• Title/Summary/Keyword: 간호교육

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The effects of online nursing education contents on self efficacy, knowledge, and performance of nursing skills (웹 기반 간호교육 콘텐츠가 간호수기술에 대한 자기효능감, 지식, 수행능력에 미치는 효과)

  • Nam, Hyea Sook;Son, Kyeong Ae;Kim, Su Hyun;Song, Yeoungsuk;Kwon, So-Hi;Oh, Eun Hee
    • Journal of the Korean Data and Information Science Society
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    • v.25 no.6
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    • pp.1353-1360
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    • 2014
  • This study aimed to evaluate the effects of the nursing skills program, which offers online access to evidence-based skills and procedures. The nursing skills tested in this study was tracheostomy suctioning in the Mosby's Nursing Skills. The design of the study was a control group non-synchronized pre-posttest quasi-experimental research. The experimental group who utilized the Mosby's Nursing Skills had significantly higher level of knowledge and skills of trachosotmy suctioning, but not of self-efficacy. Online accessible nursing skills program was shown to be effective in improving nursing skills of students, and it is suggested to utilize the program in nursing practicum.

Survey Report on Nursing Education, 1981 (1981년도 간호교육 실태조사)

  • 대한간호협회
    • The Korean Nurse
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    • v.21 no.1 s.114
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    • pp.27-30
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    • 1982
  • 본 조사는 1981년 6월부터 7월까지 전국 50개 간호교육기관의 교육실태를 조사하여 다음과 같은 결과를 얻었다. 1. 전국 간호교육기관 수는 총 51개교로 대학 과정 15개교, 전문대학과정 36개교이다. 2. 간호교육기관 기관장의 전공분야는 간호학 전공자가 $42.0{\%}$, 비간호학 전공자, $58.0{\%}$이다. 3. 1981년도 재학생은 11.574명으로 대학과정 2,843명, 전문대학과정 8.731명이고, 남학생이 7개교에 재학하고 있으며, 총 남학생은 45명이다. 4. 1981년도 총 졸업생 수는 3,278명으로 대학과정 19.8%, 전문대학과정 $80.2{\%}$이다. 5. 1981년도 졸업생의 취업율은 $74.9{\%}$, 미취업율은 $25.1{\%}$이며, 취업분야는 임상분야에 $82.4{\%}$, 보건분야에 $7.2{\%}$, 교육분야에 $7.5{\%}$, 기타$2.9{\%}$이다. 6. 전국 간호교육자는 662명이고 1979년 9월부터 1981년 3월까지 출판된 저서는 96권, 논문은 503편이다.

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The Effects of Nursing Education about Recognition on Adolescent Problem Behaviors (청소년 문제행동인식에 관한 간호교육의 효과)

  • Park, Young-Suk
    • The Journal of Korean Academic Society of Nursing Education
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    • v.18 no.2
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    • pp.276-283
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    • 2012
  • Purpose: This study was carried out to identify the effects of classroom lectures on adolescent nursing education in distance education. Method: The design of this study was a quasi-experimental research with nonequivalent control group, pretest-posttest design. The subjects of this study were 434 nurses in K open university. Data were collected from April to June, 2009 by the adolescent delinquency measurement scale and questionnaire for awareness of the issue in adolescent health education. Result: The both groups perceived the biggest problem as the lack of assigned education time in adolescent health education. After receiving education, the experimental group improved significantly more than the control group in recognition of adolescent problem behavior which is in interpersonal, intermaterial, order, drug, sex, position, alcohol/smoking delinquency and psychiatric problem. Conclusion: This adolescent nursing education is an effective education for nurses and could improve their recognition of adolescent problem behavior.

A Study on Present States of Nursing Education - Junior College of Nursing - (한국 간호교육의 실제와 문제점 - 전문대학 교육과정 -)

