• 한국간호교육학회지
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• 제11권2호
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• pp.240-251
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• 2005

Purpose: The purpose of this study was to develop a curriculum for care manager based on the results of professional workshops and through the analysis of the roles and curriculums of care managers in other countries. Method: The process of this study included a review of literature, getting advice from various experts, a review of the present state of education programs at abroad. Result: This study revealed the basic content of care manager education which includes understanding health care and welfare delivery system. process of care manager, resource management, legal and ethical issues, management of health and a life style of elderly, communication, stress management. The major roles of care manager was revealed as the one who assess the needs of elders, making a care plan, evaluator, supporter, coordinator and a risk manager who coordinates, validates and reassesses various services needed by elderly. Conclusion: These results can be utilized in care manager educational program for raising the quality of care manager and care management services.

• 대한간호
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• 통권8호
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• pp.25-33
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• 1963

• 대한간호
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• 제13권6호통권74호
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• pp.22-28
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• 1974

• 한국컴퓨터정보학회논문지
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• 제27권6호
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• pp.149-155
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• 2022

본 연구는 간호교육과정에서 인성교육의 중요함을 제안하고 있다. 인성이 무엇인가를 정의하기는 매우 어렵다. 인성이라는 것이 매우 추상적이고 포괄적이기 때문이다. 그럼에도 동양에서는 인성이란 본래 타고난 성품이라는 의미가 담겨 있다. 인성이 사람의 마음바탕과 됨됨이 두 요소를 가지고 있는데, 사람의 마음바탕은 본래의 성질이므로 교육으로 변화되기 어려우나 사람의 됨됨이는 바르게 형성할 수 있도록 교육할 수 있으며 이러한 교육을 인성교육이라고 한다. 최근 우리나라에서 인성을 함양하기 위한 교육은 매우 뜨거운 주제가 되었으며, 특히 간호학과 간호교육인증평가에 있어서도 인성교육이 강조되고 있다. 좋은 간호사가 되기 위해서는 단순한 기술뿐만 아니라 다른 사람을 돕거나 윤리적 임상적 판단을 하는 능력도 갖추어야 한다. 그러나 현실적으로 우리나라 대다수의 간호학과에서는 간호사가 되기 위한 면허 취득 관련 커리큘럼이 너무 과밀하게 되어 있는 것이 사실이다. 따라서 본 논문에서는 이를 완화하고 인성교육에 대한 커리큘럼을 확대해 나가는 것에 대해 제언을 하였다.

• 대한간호
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• 제32권5호
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• pp.93-105
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• 1994

Nursing is indeed a practice discipline with experiential learning in clinical practice areas comprising an overwhelming portion of a Nursing Student's education. The statement is used to provide a basis for discussion of some issues involved in relation to clinical nursing education. However the lack of substantial research in the area of clinical nursing education would suggest that this 'heart' of the nursing student's professional education has olng been ignored. The purpose of this study is to critically review and analysis then suggest effective approaches of clinical nursing education. First. the curriculum can be developed by faculty consistently. Curriculum design begins with the writing of philosophy and the selection of objectives for the program. The philosophy must include a statement of beliefs and intrinc values about human being. nursing and teaching learning process. Second. faculty practice can be narrowed practice-theory gaps. Third. clinical teaching strategies can be used many different methods in order to facilitate development of clinical judgement and decision making. Fourth, clinical teacher's rols can influence student's learning attitude and intrinsic value; relating to students as mature individuals; creating an atomosphere where in the student felt comfortable approaching the instructor; providing support crisis situations. Fifth. clinical nursing evaluation can be developed the integrated models.

• 성인간호학회지
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• 제27권5호
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• pp.604-611
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• 2015

Purpose: Knowledge, clinical reasoning, and self-confidence are the basis for undergraduate education, and determine students' level of competence. The purpose of this study was to assess the effects of the addition of a one-time simulation experience to the didactic curriculum on nursing students' knowledge acquisition, clinical reasoning skill, and self-confidence. Methods: Using a quasi-experimental crossover design consisted of intervention and wait-list control groups. Participants were non-randomly assigned to the first intervention group (Group A, n=48) or the wait-list control group (Group B, n=46). Knowledge level was assessed through a multiple choice written test, and clinical reasoning skill was measured using a nursing process model-based rubric. Self-confidence was measured using a self-reported questionnaire. Results: Results indicated that students in the simulation group scored significantly higher on clinical reasoning skill and related knowledge than those in the didactic lecture group; no difference was found for self-confidence. Conclusion: Findings suggest that undergraduate nursing education requires a simulation-based curriculum for clinical reasoning development and knowledge acquisition.

• 한국보건간호학회지
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• 제4권2호
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• pp.35-57
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• 1990

