• 한국간호교육학회지
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• 제4권2호
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• pp.220-235
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• 1998

The revolution of nursing curriculum has been focused on clinical competency for nursing graduates to flexibly respond to changes in societal health needs and disciplinary requirements. In this trend, the study was designed to identify basic concepts of nursing education that reflects the changes in societal needs and nursing discipline, and to develop the instrument to measure performance level in each dimension of clinical competency. The study was conducted in two phases. In phase 1, principal concepts consisted of nursing education were determined through literature review as well as series of discussion sessions on nursing philosophies and educational objectives among researchers. Though the process, the conceptual framework of competency based nursing curriculum was constructed with nursing process and professional role as horizontal threads, client, health needs, and nursing interventions as vertical threads. Then, items were developed to represent each dimension of competency : client and health need, nursing process, professional role, and nursing interventions. The total of 273 items were included as to represent clinical competency required for BSN graduates. In phase 2, questionnaires were distributed to nursing faculties of 41 BSN programs to validate the 273-item Instrument developed to measure competency. The total of 34 subjects returned the questionnaire with 81% of response rates. The subjects of the study had an average of 42 months of clinical experience and 13 years of education experience in various nursing areas with an age range of 30 to 52 years. The data were analyzed by utilizing SPSSWIN and the results are as follows. 1) The mean score of the nursing process dimension was supported most with the mean of 3.60(SD=0.32) compared to client and health need dimension(M=3.49, SD=.40), professional role(M=3.41, SD=.44), and nursing interventions(M=3.57, SD=.34). 2) The dimensions of competency were moderately correlated to each other with a range of r=.433 to r=.829, confirming that four dimensions of competency were related but distinct concepts. 3) The items of each dimension were analyzed based on its appropriateness. 'Assessing risk factors of the clients' were most highly supported in client and health need dimension. Most items of nursing process dimension were considered appropriate, while items related to efficient communication were well supported in professional role dimension. In nursing intervention dimension, items on basic nursing skills were highly supported while items on specific nursing interventions such as music therapy or art therapy were considered relatively inappropriate to competency for BSN graduates. The findings clearly showed that the current nursing education more emphasizes nursing interventions based on nursing process than other dimensions of competency. There is a need to reconceptualize nursing curriculum that is able to reflect more of nursing professional role and client/health need dimensions. Further research to validate the instrument by confirming competency dimensions of nursing graduates who are currently working at the hospital has been suggested.

• The Journal of Advanced Prosthodontics
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• 제15권4호
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• pp.202-213
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• 2023

PURPOSE. This prospective clinical study was conducted to evaluate the clinical usefulness of the freely detachable zirconia ball- and spring-retained implant prosthesis (BSRP) through a comparative analysis of screw- and cement-retained implant prosthesis (SCRP). MATERIALS AND METHODS. A multi-center, randomized, prospective clinical study evaluating the clinical usefulness of the detachable zirconia ball- and spring-retained implant prostheses was conducted. Sixty-four implant prostheses in 64 patients were examined. Periodic observational studies were conducted at 0, 3, 6, and 12 months after delivery of the implant prosthesis. Factors such as implant success rate, marginal bone resorption, periodontal pocket depth, plaque and bleeding index, and prosthetic complications were evaluated, respectively. RESULTS. During the 1-year observation period, all implants survived without functional problems and clinical mobility, showing a 100% implant success rate. Marginal bone resorption was significantly higher in the SCRP group than in the BSRP group only at the time of implant prosthesis delivery (P = .043). In all observation periods, periodontal pocket depth was slightly higher in the BSRP group than in the SCRP group, but there was no significant difference (P > .05). The modified plaque index (mPI) scores of both groups were moderate. Higher ratio of a score 2 in modified sulcus bleeding index (mBI) was observed in the BSRP group in the 6- and 12-months observation. CONCLUSION. Within the limitations of this study, the newly developed zirconia ball- and spring-retained implant prosthesis could be considered as an applicable and predictable treatment method along with the existing screw- and cement-retained prosthesis.