  • Park Choon-Ja
    • The Journal of Korean Academic Society of Nursing Education
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    • v.1 no.1
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    • pp.24-31
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    • 1995
  • This study was attempted to identify the present state of the Junior College of Nursing such as philosophy of education and goal of education. The study was based on the data from 17 Junior colleges of nursing. The survey was conducted from Jun. 21st to 30th. 1994. Data was analyzed by percentage. The results of this .study was summarized as follows : 1. The number of Junior college of nursing is 44, the number of graduates is 776, and the rate of employment is 97.3% in 1993. 2. 6 of 17 schools present the philosophy of education and the chief concepts of them were idea of establishment, human being, health, environment, nursing, nursology, nursing education and nurses. The most frequent presented general goal of the education was to train professional nurse (64.7%). The most concrete goal of the education was fostering of the competence and quality of students to enhance self development which based upon scientific thinking and skillful activities. (58.8%). The average total credit was 142.3(range of 133 to 155). The average liveral art credit was 27.2 and major credit was 104.1. The credit of clinical pracetice was 20.6 (1153.6 hours). 3. The most important problems of Junior College of Nursing was multiprogram of nursing edcuation. It should be unionized into 4 year program. 4. There should be a good nursing curriculum and philosophy which meet the modern nursing concept and diversional social needs.

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Development of a Program Outcomes Assessment System based on Course Embedded Assessment for Nursing Education (Course Embedded Assessment 기반 간호교육 프로그램학습성과 평가체제 개발)

  • Nam, Soung Mi
    • The Journal of Korean Academic Society of Nursing Education
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    • v.23 no.2
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    • pp.135-145
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    • 2017
  • Purpose: The purpose of this study was to develop a program outcomes assessment system based on Course Embedded Assessment for nursing education. Methods: This study was conducted in accordance with the procedures of the developmental research method. Results: The major results are as follows. 1) The program outcomes were measured according to the Analytic Hierarchy Process. 2) The Course Embedded Assessment matrix was made according to program outcomes' weight, the curriculum-organizing principle, and achievement levels. 3) The Course Embedded Assessment rubric was developed in logical process, and consisted of a performance criterion, and rating scale. The content validity index of the Course Embedded Assessment rubric was 0.85. 4) An evaluation guideline and 12 documents were developed to facilitate the performance of the assessment system. 5) The average content validity index of the Course Embedded Assessment-based program outcomes assessment system was as high as 0.89. Conclusion: A Course Embedded Assessment-based program outcomes assessment system is more suitable for accreditation of nursing education than previous studies. Because this system evaluates the process of achievement as well as program outcomes, the results can also serve as immediate feedback to improve the educational process. Above all, this system facilitates that students check their achievements and strive to acquire core competencies in nursing.

Factors affecting Attitudes and Digital Literacy toward Online Learning of Nurses (간호사의 온라인 학습 태도와 디지털 리터러시에 영향을 미치는 요인: 온라인 간호교육의 융합적 관점에서)

  • Kim, Sisook
    • Journal of the Korea Convergence Society
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    • v.11 no.9
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    • pp.367-374
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    • 2020
  • This study aimed to determine factors affecting attitudes and digital literacy toward online learning of nurses. A cross-sectional study was conducted from 190 nurses working in hospitals. The factors influencing the online learning attitude were gender, working hospital size, and perceptions of internet usefulness and importance, and the factors influencing digital literacy were age, working position, perceptions of internet usefulness and importance, and attitudes toward online learning. Online learning and educational development of nursing could be explained in the context of rapidly evolving information and communication technologies, and it is necessary to consider learner factors such as attitudes and digital literacy toward online learning.

A Review for Concept Clarification of Critical Thinking, Clinical Reasoning, and Clinical Judgment in Nursing Education (간호교육에서의 비판적 사고, 임상적 추론, 임상적 판단 개념의 고찰)

  • Lee, Dongsuk;Park, Jiyeon
    • The Journal of Korean Academic Society of Nursing Education
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    • v.25 no.3
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    • pp.378-387
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    • 2019
  • Purpose: This article is a comprehensive review for concept clarification of critical thinking, clinical reasoning, and clinical judgment, which still lack a consensus and are of mixed use. Methods: Norris's method of concept clarification was used to review concepts that have no clear definition or conceptualization yet. Results: This review summarized literature from various disciplines, classified each concept based on similarities and differences, and provided hypothetic conceptual schema. Conclusion: Clinical reasoning and clinical judgment are clinical situation specific concepts, while critical thinking is a concept applied in general situations. Critical thinking is a broader concept and serves as a foundation for clinical reasoning and clinical judgment. Clinical reasoning precedes clinical judgment. Clinical judgement implies the end point or conclusion of clinical reasoning. Each of critical thinking, clinical reasoning, and clinical judgment is a cognitive and affective process not a psychomotor process. The concept of clinical competency involves action taken after the cognitive processes of clinical reasoning and clinical judgment.