This study was conducted to provide information useful in developing a nursing curriculum. The sample consisted of 158 nursing students in Hanyang University and 34 faculty members who has taught them in their college & the practical area. Data were collected by using a structured questionnaire, which consisted of general characteristics of the students & their self-concept, teacher's perception of student's professional roles. The results are summarized as follows; 1. General characteristics of the students When the students applied for the university, they decided what they would specialized in. Because the motive of application for their major was simply based on their high school records, they were admitted to their university without previous knowledge of their major. The reason why they wanted to tranfer to another course after the admission was the same as above. The level of satisfaction of their major was the highest in Freshman, but in other grades the higher the;, grades were, the more they satisfied with their major and they had a better prospects about their speciality. 2. Self-concept in profermance for their major Self-concept in horne aspects was more positive perception than in social aspects & self control aspects. It resulted from tile fact that all students were females and the nursing uniqueness was based on the spirit of humanity & service. The students who had graduated from the high school in rural area wanted to tranfer to another course and taken counsel their personal problems with their parents had higher self-concept in horne aspects. As their grades were higher, the self-concept in social aspects bacame higher. The students who were satisfied with their major and took counsel their personal problems with their parents had more positive self - concept in social aspects. Self-concept in self control aspects was lower than other aspects. The students who didn't take counsel their problems with their parents, were burdened with their educational expenses and their curriculum had more negative self-concept in self control aspects. Therefore the university should be concerned about student's welfare and provide detailed orientation about their curriculum. 3. Teacher's perception about learner's professional role The role model of democratic group leader, role models for learners facilitator in a students' reach for knowledge and teaching based on soundly researched theory showed more positive perception than other factors. Their mean values were over 4. 32. The professionalism of allnurshing area, reinforcement with reinforcement for learning, nursing as part of the meaningful context of the whole showed nagative perception. Their mean values were below 3. 00. Therefore the nurse as a teacher should try to promote the locus of nursing profession and participate in their research actively.

• 한국간호교육학회지
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• 제9권2호
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• pp.298-309
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• 2003

The educational preparation of nurses has been the focus of considerable debate globally. It is needed the change of the basic nursing education for professional nurse to prepare the trends of the health care needs of clients for coming new generation. And also it is believed that educational preparation for being nurses is to be responsible to clients' needs. The purpose of the study was to develop a baccalaureate program in nursing. This study were implemented through three stages from April 2001, to April 2002.: preparation stage which were consisted of reviewing of the literatures, interviewing the fellow nurses in a variety workplace, and consulting professors who were concerned with the nursing education to identify the present educational problems, and analyzing the contents of seven major courses in nursing education, evaluation stage about a new developed curriculum with the directors of the five nursing schools, and confirmation stage of new developed education programme. The developed education programme was designed as a four year program with 126 credit hours including 39 credit hours of liberal arts, 34 credit hours of supplementary courses, and 53 credit hours of nursing major based on the four basic nursing dimensions of human, health, environment and nursing. Nursing majors were consisted of Nursing Ⅰ(oxygenation), Nursing Ⅱ(nutrition elimination), Nursing Ⅲ(activity rest), Nursing Ⅳ(neurologic- endocrine protection), Nursing Ⅴ(fluids electrolytes/sex reproductive), Nursing Ⅵ(psycho-social), Community Health Nursing, Fundamental Nursing, School Health, and Emergency care. This new nursing programme was focused on the nursing education for prevention and rehabilitation nursing care as well as the acute and chronic nursing care at hospital, on the integrated nursing programme to become effective, and the nursing process to encourage the critical thinking. The new education programme focused on the professional nurses who are responsible the nursing ethics, communication skills, and professional beliefs to suit the future trends in health. And also it will be needed for faculties to manage the integrated curriculum, to analyze the contents of each subject, and to communicate with each other before a new education programme apply to their education programme in future. This research was supported by the Han Kok Medical Science Foundation

• 한국학교보건학회지
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• 제15권1호
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• pp.107-121
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• 2002

In this study we analysed time allotment and the contents of a health textbook and its teacher's guide book of the 7th elementary curriculum. We intended to offer the basic data needed to establish the single health education. So the analysed results are as follows according to the health education model developed by the korean nursing association and health teachers' meeting and the teaching time allotment presented by the teacher's guide book. It's goal is practice in regular class time of the subjects for the time and contents of health education in the 7th elementary curriculum. The total class periods of health education of the 7th elementary curriculum are 229 hours and annual periods of health education per year are an average of 38 hours. The health education of the 7th elementary curriculum is separated into the 9 following subjects: Wise life, Pleasant life, Righteous life, We are 1st grade, Physical education, Science, Social studies, moral education and Practical course. The health education of the 6th elementary curriculum was combined with the units of physical education, but in the 7th curriculum it must be separated by a single, required health subject. The contents of health education of the 7th elementary curriculum is mostly dominated by units of community and environmental health with a total of 55 hours (24%). Therefore, the units of home health and social health, development of physical strength are fairly insignificant. The newly added contents in the 7th curriculum are "pregnancy and child birth, the protection and counterplan from rape, the reasons and prevention of stress, the reasons and the treatment of obesity, the damage of smoking and drinking, etc. According to the result above, we must establish the criteria for each year's health education in the 8th elementary curriculum. The contents of mental health, home health and social health should be revised and added new items. The health education that is separated in some subjects now must be established as a systematically integrated health education.

• 한국융합학회논문지
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• 제10권7호
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• pp.343-354
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• 2019

본 연구는 포커스 그룹 인터뷰를 통해 PBL 부분통합 교과과정에 대한 간호학생의 인식을 파악하기 위한 질적연구이다. 연구대상자는 간호학과 4학년 학생이며, 총 25명을 4개의 그룹으로 나누어 인터뷰를 진행하였다. 자료는 의미있는 주제를 찾기 위해 내용분석을 실시하였다. 본 연구결과 6개의 주제가 도출되었다. 1) PBL 부분통합 교과과정의 비효율성 2) 학습에 대한 불안 3) PBL 운영에 대한 불만 4) 조별활동의 어려움 5) PBL에 대한 수용 6) 변화와 만족이 도출되었다. 본 연구결과를 바탕으로 다음을 제안한다. PBL에서 학습내용의 손실을 최소화 할 수 있는 방안과 과정평가 비중을 높여 PBL 평가의 본래 취지를 살려야 할 것이며 PBL 전문가와 전문부서에 의한 세분화된 튜터 교육프로그램이 개발, 운영되어야 할 것이다.