• 한국콘텐츠학회논문지
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• 제15권3호
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• pp.206-218
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• 2015

본 연구는 간호대학생에게 적용한 시뮬레이션기반 임상추론 교육의 임상판단 수행능력, 협력 및 의사소통기술에 대한 효과와 교육 후 교육상황과 설계특성 인식의 변화를 확인하기 위한 비동등성 대조군 전후 유사실험 연구설계이다. 연구대상은 A시 소재 4년제 2개 대학 간호학과의 3학년 학생을 각각 편의표집한 실험군 19명, 대조군 28명으로 실험군에게는 시뮬레이션 기반 임상추론 교육 프로그램을 매주 1회 120분씩 총 7회 제공하였고 대조군에게는 일상적 간호교육을 제공 후 두군 모두 사전조사와 중재 7주후에 임상판단 수행능력, 협력 및 의사소통기술을 측정하되, 협력은 중재 4주후에도 측정하였다. 교육상황과 설계 특성 인식은 시뮬레이션 교육 경험 후에 응답할 수 있어 실험군에서만 중재 1주, 4주, 7주후에 측정하였다. 자료는 SAS 9.2 프로그램의 반복측정 분산분석 및 Linear mixed model으로 분석하였다. 분석결과 실험군에서 임상판단 수행능력, 의사소통기술과 협력이 유의하게 증가하였으며, 중재 1회와 7회 간의 시뮬레이션 교육상황과 설계특성의 인식이 증가하였고, 이러한 변화가 임상수행능력, 협력, 의사소통기술 효과에 긍정적 영향을 미쳤다. 연구결과에 근거할 때 시뮬레이션 기반 임상추론 교육은 임상판단 수행능력, 협력, 의사소통기술을 행동수준까지 향상시킬 수 있는 교수학습 전략으로 적극적 활용되어야 하며 추후 표본 수를 확대하여 교육효과를 검증하고, 교육상황과 설계특성 인식 정도를 시뮬레이션 교육 프로그램 평가 지표로 고려하여야 하겠다.

• 대한영양사협회학술지
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• 제21권1호
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• pp.37-56
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• 2015

This study was conducted to develop job standards for clinical dietitian administering clinical nutrition therapy to diabetic patients in hospitals. Based on DACUM (Developing A Curriculum) analysis of 17 members including clinical dietitians, professors majoring in clinical nutrition and researchers, information on duties, tasks and task elements of clinical dietitians for diabetes care were derived and applied to diabetes mellitus-specific clinical nutrition care in hospitals for evaluation. The final developed job standards for clinical dietitians for diabetes care included four duties, 19 tasks and 56 task elements. The duties consisted of nutrition assessment, nutrition diagnosis, nutrition intervention, and nutrition monitoring evaluation. For application of diabetes mellitus-specific job standards in clinical nutrition care, 108 work activities were developed and classified into 90 basic and 18 recommended types. Performance rates of standardized jobs were 80.2% at nutrition assessment, 99.6% at nutrition diagnosis, 78.5% at nutrition intervention, and 32.9% at nutrition monitoring evaluation. These results can be applied as guidelines to implement jobs for diabetes mellitus-specific clinical nutrition services in clinical settings. In addition, they would be useful for education standards in educational institutions for education and training of clinical dietitian.

• 대한임상검사과학회지
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• 제49권2호
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• pp.161-170
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• 2017

본 연구는 대학 교육제도와 국가면허시험 제도에 대한 교수와 병원실무자들의 의견을 조사하여 분석함으로써 우수한 임상병리사 양성을 위한 정책방향을 결정하는데 목표로 하고 있다. 2016년 8월에 온라인 설문지가 255명의 대학교수들과 4,000명의 병원실무자들에게 배포되었다. 회수율은 교수들은 59명(23%), 병원실무자들은 1,099명(27.7%)이 응답하였다. 결과는 기술통계분석과 비교분석을 통해 처리하였다. 대학 교육제도에서는 교수들과 병원실무자들 모두 대학 및 임상실습 교육의 질적 향상과 교육의 표준화가 필요하다고 조사되었다. 국가면허시험제도에서는 교수들과 병원실무자들 모두 특히 실기시험의 개편이 필요하다고 조사되었고, 면허시험제도도 개선이 필요하다고 조사되었다. 위의 결과들은 교수들과 병원실무자들은 우수한 임상병리사 양성을 위해서는 대학 및 임상교육의 질적 향상과 국가면허시험제도의 개선이 필요하다고 생각하고 있음을 보여준다.

