• Korean Medical Education Review
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• v.22 no.3
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• pp.173-188
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• 2020

Medical humanities education (MHE) is as essential as basic medical sciences and clinical medicine education. Despite the importance of MHE, MHE curriculum development (CD) has proven to be challenging. This critical review examines the MHE CD at one medical school. The critical review methodology was developed based on Kern's six step CD model to systematically examine the CD of "Doctoring and Medical Humanities (DMH)" at the Yonsei University College of Medicine. Five review questions were developed related to (1) necessity, (2) direction and purpose, (3) design, (4) operation, and (5) evaluation of CD based on Kern's model. The review showed that the process of DMH CD mapped to components of Kern's model. The DMH curriculum content selected was closely related to medical practice and aimed to combine the acquisition of understanding and skills by designing a student-participatory curriculum based on clinical cases. Assessment methods that emphasized students' reflections were actively introduced in the evaluation section. Since the regular committee for DMH continued the work of the special ad hoc committees for DMH CD, the CD was effectively completed. However, the planning and evaluation functions and responsibilities of the DMH committee need to be strengthened. Despite the apparent limitations, the fact that students showed a high satisfaction rate and preferred small group discussions based on clinical cases has significant implications in the instructional design of MHE, where changes in self-awareness and attitude are more important than the acquisition of information. It is necessary to systematically review and study students' reflection results produced by the changed assessment methods and to develop assessment indicators for MHE that reflect the achievements of the MHE competencies of students.

• The Journal of the Korea Contents Association
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• v.13 no.11
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• pp.1046-1057
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• 2013

The purpose of this study was to establish basic materials for providing a learning type specific simulation education through identifying the differences in self-efficacy, problem solving ability and clinical competence before and after a learning type specific simulation education, with 145 3rd-year nursing students at a university as the study subjects. This study is a single-group, before-and-after designed experiment for verifying the learning type specific effects after simulation education. As a result of the experiment on the learning types of nursing students, the adaptors were seen to be the most, and the after-simulation education problem solving ability (F=5.015, p = 0.02) and the after-education clinical competence (F=3.288, p = 0.02) showed statistically significant differences. From which, based on the fact that the convergers were seen to be significantly higher than the adaptors and the divergers were higher than the adaptors in regard to problem solving ability, and the fact that the convergers were seen to be significantly higher than the adaptors in regard to clinical competence, it was possible to ascertain that there are differences in the effects of learning type specific simulation education. However, self-efficacy did not show any statistically significant differences. Based on these results, it can be expected that a simulation education by learning types can be provided.

• The Journal of the Convergence on Culture Technology
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• v.10 no.2
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• pp.43-49
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• 2024

This study is tried to confirm the effect of practical education environment and practical stress perceived by nursing college students who have experienced clinical practice on department adaptation. The subjects of the study were 154 nursing students who experienced clinical practice at nursing universities in Area C. As a result of the study, there was a positive correlation between the practical education environment perceived by nursing students and department adaptation (r=.43, p=.001), a negative correlation between practical stress and department adaptation (r=-.15, p=.012). The practical education environment and practical stress were identified as factors influencing nursing students' adaptation to the department. Therefore, in order to positively improve the practical education environment, it is necessary to continuously train related factors that can help adapt to field practice and prepare measures to improve the practical education environment through close cooperation with practice institutions.

• Journal of Hospice and Palliative Care
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• v.20 no.2
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• pp.111-121
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• 2017

Purpose: This study was performed to explore the current state of end-of-life (EoL) care education provided to new interns at two university hospitals. Methods: A questionnaire was given to incoming interns (N=64). The levels of acquired knowledge and experience of clinical observation were measured. Seven areas for self-assessment questions were identified and used to analyze the interns' attitudes towards EoL-related education and practice. Results: On average, participants learned five elements (nine in total) from EoL-related classes and two (seven in total) from clinical observation. The most frequently educated element was how to deliver bad news (96.9%) in the classroom setting and how to control physical symptoms (56.5%) in clinical observation. Less than 20% received training on EoL care communication, including discussion of advanced directives. Compared with participants who had no EoL training, those who had EoL training showed positive attitudes in all seven categories regarding overall satisfaction, interest and preparedness in relation to EoL-care classes and practice. Conclusion: Although interns are responsible for caring of dying patients, their EoL training in classroom and clinical settings was very insufficient. Further research should be conducted to establish an education system that provides sufficient knowledge and training on EoL care.

• Journal of Hospice and Palliative Care
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• v.18 no.3
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• pp.208-218
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• 2015

Purpose: Although a Do-Not-Resuscitate (DNR) order is widely in use, it is one of the challenging issues in end-of-life care. This study was conducted to investigate attitudes toward DNR according to education and clinical experience. Methods: Data were collected using a structured questionnaire comprising 30 items in a tertiary hospital in Seoul, Korea. Results: Participants were 238 nurses and 72 physicians. Most participants (99%) agreed to the necessity of DNR for reasons such as dignified death (52%), irreversible medical condition (23%) and patients' autonomy in decision making (19%). Among all, 33% participants had received education about DNR and 87% had DNR experience. According to participants' clinical DNR experience, their attitudes toward DNR significantly differed in terms of the necessity of DNR, timing of the DNR consent and post-DNR treatments including antibiotics. However, when participants were grouped by the level of DNR education, no significant difference was observed except in the timing of the DNR consent. Conclusion: This study suggests that the attitudes toward DNR were more affected by clinical experience of DNR rather than education. Therefore, DNR education programs should involve clinical settings.

