• The Korean Nurse
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• v.37 no.3
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• pp.6-9
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• 1998

• The Korean Nurse
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• v.37 no.3
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• pp.10-16
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• 1998

• The Journal of Korean Academic Society of Nursing Education
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• v.6 no.2
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• pp.327-344
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• 2000

The purpose of this survey study is to guide the direction of the RN-BSN program in Korea by analyzing (1) the philosophy and objectives (2) curriculum (3) and appraisal method, achievement test and self-directed learning. In this study, subjects consisted of 20 department of nursing in University and 20 RN-BSN programs in Korea. The Survey was conducted from September 1999 through May 2000 by mail and FAX. 1) Educational philosophy and objectives of 5 RN-BSN programs have curricular based philosophy. Most popular philosophies were revealed that nursing is oriented role function, human relation, and integrated application. 9 RN-BSN programs have curricular based objectives. There are including of knowledge, applying the new technology, under-standing of human being family community, application of nursing process, leadership, nursing ethics, and participation in research. 2) In RN-BSN programs, total mean credits through general college courses for earning the degree of BSN is 21.5 and total mean credits through the nursing area for earning the degree of BSN is 71.4. In RN-BSN programs, total mean credits through clinical practice for earning the degree of BSN is 5.94. 25.00 of mean credits was earned through achievement test(6.00~37.00). Therefore, this research suggests some recommendation for the development of curriculum of RN-BSN program that was required to do some alterations. And the various and other methods of earning credit should be developed. That is, the students will earn credits, accredited examination of University, advanced placement examination, case study, self-report, self-directed learning and achievement tests, portfolio review session and so on. And the RN-BSN courses are delivered to many areas by teleconferencing system, computer network(EdNet or Internet etc), CD-ROM Title, VOD (video on demand) and other methods.

• The Journal of Korean Academic Society of Nursing Education
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• v.12 no.2
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• pp.151-161
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• 2006

Purpose: The purpose of this study was to assess the needs of RN-BSN students concerning the RN-BSN curriculum and make suggestions for improvement in the curriculum based on the needs of the students. Method: A descriptive survey study was used. Data were collected from 707 RN-BSN senior students in 21 universities. The research instrument, which was developed after in-depth interviews with 13 RN-BSN students, consisted of 10 curriculum objectives, 34 cultural courses, 48 major courses, three questions on clinical practicum, and teaching methods for 5 required courses. Result: The curriculum objectives selected by the RN-BSN students were problem solving, clinical applicability, critical thinking, creative thinking, and decision making. They wanted cultural courses such as English, understanding of human behavior, social welfare, women's studies, psychology, nutrition science, leadership, recreation, computer applications, exercise and health. They wanted major courses to include the nursing process, nursing research, health assessment, advanced adult nursing, infection control, spiritual/hospice nursing, and nursing of cancer patients. They responded that a clinical practicum was not necessary. They wanted to experience various teaching methods according to particular characteristics of subject being taught. Conclusion: This study suggests some recommendation for improvement of the curriculum based on the needs of RN-BSN students.

• Journal of Digital Convergence
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• v.13 no.9
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• pp.397-407
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• 2015

The purpose of this study was to investigate the relationships among daily hassles, self-efficacy, and stress responses of RN-BSN (Registered Nurses-Bachelor of Science in Nursing) students in juggling both their jobs and learning as an adult learner of distance education in digital convergence era. The data were collected by a questionnaire from 229 nurses in a RN-BSN course of an open university from October to November, 2013. The mean score of facing task dimension was much higher than the interpersonal dimension score among daily hassles. The academic problem of the facing task and the family relationship of the interpersonal were the highest respectively. The mean score of self-efficacy was slightly higher than the median. Multiple regression showed that perceived health status, workload, occupation satisfaction, and values problem of daily hassles explained 44.2% of stress reponses and values problem was the main factor influencing stress responses. The distance education policies and strategies were required to manage their stress for the adult learners of distance education in digital convergence era.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.6
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• pp.2898-2907
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• 2013

The purpose of this study was to develop the creative thinking training program(CTTP) focused on a nursing case for registered nurses(RN) working at hospital, and to examine the CTTP's effects on nurses' creative thinking ability and disposition. This quasi-experimental study was conducted on the basis of pre and post-test design with a comparison group for nurses enrolled in registered nurse bachelor science degree program in a University located in Southern area of Korea. The 5 hour-CTTP, including 7 creative activity tasks related to a nursing case, was implemented on 35 RNs of the experimental group from November 21, throughout November 28, 2011. The 39 RNs were participated in this study as a control group. Pre-and post-tests were done with the questionnaire items of the Integrated Creativity Instrument for creative ability and creative disposition. There were significant differences in creative thinking ability(t=3.62, p=001) and creative disposition(t=2.91, p=.01) between the experimental and the control group. The CTTP, developed in this research would contribute to increasing creativity competency for registered nurses.