• 대한예방한의학회지
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• 제24권3호
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• pp.1-13
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• 2020

Objectives : The objective of this survey was to examine students' perception of the clinical performance examination (CPX) in college of traditional Korean medicine using student standardized patients. Methods : College of traditional Korean medicine students who completed the first-semester clinical practice education were selected as the subjects, and they participated in a survey asking questions about the following matters: satisfaction with CPX, self-evaluation, difficulties experienced during the CPX course, level of prior knowledge of clinical practice education, and usefulness of and intimacy with Student Standardized Patients (SSP). Results : Satisfaction with CPX was calculated to be 4.10 (5 being the perfect score), and self-evaluation of CPX was calculated to be 4.12. The subjects chose physical examination as the most difficult item relating to CPX. 80.5% responded positively to the question relating to diverse experiences in practice education, and 52.8% responded positively to the question relating to prior knowledge of diverse standardized patients. 55.6% responded positively to the question relating to performance proficiency of SSP, 63.9% responded positively to the question relating to usefulness of SSP to prepare for CPX, and 69.4% responded positively to the question relating to usefulness of SSP in evaluating CPX, and 55.6% responded positively to the questions relating to intimacy with SSP. It was confirmed that there was a strong quantitative correlation between prior knowledge of clinical practice education and usefulness of SSP, and that there was a strong quantitative correlation between performance proficiency of SSP and usefulness of SSP. It was confirmed that there was a middle-level correlation between performance proficiency of SSP and intimacy with SSP, and that there was a middle-level quantitative correlation between intimacy with SSP and usefulness of SSP. Conclusions : It was confirmed that senior students enrolled in college of traditional Korean medicine were mostly satisfied with the clinical performance examination in college of traditional Korean medicine using SSP, and that usefulness of SSP had a quantitative correlation with prior knowledge of diverse clinical practice educations, performance proficiency of SSP, and intimacy with SSP.

• 기독교교육논총
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• 제72권
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• pp.245-271
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• 2022

연구 목적 : 본 연구는 간호대학생을 대상으로 사례기반학습 및 코티칭을 적용한 간호 임상실습 교육모형을 개발하고, 개발된 모형의 타당성 확보를 목적으로 한다. 연구 내용 및 방법 : 간호 임상실습 교육모형의 타당성 검증을 위해 전주시 소재 J대학교 2021학년도 2학기'건강 반응과 간호 VI(지각·인지) 실습'과목에 적용하고 모형에 대한 교수자 반응평가를 실시하였고, 학습자 반응평가를 위해 임상 수행 자신감, 교수학습 모형에 대한 설문조사와 포커스 그룹 인터뷰를 진행하였다. 선행문헌 고찰과 사례 연구를 통해 사례기반학습 단계와 코티칭 요소를 도출한 후 전문가 검토를 받아 초기 모형을 구안하였고, 구안한 모형은 간호교육 전문가에게 내적 타당화를 검토받은 후 수정·보완하였다. 외적 타당화 검증을 위해 임상실습 교과에 모형을 적용한 후 실시한 학습자 반응평가 결과 임상 수행 자신감은 4.22점, 교수학습 모형 만족도는 4.68점으로 높게 나타났다. 포커스그룹 인터뷰 결과를 종합하면, 사전학습의 중요성과 실제 사례를 기반으로 선정한 사례를 학습하면서 전문용어, 전문지식 등을 습득함으로써 실습 현장에 대한 두려움이 없어지고 익숙함을 느꼈고, 다양한 사례를 학습하며 실습 현장에서 학습하였던 지식을 정리하는 시간을 통해 비판적 사고를 할 수 있었다고 하였다. 또 코티칭을 통하여 현장지도자와 지도교수가 함께 사례를 통해 이론과 실무적인 측면을 동시에 교수함으로써 실무와 더 가까워진 실습교육을 경험한 것으로 나타났다. 결론 및 제언 : 본 연구를 통하여 개발한 사례기반학습 및 코티칭을 적용한 간호 임상실습 교육모형은 이론과 실무 간의 차이를 줄여주고 간호 대학생의 임상수행 능력을 향상시킬 수 있는 효과적인 교수학습모형이 될 것으로 기대한다.