• The Journal of Korean Academic Society of Nursing Education
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• v.9 no.1
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• pp.81-93
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• 2003

Purpose: The purpose of this study was to develop a PBL module in maternity nursing based on the clinical cases. A PBL module applied to maternity nursing class to test the effects on improving the learning ability of students. And it would be used for developing further PBL module even more perfectly. Method: We selected the concept of the PBL module which is based on the purpose of the contents of maternity nursing class and national test held by Korean Nursing Association. The module scenario was composed up of the cases of clinical practices and was also checked by clinical practice professionals as well as the nursing professionals in other colleges. We used this PBL module for the 20 second grade student nurses in K college for 6 weeks. Besides, we checked self-analyses on the PBL class, assessments done by students on the PBL class itself and on the academic adviser and analyzed the students' subjective statements on the PBL class . Results: The achievements of the experimental students given a PBL class, are better than those of the control group statistically. And the experimental group do their almost all learning planned actively for themselves and show their positive responses on the PBL class being helpful in practicing clinical cases. Conclusion: PBL class could be considered the method to fortify student nurses' abilities on adjusting themselves to clinical real situations through the learning planned by themselves. Afterwards it is necessary to activate PBL class in nurse education. Most of all, it is more important that nurse educators should recognize the values of this PBL class and try to apply it in reality.

• Journal of Korean Biological Nursing Science
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• v.9 no.1
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• pp.85-102
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• 2007

Purpose: Knowledge on pathophysiology is important to understand diseases and patient conditions and also in providing advanced nursing care. This study was performed to investigate the present situation, knowledge, and educational need on pathophyiology of advanced practice nurses(APN). Method: Eighty-four APN, who is practicing in hospitals nationwide, were surveyed with structured questionnaires developed by researchers. The questionnaire were composed of 109 items with 4 point scales with the contents of general characteristics, educational experience on pathophyisology, educational need, and knowledge on major and subcategories of pathophysiology. Result: The 77.1% of APN had experience of taking pathophysiology lecture and the lecturer were mainly medical doctors(39.8%) and APN(32.4%). The 61.5% of APN answered that the knowledge on pathophysiology was helpful and 97.6% of APN thought pathphysiologic education is needed in clinical practice. Seven major categories of pathophysiology showed higher scores were water imbalance, heart diseases, hemodynamic disorders, arterial vessel disorders, electrolyte imbalance, diseases of the digestive system, and diseases of the respiratory systems. Educational needs on the major and subcategories of pathphysiology were different by the field of APN and also by the clinical experiences as APN. APN also responded that there is a necessity to change the present curricular more specific to each practice field and more focus on the clinical practice. Conclusion: It was confirmed that educational and clinical need on the pathophysiology is very high and there is urgent need to change current curricular more specific to the field of APN and also clinical practice. This survey will help to identify and clarify the areas of change and to improve the education for the APN.

• The Journal of Korean Physical Therapy
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• v.24 no.5
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• pp.370-376
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• 2012

Purpose: This study examined whether there are differences in cognitive styles between orthopedic and neurological physical therapists, and whether these differences change with clinical experience in clinical reasoning. Methods: A survey study was conducted on 88 orthopedic and neurologic physical therapists working in South Korea. The survey items used by May and Dennis (1991) were translated, and only those items related to data-gathering and information-processing were used. Results: The cognitive style was similar in the orthopedic and neurologic physical therapists, but the clinical experience affected the cognitive styles of clinical reasoning. Physical therapists with more than 60 months clinical experience responded most positively to the preceptive and systematic styles in clinical reasoning. Conclusion: These results suggest that physical therapy education should provide physical therapy students with a clinical reasoning process related specifically to a particular clinical field.

• Korean Journal of Clinical Laboratory Science
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• v.54 no.4
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• pp.285-292
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• 2022

The education and training system, the ISCO (International Standard Classification of Occupations), and the legal systems of Japan and the United States consider all ophthalmic optometry laboratory personnel as ophthalmologists. They encompass optometrists, orthoptists, optometric technicians, and ophthalmic medical technicians. Data retrieved from the KOSIS (Korean Statistical Information Service) revealed that the number of opticians associated with the department of ophthalmology in 2022 could be appraised by classifying their medical institutions; contrarily, the number of clinical laboratory technologists could not be assessed. However, the current research investigated a general tertiary hospital and determined that clinical laboratory technologists outnumber opticians. Classification in Korea is based on ophthalmic optometry laboratory personnel, ISCO, ISCED (International Standard Classification of Education), the medical service act, the act on medical service technologists, and the higher education act. These results cannot be compared to the optometrists evaluated in the United States. Ophthalmology is a suitable profession for optometric technologists and technicians who perform under the instructions of ophthalmologists and optometrists. The field of eye healthcare would be benefitted by assigning the management based on their qualification according to the requirement of the job title, such as 'Clinical Optometry Technologist' to be given to clinical laboratory technologists and opticians who work in the ophthalmic optometry laboratories after obtaining a private qualification endowed by the Korean Ophthalmological Society and the Korean Optometry Society.

• Journal of Korean Clinical Health Science
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• v.1 no.1
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• pp.19-27
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• 2013

Purpose. To investigate the effects of a video education program on anxiety, pain, adherence to self care of knee arthroscopy surgery. Methods. The data were collected from July to October 2012. The participants were 25 people in the experimental group and 25 in the control group. The video education, which was 30 minutes in length, was shown before operation day using a CD. Results. In the experimental group, adherence to self care increased significantly, and anxiety, VAS is not significantly compared to the control group. Conclusions. It has been confirmed that video education program has positive effects on adherence to self care for patients following arthroscopy surgery.