• 여성건강간호학회지
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• 제26권3호
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• pp.240-249
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• 2020

Purpose: This study was conducted to investigate the effects of an education program using a high-fidelity simulator of labor and delivery on nursing knowledge, critical thinking, and clinical performance among nursing students who had not yet experienced clinical practicum. Methods: The development of a 5-week maternity nursing education programs using high-fidelity simulators included modules containing case-oriented scenarios, knowledge, and skills required for maternity care. A randomized controlled study was conducted to verify the effects of the developed program. Data were collected from October 21 to December 9, 2019. The experimental group (n=36) participated in a 5-week high-fidelity simulation program on care for the woman in labor, whereas the control group (n=36) received standard education as lecture and practice with delivery model. The collected data were analyzed using descriptive statistics (frequency, percentage, mean, and standard deviation), the Chi-square test, Fisher exact test, and t-test. Results: For participants who received education using the high-fidelity simulation program, nursing knowledge (t=2.33, p=.011), critical thinking (t=3.73, p<.001), and clinical performance (t=2.53, p=.006) were significantly higher than in the control group. Conclusion: Even for students with no clinical experience, high-fidelity simulation-based nursing education was effective in improving nursing knowledge, critical thinking, and clinical performance among nursing students. Nurse educators will be able to use this high-fidelity simulator effectively, especially in situations where direct clinical practicum may not be feasible.

• 대한영양사협회학술지
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• 제22권1호
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• pp.53-69
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• 2016

The purpose of this study was to analyze the importance-performance of clinical nutrition management in convalescent hospitals. The research was carried out based on questionnaires administered from March to April, 2015 to 73 dietitians at 40 convalescent hospitals in the Gyeongnam area. There was a statistically significant difference between the mean scores for importance (4.01/5.00) and performance (2.95/5.00) of clinical nutrition management. The importance and performance grid analysis showed that participation in a nutritional management committee, administration of patients using a cooperation program among hospital departments, cooperation with a medical team on patient's nutrition status, nutrition initial assessment, nutrition care process for patients showing malnutrition, nutrition care process for tube feeding patients, management of a therapeutic diet, meal management using dietary slip instructions including a therapeutic diet, and explication of a therapeutic diet for patients scored high regarding importance and performance (doing great area). Medical records on patient's nutrition management, and nutrition counseling for requested patient scored low regarding the importance and high regarding performance (overdone area). Participation in medical rounds, personal nutrition education for patients, group nutrition education for patients, nutrition education for medical teams, development of a menu for therapeutic diet and standardized recipes, and provision of information on diet therapy for patients after discharge scored low regarding importance and performance (low priority area). Accreditation of convalescent hospitals and interest of medical professionals in clinical nutrition management were effective variables for the importance-performance gap of clinical nutrition management. In conclusion, the accreditation process and positive awareness of medical professionals with regard to clinical nutrition management had positive effects on reduction of the importance-performance gap in clinical nutrition management at convalescent hospitals. The strength of clinical nutrition management in the accreditation and development of an education program for increasing medical team or administrator interest in clinical nutrition management could lead to improvement of clinical nutrition management for elderly patients in convalescent hospitals.

• 대한한의학원전학회지
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• 제34권2호
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• pp.1-22
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• 2021

Objectives : A transition course of 'Introduction to Clinical Korean Medicine' was developed to meet the demands for better preparation for clinical application of Korean Medicine within the curriculum. A Korean Medical Classics curriculum reflecting such demands was newly designed. Methods : Based on the 'Introduction to Clinical Medicine(ICM)' course of the Medical School curriculum that follows the medical education guideline, the 'Introduction to Clinical Korean Medicine(ICKM)' course was designed and developed. The role of Korean Medical Classics was suggested in the process. Results : In the following course, Korean Medical diagnosis, diagnostics, patient intake methods reflecting the Korean Medical diagnostic system, clinical skills, basic skills, treatment planning, patient education, etc. are included. Faculty members of the basic sectors of the Korean Medical school will participate in this curriculum, of which a head will be appointed to overlook the curriculum. In the case of Korean Medical Classics, previous learning outcomes need to be reorganized based on clinical expression while clinical case studies need to be added to course material. A more active approach utilizing new pedagogic strategies and teaching methods should be taken. Conclusions : The Korean Medical Classics curriculum could effectively take on the introductory role to clinical Korean Medicine, successfully strengthening the connection between the basic and clinical Korean Medicine to improve learners' satisfaction.