• 대한간호학회지
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• 제48권6호
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• pp.720-730
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• 2018

Purpose: The purpose of this study was to investigate patient safety teaching competency of nursing faculty and the extent of teaching patient safety topics in the nursing curriculum. Methods: A national survey was conducted with full-time nursing faculty in 4-year nursing schools. Regional quota sampling method was used. An online survey was sent to 1,028 nursing faculty and 207 of them were completed. Among the 207, we analyzed data from 184 participants. The revised Health Professional Education in Patient Safety Survey was used. Data were analyzed using descriptive statistics, independent t-test, one-way ANOVA, Pearson's correlation analysis, and multiple linear regression analyses. Results: The faculty's self-confidence was lower than their perceived importance of patient safety education. The mean score of teaching patient safety was $3.52{\pm}0.67$ out of 5, and the contents were mostly delivered through lectures. The extent of faculty's teaching varied depending on faculty's clinical career, teaching subjects, participation in practicum courses, and previous experience of patient safety education. The significant predictors of the extent of teaching patient safety were the faculty's self-confidence in teaching patient safety (${\beta}=.39$) during clinical practicum, their perceived importance of patient safety education during lectures (${\beta}=.23$), and the teaching subject (${\beta}=.15$). Conclusion: To enhance the competency of nursing faculty for effective patient safety education, a patient safety education program tailored to faculty characteristics should be developed and continuously provided for faculty. In addition, it is necessary to improve patient safety curriculum, strengthen clinical and school linkages, and utilize various education methods in patient safety education.

• 한국간호교육학회지
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• 제11권1호
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• pp.98-106
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• 2005

The study to identify the relationship among stress associated with clinical experience, coping strategies and self-esteem in nursing students and to provide basic information which is useful for nursing students' learning experience in clinical setting were surveyed using self-reported questionnaires. The findings were summarized : 1. Senior students showed a higher level of stress than junior students. A higher stress level was observed in the unsatisfied group, compared with the neutral group. By class and clinical schedule, students who followed the 3-week class and 3-week clinical schedule showed a higher level of stress than those who followed the 8-week class and 8-week clinical schedule. 2. Senior students had a higher mean coping strategy score than junior students. And the satisfied group showed higher self-esteem, compared with the neutral and unsatisfied group. 3. There was a positive correlation between stress associated with clinical learning experience and coping strategies. But a negative correlation was seen between stress and self-esteem in nursing students. 4. Nursing students used more coping mechanisms as their stress levels increased but showed low self-esteem. The results suggest the need for developing more effective teaching methods and strategies that could improve students' ability to solve problems and sustain their self-esteem even under a stressful circumstance.

• 한국간호교육학회지
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• 제11권2호
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• pp.151-160
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• 2005

Purpose: The purpose of this study was to identify the levels of stress, anxiety and fatigue of nursing students in clinical practice, and the relationship among these variables. Method: Data was collected by structured questionnaires from 223 nursing students who have practiced at the hospital in Gwangju. Data was analyzed by using descriptive statistics, ANOVA, t-test and Pearson's correlation coefficient. Result: The mean score for stress was 3.87. The mean score for anxiety was 44.88. The mean score for fatigue was 30.79. There was a significant difference of stress according to student grade, practice unit, practice time, satisfaction of clinical practice. There was a significant difference of anxiety according to religion, health status, satisfaction of clinical practice, satisfaction on nursing. There was a significant difference of fatigue according to religion, health status, practice time, satisfaction of clinical practice, selective motivation on nursing, satisfaction on nursing. Conclusion: This study revealed that there was a significant correlation among stress, anxiety and fatigue of nursing students in clinical practice.