• Women's Health Nursing
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• v.24 no.4
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• pp.404-413
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• 2018

Purpose: To examine the applicability of a team-based learning using reflection journal in Women's Health Nursing for nursing students. Methods: This study had a nonequivalent control group non-synchronized design. Participants were 140 third-year undergraduate nursing students who agreed to participate in this study. The experimental group (n=70) received twice team-based learning using reflection journal about pregnancy nursing course while the control group (n=70) received only team-based learning. Data were analyzed with descriptive statistics, $x^2$ test, Fisher's exact test, and independent t-test using SPSS 23.0 program. Results: Compared to the control group, the experimental group reported significant positive changes in critical thinking (t=2.03, p=.044). Problem-solving, self-leadership, or academic self-efficacy of nursing college students was not significantly different between the two groups. Conclusion: Team-based learning using reflection journal is an effective teaching strategy to enhance critical thinking of nursing students.

• The Journal of Korean Academic Society of Nursing Education
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• v.14 no.1
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• pp.108-116
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• 2008

Purpose: The purpose of this study was to identify the experiences of Team-Spirit training in new nurses. Method: Data was collected through open-ended and self-reported questionnaires which were received from 47 new nurses who had finished team-spirit training for 2 days. The content analysis method was used to derive the core-category, categories and concepts of Team-Spirit training for new nurses. Result: The care category identified in new nurses trained in Team-Spirit was upgrade myself and our team. The following 4 categories also emerged; companion, interdependency, importance of community, and future growth of myself and our community. The derived 12 subcategories were intimacy, importance of companions, binding, partaking in difficulties, empowerment, observing rules, cooperation, consensus, self-pledge as a subordinator, motivating vision formation, developing professionalism, contribution and devotion. The 34 concepts were derived from the new nurses' statements. Conclusion: These results imply that Team-Spirit Training for nurses could contribute to companionship, interdependency, importance of community, and future growth of oneself and the hospital team.

• Journal of East-West Nursing Research
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• v.26 no.2
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• pp.130-138
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• 2020

Purpose: This study aimed to evaluate the effects of team-based simulation training (TBST) on patient safety confidence and nursing competency among nursing students. Methods: This study used a one group pretest-posttest design. Among the senior nursing students enrolled in an academic course in one nursing school, the convenience sample of 114 students was recruited. Participants received 15-session TBST (2 hours per session) over 8 weeks and completed the patient safety confidence and nursing competency scales, and a questionnaire of participants' responses to TBST. Data were analyzed using a descriptive statistics test, a paired t-test, and Pearson correlation coefficients. Results: The results of this study showed that patient safety confidence and nursing competency significantly improved after TBST and there was a positive correlation between these variables. Conclusion: The findings indicate that TBST is effective for improving nursing students' patient safety confidence and nursing competency, and thus, team-based strategies can be useful to attain the goals of nursing education. Furthermore, the results of this study suggest further research to refine the relations between patient safety and nursing competency.

• Journal of Korean Clinical Nursing Research
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• v.17 no.1
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• pp.16-26
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• 2011

Purpose: The purpose of this study is to investigate nurses readiness to self-directed learning and its correlations with nursing practice competence in a tertiary hospital in Seoul, Korea. Methods: A cross sectional survey design was utilized to assess nurses readiness to self-directed learning and job performance. The data used in this study were obtained from 286 nurses who have been working on general ward for over 1 year. Data were analyzed by ANOVA, t-test, Pearson's correlation analysis, and multiple regression using SAS 9.1 program. Results: The mean score of the readiness to self-directed learning is 3.56 and that of nursing practice competence is 2.71. The readiness to self-directed learning was statistically different according to level of education, and clinical work experience. Nursing practice competence was also significantly different according to level of education, clinical work experience, marital status, age, and working division. The readiness to self-directed learning and nursing practice competence seem to have significant positive correlation to each other (r=.555, p<.001). The readiness to self-directed learning explains 32.0% of nursing practice competence (F=20.20, p<.001). Conclusion: These findings indicate that program development for enhancing the readiness to self-directed learning is needed to improve nursing practice competence. We also need continuous efforts to improve nurses initiatives and creativity.

• Journal of Korean Clinical Nursing Research
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• v.16 no.2
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• pp.17-31
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• 2010

Purpose: The purpose of this study was to identify the relationships between professionalism, job involvement, organizational commitment and turnover intention among clinical nurses. Methods: The data were collected using a questionnaire from 1,419 nurses who were working in 35 different general hospitals in Korea. For data analysis, descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient and $Scheff{\grave{e}}$ test with SAS program were used. Results: The means of professionalism, job involvement, organizational commitment, turnover intention were 80.90 (min25~max125), 22.22 (min7~max35), 48.63 (min15~max75), and 11.47(min4~max20) respectively. There were statistically significant correlations between professionalism, job involvement, organizational commitment and turnover intention. Conclusion: It is necessary to develop a program for nurses to improve the levels of professionalism, job involvement, and organizational commitment, which would result in reducing turnover rates of clinical nurses.