• 대한간호
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• 제36권4호
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• pp.100-109
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• 1997

This study examined effect of preceptorship on clinical education of 39 senior nursing students. Competency scores and satisfaction with preceptors scores were investigated. Competency scores of the students before the clinical education (pre-competency scores) were compared with the competency scores after the clinical education (post-competency scores), and satisfactory scores were also examined after the clinical education. Study results showed that the total post-competency scores were increased compared to the total pre-competency scores, and this increment was statistically significant. However, analyzing sub-domains of the competency scores indicated only the nursing-skill domain scores were increased while the scores of interpersonal domain and management domain were increased but statistically insignificant. Satisfaction with preceptors scores were also more than the average scores reflecting the students were satisfied with their preceptors generally. The students, However, grade low in the preceptors' intellectual ability while their professional and interpersonal ability were rather satisfied. This study indicated preceptors should make more efforts to teach interpersonal and management skill and increase their intellectual ability. This study recommended a systematic reward system for the preceptors to increase the motivation to teach students is needed.

• 한국간호교육학회지
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• 제17권2호
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• pp.246-256
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• 2011

Purpose: With the decrease in available clinical sites, a decrease in adequately prepared clinical faculty, and demand to prepare health care students to begin work, we need alternative methods to teach clinical skills for health care professionals. The use of simulation as an educational process that can replicate clinical practices is becoming popular in nursing. Therefore, this study was conducted to review directions of simulation-based learning in nursing education. Methods: A systematic review of quantitative studies was undertaken using Medline, KERIS, and KISS. The primary search terms were simulation and nursing. Reference lists from relevant papers and the websites of relevant nursing organizations were also searched. Nine studies met inclusion criteria and were analyzed in detail. Results: All studies reported simulation as a valid teaching/learning strategy. Six of the studies (66.7%) showed that simulation technology was a practical and successful model to use in teaching a variety of clinical skills for nursing students and nurses. Conclusion: Simulation may have some advantages over other teaching methods, depending on the scenario, context, topic, and method. Further study is needed to determine the effect of team size on learning and to develop a universal method of outcome measurement.

• 보건행정학회지
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• 제29권4호
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• pp.394-398
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• 2019

Education on the physician continues with undergraduate medical education, graduate medical education, and continuous medical education. The countries such as the United States, Japan, the United Kingdom, German, and others are required to undergo training in the clinical field for 2 years after completing the national medical examination, and to become doctors after passing the clinical practice license test. Korea can obtain a medical license and become a clinical doctor at the same time if it passes written and practical tests after completing 6 years of undergraduate medical education or 4 years of graduate school. About 90% of medical school graduates replace clinical practice with 4-5 years of training to acquire professional qualifications, but this is an option for individual doctors rather than an extension of the licensing system under law. The medical professional qualification system is implemented by the Ministry of Health and Welfare on the regulation. In fact, under the supervision of the government, the Korean Hospital Association, the Korean Medical Association, and the Korean Academy of Medical Sciences progress most procedures. After training and becoming a specialist, the only thing that is given to a specialist is the right to mark him or her as a specialist in marking a medical institution and advertising. The government's guidelines for professional training are too restrictive, such as the recruitment method of residents, annual training courses of residents, dispatch rule of the residents, and the quota of residents of training hospitals. Although professional training systems are operated in the United States, the United Kingdom, France, and Germany, most of them are organized and operated by public professional organizations and widely recognize the autonomy of academic institutions and hospitals. Korea should also introduce a compulsory education system after graduating from medical education and organize and initiate by autonomic public professional organization that meets global standards.

