• 대한간호
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• 제11권6호통권62호
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• pp.20-23
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• 1972

The practice of professional nursing means the performance for compensatin of any act in the observation, care, and counsel of the ill, injured, or infirm, or in the maintenance of health or prevention of illness of others, or in the supervision and teach

• Journal of the Korean Statistical Society
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• 제27권2호
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• pp.221-235
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• 1998

Suppose that an observed process can be written as the additive model of the signal process and the noise process with unknown parameters. In practice the signal process is not directly observed. We consider the problem of estimating parameter from the observation process using the quasi-likelihood method.

• 의학교육논단
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• 제19권2호
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• pp.76-82
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• 2017

The quantitative expansion of nursing schools has necessitated the qualitative improvement of nursing education, which requires the development of nursing education for clinical practice. To identify strategies for strengthening the educational capacity of clinical fields and nursing schools, this study first examined the current status of nursing education for clinical practice, and then proposed several prospective directions for education. Nursing clinical practice-related studies from several Korean and international electronic databases were reviewed. Insufficient training hospitals and lack of qualified clinical training instructors were the main problems found within nursing educational resources for clinical practice, while the simple practice contents based on observation and inadequate evaluations were the main problems found in nursing educational management for clinical practice. This study suggests better standards and educational accountability for training hospitals and programs to nurture human resources for clinical practice, as well as a variety of training methods to integrate practical training courses and the expansion of formation evaluation. Based on these results, it is necessary to establish governance for nursing education for clinical practice and clarify the role and standards of each practitioner, strengthen the educational role of the hospital, and improve the system. In addition, introducing various types of education methods and strengthening evaluation standards are needed in order to enhance nursing education for clinical practice.

• 간호행정학회지
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• 제12권4호
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• pp.574-586
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• 2006

Purpose: This paper is intended to provide a clauses of scope of nursing practice with nursing act. Method: This was a planning study. The provision of scope of nursing practice is constructed through critical review of literatures and regulations. The validity of the legal definition was tested through expert and staffs in affiliates of Korean Nurses Association review. Result: 'Nursing is an activity that assesses and diagnoses the reaction of an individual, family, and community for health promotion and maintenance, illness prevention and rehabilitation and to provide intervention and evaluate the results. This practices are done through nursing knowledge and skills. The nursing practices include basic nursing services (general hygiene, environment and safety control, emotional and physical comfort, examination and surgery related care, systematic observation and reporting about patients, activity and organ function maintenance), practice of doctor's regimen, consulting and education to patients, reference, collaboration and management with other health personnel, public health activity by regulation. And nursing standards are set by a separate code. Conclusions: The result of this study can be used to offer for nursing act. So, This legal definition will be constantly discussed and extended to reflect actual nursing practice.

• 한국임상약학회지
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• 제27권2호
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• pp.55-62
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• 2017

Experiential education is a core curriculum of pharmacy education. In experiential education, formative feedback is an integral component of learning and teaching process. Feedback is defined as information provided by a preceptor regarding student's performance based on direct observation. With effective feedback, students can have opportunities to reinforce or correct behaviors and to acquire knowledge or skills. Students highly value and appreciate feedback. They rank provision of effective feedback as one of the most important qualities of preceptors. Preceptors, however, lack an understanding of feedback or practical skills necessary for providing effective feedback. As a result in reality, the feedback provided to students can be differentially effective in improving students' learning. This article describes a theoretical understanding of feedback including definition and value, as well as types of feedback. In addition, practical aspects in providing feedback, such as contents, timing, techniques, and models, are addressed. By understanding the value of feedback and mastering various feedback skills, preceptors will promote students' learning and enhance educational outcomes of experiential education.

• 건축역사연구
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• 제1권2호
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• pp.183-199
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• 1992

The problem of separation between the teaching and the practice of architectural design in Korean universities has activated this study. Comparison between two professor-architects in Italy through their various activities has been made during the period of 1991-1992 in the Istituto Universitario di Architettura di Venezia. The names of the two professor-architects are Aldo Rossi and Franco Mancuso. Their teaching activities in their architectural design class with their assistants, their background and formation of architectural theory, and two realized (and prized) works of them have been compared. The results show that there is a great difference (or oppositions) in their world-view and their attitudes towards architecture, the one as an empiricist, the other as a rationalist. But the most impressive observation must be the fact that all of them were coherent in their teaching, theory and practice, although this raises another qustion about the 'rationality' in architecture.