• Journal of Digital Convergence
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• v.15 no.10
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• pp.367-376
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• 2017

The purpose of this study was to identify the impact of empowerment on achievement in the team based learning by college nursing students and the mediation effects of co-regulation. A convenience sample of 243 subjects were recruited from one university in G city. And data were collected from May 23 to May 30, 2017. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson's Correlation, Multiple regression analyses with SPSS 21.0 Program. The psychological empowerment showed a significantly positive correlation of co-regulation and achievement, co-regulation showed a significantly positive correlation of achievement. The factors affecting the achievement were co-regulation, psychological empowerment, improvement on cooperation and modification, grade, and explanatory power was 57.2%. Co-regulation had a partial mediating effect in the relationship between shared psychological empowerment and Achievement. This study provided basic data for developing the nursing education program to improve achievement. and it is necessary to repeat the study including various variables related to achievement of the task in the future.

• Journal of Korean Clinical Nursing Research
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• v.25 no.1
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• pp.1-14
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• 2019

Purpose: This study was done to develop a evidence-based guideline for pain assessment and management in Korea by adapting previously developed pain guidelines. Methods: The guideline adaptation process was conducted using 24 steps according to the guideline adaptation manual developed by Hospital Nurses Association in 2012. Results: The newly developed pain management guideline consisted of 9 domains and 234 recommendations. The number of recommendations in each domain was: 13 general instruction items, 51 pain assessments, 14 pain interventions, 66 pharmacological interventions for acute pain, 41 pharmacological interventions for chronic cancer pain, 35 pharmacological interventions for chronic noncancer pain, 21 non-pharmacological interventions, 2 documentations, 10 nursing education items, for pain. Conclusion: The findings suggest that the new pain management guideline can be used to address pain in hospital settings.

• Journal of Korean Clinical Nursing Research
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• v.15 no.1
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• pp.107-122
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• 2009

Purpose: The purpose of this study was to identify nursing interventions frequently used with cancer patients. Nursing records from 5 general hospitals for patients with stomach, liver, lung or colon cancer were analyzed. Method: A descriptive study methodology was used and nursing records for 15 patients in each disease category at each hospital, who were admitted and discharged during June 2007 were analyzed. Results: Five domains of NIC were found and the physiological(basic) domain was most frequent (31.52%). Twenty two classes of NIC were identified with risk management for safety being most frequent (22.49%). For the 119 nursing interventions identified, the most frequent was pain management with 7,827 (12.31%), followed by prevention of falls (11.76%), surveillance (6.79%) and wound care (5.12%). Nursing activities of pain management and prevention of falls were comparable to activities listed in literature on guidelines for evidence based and best practices in nursing care. Eight of the 17 nursing activities for pain management, and 9 of 14 for fall prevention were consistent with these guidelines. Conclusion: In this study, nursing interventions were found to be focused on physical care, monitoring patients' condition and education. We have to develop diverse nursing interventions and a convenient recording process.

• Health Policy and Management
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• v.29 no.2
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• pp.172-183
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• 2019

Background: Falls are the most frequent adverse events reported in hospitals. The aim of this study was to investigate the incidence rate and characteristics of falls in patients who used comprehensive nursing care service in National Health Insurance Service Ilsan Hospital. Methods: Incidence rate of falls was investigated in patients using comprehensive nursing care service, from July 2013 to Jun 2017 and compared with those not using this service. The characteristics and risk factors for falls, and fall-related injuries were obtained. Results: Among the 62,445 patients who used the comprehensive nursing care service for 4 years, total of 672 falls were reported. The incidence rate of falls per 1,000 patients-day was 1.15. The percentage of fall-related injuries was 26.9% and that of major injury was 2.2%. Although the incidence rate of all falls was slightly higher in patients using comprehensive nursing care service than those not using this service, falls-related injuries were not correlated with the implementation of this service. Conclusion: The falls could be more frequently detected and reported in comprehensive nursing care service, but there was no difference in fall-related injuries.

• Women's Health Nursing
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• v.24 no.2
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• pp.150-162
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• 2018

Purpose: To identify the effects of delivery-nursing simulation education using team-based learning on the delivery nursing knowledge, self-efficacy, and clinical competence of nursing students. Methods: The study used a nonequivalent, control group, quasi-experimental design. The team-based learning was applied to the experimental group, while the individual learning was applied to the control group. Data were collected from October 12 to December 7, 2016, and analyzed using the SPSS/WIN 22.0 program. Results: Comparison between the experimental and control group showed no significant difference in delivery-nursing knowledge (t=-0.33, p=.741) or self-efficacy (t=-0.65, p=.515). However, a significant difference (t=-2.09, p=.048) in the nursing-skills aspect of clinical competence was found between the experimental and control groups after the practical simulation education. Conclusion: Delivery-nursing simulation education using team-based learning was more effective in improving the nursing-skills aspect of nursing competence than was delivery-nursing simulation education based on individual learning.