• 한국간호교육학회지
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• 제11권2호
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• pp.222-231
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• 2005

Purpose: The purpose of this study was to identify the relationship between critical thinking disposition and clinical competency of nursing students. Method : The sample consisted of 151 nursing students, who have ever had clinical practice. Data were collected by self reporting questionnaire for 13 days from April 18-30, 2005. The data were analyzed by descriptive statistics, t-test, ANOVA, Duncan test, Pearson Correlation Coefficient with SPSS Programs. Result : The result of this study were as follows : 1. The total mean score of critical thinking dispositions in the nursing students was moderately(3.50). There was a statistically significant difference in critical thinking disposition according to satisfaction with the nursing major(F=5.563, p=.005). 2. The total mean score of clinical competency in the nursing students was slightly high(3.37). There was a statistically significant difference in clinical competency according to adaptation with the nursing major(F=5.202, p=.007), satisfaction with clinical practice(F=3.172, p=.045). 3. A significant positive correlation between critical thinking disposition and clinical competency was founded(r= .421, p<.000). Conclusion : In conclusion, this study revealed that critical thinking disposition influences clinical competence. Therefore, the finding of this study may provide significant basic data for nursing education and nursing practice.

• 한국학교ㆍ지역보건교육학회지
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• 제17권3호
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• pp.117-129
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• 2016

Objectives: This study aimed to provide the high-quality clinical practice environment education to students by researching the social support, major satisfaction, and interpersonal ability of dental hygiene students, analyzing factors having influence on the clinical practice satisfaction, and then increasing the satisfaction with clinical practice. Methods: 312 students who have completed clinical practice among dental hygiene major of three colleges in Gyeonggi province were collected by convenience sampling from April 18th to April 27th 2016. Using SPSS 20.0, descriptive analysis, t-test, ANOVA, correlation analysis, and regression analysis were conducted. Results: The clinical practice satisfaction was correlated with interpersonal ability(r=0.383, p<.001), social support(r=0.239, p<0.01), subjective health condition(r=0.226, p<0.01), and major satisfaction(r=0.287, p<0.01). When interpersonal ability and social support were high, subjective health condition was good, and major satisfaction was high, the clinical practice satisfaction was also high. Conclusions: Based on the results, it would be necessary to develop operational reinforcing social support and interpersonal ability of dental hygiene students, and also to make efforts to increase the clinical practice satisfaction of dental hygiene students by establishing measures to increase their major satisfaction.

• 여성건강간호학회지
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• 제29권3호
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• pp.219-228
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• 2023

Purpose: Preterm birth is increasing, and obstetric nurses should have the competency to provide timely care. Therefore, training is necessary in the maternal nursing practicum. This study aimed to investigate the effects of practice education using a preterm-labor assessment algorithm on preterm labor-related knowledge and clinical practice confidence in senior nursing students. Methods: A pre-post quasi-experimental design with three groups was used for 61 students. The preterm-labor assessment algorithm was modified into three modules from the preterm-labor assessment algorithm by March of Dimes. We evaluated preterm labor-related knowledge, clinical practice confidence, and educational satisfaction. Data were analyzed with the paired t-test and repeated-measures analysis of variance. Results: The practice education using a preterm-labor assessment algorithm significantly improved both preterm labor-related knowledge and clinical practice confidence (paired t=-7.17, p<.001; paired t=-5.51, p<.001, respectively). The effects of the practice education using a preterm-labor assessment algorithm on knowledge lasted until 8 weeks but decreased significantly at 11 and 13 weeks after the program, while the clinical practice confidence significantly decreased at 8 weeks post-program. Conclusion: The practice education using a preterm-labor assessment algorithm was effective in improving preterm labor-related knowledge and clinical practice confidence. The findings suggest that follow-up education should be conducted at 8 weeks, or as soon as possible thereafter, to maintain knowledge and clinical confidence, and the effects should be evaluated.

• 한국치위생학회지
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• 제14권5호
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• pp.649-658
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• 2014

Objectives : The purpose of the study is to investigate the relationship between the satisfaction levels of education and clinical practice in the dental hygiene students and to provide the basic data for the improvement of satisfaction with major. Methods : A self-reported questionnaire was filled out by 487 dental hygiene students in Busan, Gyeongnam, and Ulsan. Data were analyzed by SPSS 19.0 program. Results : Those who chose the dental hygiene by themselves tended to have higher satisfaction(p<0.05). Those who chose the major by teacher's advice tended to have higher satisfaction for the clinical practice(p<0.05). The satisfaction level between the education and clinical practice was equally proportional to each other. Multiple regression test showed that the influencing factors on satisfaction level included major satisfaction and lecture satisfaction(p<0.05). Conclusions : Satisfaction with the major influenced on the clinical practice performance. More systematic approach for the better curricula can bestow the students satisfaction with the major in the future.