• 치위생과학회지
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• 제8권4호
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• pp.353-359
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• 2008

치위생과 학생의 임상실습 경험정도와 수행자신감을 알아보기 위해 2008년 9월에 임상실습을 완료한 D보건대학치위생과 2 3학년 학생을 대상으로 설문지를 이용하여 조사 분석한 결과는 1. 치위생과 학생들의 임상실습시 수행경험률은 영역별로는 기본진료영역에서 가장 높았으며, 치위생활동별로는 치료전 후 정리정돈, 구강 내 잔류물 흡입, 기본기구 준비, 국소마취 준비, 발치 준비, 레진충전 준비, 임시충전 준비, 치과용시멘트 혼합, 와이어 결찰 및 제거 준비 등에서 70% 이상의 비교적 높은 수행경험률을 보였다. 2. 치위생활동에 대한 수행자신감은 기본진료영역을 제외한 모든 진료영역에서 수행경험이 있는 경우가 관찰경험 또는 경험못한 경우에 비해 높았다(p < 0.001). 3. 치위생과 학생들은 임상실습 과정에서 진료협조분야를 제외한 치위생활동은 거의 수행경험을 하지 못하는 것으로 나타났다. 향후 치위생활동에 대한 수행경험률을 높이기 위해 치위생과 학생들의 임상실습에 대한 구체적이고 객관적인 준거 마련을 위한 후속 연구가 필요하다.

• Journal of Acupuncture Research
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• 제35권2호
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• pp.47-51
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• 2018

Acupuncture is a complex intervention that manifests varied theories, treatment methods, diagnostic methods and diagnostic patterns. Traditionally based systems of acupuncture (TBSAs) often have their own diagnostic approaches and patterns. Despite the wide variety that can be found amongst TBSAs, is it possible that they share a common background in clinical observation and practice? Research has shown that multiple physiological pathways and mechanisms can be triggered by different acupuncture techniques and methods. It is highly likely that clinicians will have observed some of the effects of these responses and used those observations as feedback to help construct the patterns of diagnosis and their associated treatments. This review briefly examines this possibility. Pattern identification will have developed out of a complex interaction of factors that include; theories current at the time of their development, historical theories, personal choices and beliefs, training, practice methods, clinical observations and the natural feedback that comes from observing how things change once the treatment is applied. Researchers investigating TBSAs and pattern identification need to be more explicit about the systems they have investigated in order to understand the biological basis of pattern identification and their treatments.

• 간호행정학회지
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• 제8권2호
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• pp.273-281
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• 2002

Purpose. The study was done to develop nursing guidelines to prevent nursing negligence in the clinical setting that would lead to malpractice. Method. A comprehensive review of the literature and focus groups interviews were used to search for malpractice cases related to "observation", one of the most basic nursing activities. The cases were analyzed with respect to nursing practice and a legal expert was consulted on the content. Results. 4 malpractice cases related to observation negligence were selected for this study; 1) a case of failing to observe dyspnea after a thyroidectomy, 2) a case of failing to observe a depressed patient for suicide attempts, 3) a case of failing to observe a VP shunt obstruction, 4) a case of failing to observe a cardiac ischemia after a bronchoscopy. 11 guidelines were developed for clinical nurses and 13 guidelines for nursing managers. Conclusion. These guidelines are useful in preventing malpractice due to nursing negligence. Therefore nurses need to apply them to their practices and continue to make an effort to develop guidelines for other malpractice situations.

• 한국간호교육학회지
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• 제7권2호
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• pp.207-216
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• 2001

To understand the types of interactions between the nurses' college students and patients, this research used Spradley's Cultural Description Method to carry out his eleven- stage research conduct process : participatory observation, cultural description recording, descriptive observation, category analysis, focus observation, classification analysis, selective observation, components analysis, cultural themes, cultural discovery, and cultural description writing. The research participants were 7 nurses' college students practising at the hospital affiliated to E university, and data were collected from May 2000 through primary and secondary in-depth interviews and observations. The cultural characteristics of the subjects extracted from these results were as follows : 1. The students learned through contacts with patients. 2. The students experienced "Sharing" through interactions with patients. 3. The students showed evasive behaviors in difficult situations. 4. The students paltered when faced with difficult situations. 5. The students did not surrender to the refusals of patients. 6. The students identified their studentship. 7. The students regarded human interaction as 'contact'.