Oriental medical hospitals are working with many problems because of their role confusion and low level of knowledge in Oriental medicine. Therefore, systematic curriculum and research related to Oriental medical nursing are necessary. Oriental medical nursing system must be introduced in order to make nurses have professional knowledge and skill in Oriental medicine. The nurses then can provide services of good quality for the patients.

• Proceedings of the IEEK Conference
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• 2009.05a
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• pp.402-404
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• 2009

The development of health information technology enables people to access, view and acquire personal health record. But still, there have been a number of obstacles such as the absence of the standard to realize the ideal Personal Health Record(PHR) system. In this study, we proposed the service model that serves periodic Health Record Summary which is made by a medical specialist to people who are in the busy lives. Healthcare data from EMR in a hospital including people generate themselves at home is sent to a physician to make a medical opinion, and then it is changed into Health Level 7 Continuity of Care Document(CCD) format for interoperability. After a physician writes his opinion about patient's health condition, it will send to people by email. People who receive the health record summary data by email can save them into a USB device to view own PHR and medical comments of a physician through a computer. It will help people managing their own health condition with an opinion of a medical specialist.

• Journal of Information Management
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• v.32 no.2
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• pp.26-39
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• 2001

Various controlled vocabularies such as thesaurus and classification used for effective information retrieval contain different terms in expressing the same concept or meaning. National Library of Medicine has developed the Unified Medical Language System(UMLS) to solve the problems of information retrieval and integration resulted from the difference of concepts between different sources. The UMLS development was initiated in 1982 as a long-term project, and the 2001 edition of the UMLS consists of three parts : Metathesaurus, Semantic Network, and SPECIALIST Lexicon. This paper reviews background and structure of the UMLS including applications in PubMed, NLM Gateway.

• Journal of Digestive Cancer Research
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• v.5 no.1
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• pp.16-22
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• 2017

A specialist in the medical field is probably one of the most time-consuming professions to train for before one is considered an expert. Inclusive of medical school, it can take as long as 20 or more years of structured training before one graduates as a new specialist in a particular surgical subspecialty or medical field. A fellowship is often the last official phase in this professional marathon, typically defined as a 1 to 2-year full-on clinical subspecialty experience. One would expect this important "finishing school" to be well researched and written about, however, as compared to other professionals and fields, there is scanty literature on how one can get into a good fellowship program. This is a perspective piece on the intricacies of securing a position in a good fellowship program, drawn from the collective experience of the authors, their colleagues and friends. There are several ways to achieve this and many processes one will encounter. A variety of factors one will need to consider, decide and works towards in this effort of optimizing of their chances of success in getting into their fellowship program of choice. The thought processes, suggestions and solutions at each phase may be helpful. In conclusion, obtaining a choice fellowship position is as much an art as a science, and maybe some luck. Many factors, some more obvious and objective, some softer and more subtle, can all influence the outcome in one way or another.

• Journal of Korean Academy of Nursing
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• v.26 no.1
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• pp.194-222
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• 1996

Various accidents and injuries are currently occurring in Korea at increasingly high rates. Good quality emergency care service is urgently needed to cope with these various forms of accidents and injuries. In order to develop a sound emergency care system, there need to be a plan to educate and train professionals specifically in emergency care. One solution for the on going problem would be to educate and train emergency clinical nurse specialists. This study on a strategy for curriculum development for emergency clinical nurse specialist was based on the following five content areas, developed from literature related to the curriculum of emergency nursing and emergency care situation : 1. Nurses working in the emergency rooms of three university hospitals were analyzed for six days to identify categories of nursing activities. 2. Two hundreds and eleven nurses working in the emergency rooms of 12 university hospitals were surveyed to identify needs for educational content that should be included in a curriculum for the clinical nurse specialist. 3. Examination of the environment in which emergency management was provided. 4. Identification of characteristics of patients in the emergency room. 5. The role of emergency clinical nurse specialist was identified through literature, recent data, and research materials. The following curriculum was formulated using the above mentioned process. 1. The philosophy of education for emergency clinical nurse specialist was established through a realistic philosophical framework. In this frame, client, environment, health, nursing, and learning have been defined. 2. The purpose of education is framed on individual development, social structure, nursing process and responsibility along with the role and function of the emergency clinical nurse specialist. 3. The central theme was based on human, environment, health and nursing. 4. The elements of structure in the curriculum content were divided to include two major threads, I, e., vertical and horizontal : The vertical thread to consist of the client, life cycle, education, research, leadership and consultation, and the horizontal thread to consist of level of nursing (prevention to rehabilitation), and health to illness based on the health care system developed by Betty Neuman system model. 5. Behavioral objectives for education were structured according to the emergency clinical nurse specialist role and function as a master degree prepared in various emergency settings. 6. The content of the curriculum consisted of three core courses(9 credits), five major courses(15 credits), six elective courses(12 credits) and six prerequisite courses (12 credits). Thus 48 credits are required. Recommendations : 1. To promote tile quality of the emergency care system, the number of emergency professionals, has to be expanded. Further the role and function of the emergency clinical nurse specialist needs to be specified in both the medical law and the Nursing Practice Act. 2. In order to upgrade the qualification of emergency clinical nurse specialists, the course should be given as part of the graduate Program. 3. Certification should be issued through the Korean Nurses Association.

• The Korean Journal of Rehabilitation Nursing
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• v.4 no.2
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• pp.179-186
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• 2001

The purpose of this study is to develop a systematic and efficient curriculum for the rehabilitation nurse specialist program. This research was carried out as a group work of 15 experts in order to share various opinions about the curriculum, and also through literature review. Articles, curriculums of other Clinical Nurse Specialist Programs, medical laws guidelines, as well as Clinical Nurse Specialist Program from the Korean Nurses Association were reviewed, and the issue was discussed throughly via group meetings. The developed curriculum is as follows: 1. Educational philosophy lies in the fact that the rehabilitation nurses support the patients to maximize their potential and functional level, so that they could maintain healthy state and re-adapt to changed environment. Furthermore the rehabilitation nurses are disposed of arbitrary decision power under their own responsibility, thus they take charge of welfare and healthy environment of the local society through the patients(subjects) and local resources. 2. Educational goals are to train rehabilitation nurse specialist, who correspond to the social needs, so to say, those who have the knowledge and skills for nursing practice, education and research. 3. The curriculum consists of 37 credits, of which 24 credits are based on lectures and 13 credits based on clinical practice. General courses are 3 subjects (5 credits) ; nursing theory, nursing research, and laws/ethics. Mandatry courses are 8 subjects with 19 credits; advanced physical assessment, pharmacology, pathophysiology, issues in rehabilitation nursing, advanced rehabilitation nursing intervention I, advanced rehabilitation nursing intervention II, sports physiology, special rehabilitation nursing intervention. As for the clinical practice courses, assessment and evaluation for rehabilitation(64 hours), community and home based rehabilitation nursing(128 hours), hospital based rehabilitation nursing(128 hours), institution based rehabilitation nursing(96 hours) would be treated. 4. Contents of the curses were developed to correspond with the courses' objectives and specific items. 5. Evaluation would be carried out both in the lecture and in the clinical practice. The knowledge and skills of the students would be measured to ensure full validity and credibility. However this developed curriculum should be continuously modified and updated in more desirable direction.