• Journal of Korean Academy of Dental Administration
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• v.5 no.1
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• pp.13-21
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• 2017

Objective: To understand the experience of medical accidents and disputes according to clinical career of dental hygienists. Methods: A self-administrated questionnaire survey was conducted from May 2012 to June 2012 targeting 313 dental hygienists in Gyeongsangnam-do, Republic of Korea. Data were analyzed by descriptive analysis, χ2-test, and one-way analysis of variance (ANOVA). Collected data were analyzed using SPSS 18.0. Results: 1) The group who had more than 6 years of clinical experience experienced complaints from patients (70.3%) and dental hygienists duty (30.7%); 2) Complaints were related to diagnosis, dental treatment instruments and materials, scaling, impression preparation, and prosthodontics. Pediatric patients had significantly more complaints compared to other patients. Overall, there were more frequent cases in the group with over 6 years of clinical career; 3) For the psychological state after experiencing patients' complaints, 'the process is difficult, but I forget after thinking it could be happen' had 160 respondents. Among them, 38.1% had clinical experience of more than 6 years, 37.5% had less than 3 years, and 24.4% had clinical career of 3~6 years; 4) About 73.6% of those had 3~6 years of clinical career answered that 'sometimes it is doubtful' on the issue of medical accidents and conflicts on prevention education of dental hygienists that 'there is a doubt about the issue of medical treatment or the occurrence of disputes'. About 60.0% of those who had less than 3 years of clinical experience answered that it was highly 'necessary but not urgent' on the necessity of preventive education, while 87.1% of those who had more than 6 years of clinical career answered that it was highly 'necessary but not urgent' on the necessity of preventive education. The difference between the two was not statistically significant. Conclusions: It is necessary and urgent to provide education related to prevention and countermeasures against malpractice disputes for dental hygienists.

• The Journal of Korean Academic Society of Nursing Education
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• v.14 no.2
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• pp.188-194
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• 2008

Purpose: The purpose of this study was to survey the present status of the gerontological nursing course in Baccalaureate degree programs(BSN) in Korea, so as to provide basic data for developing a standard model for a gerontological nursing curriculum. Method: Data on the contents of a gerontological nursing curriculum was collected from those programs that had a gerontological nursing course. Result: The results show that 48 schools(87.3%) offered a gerontological nursing course. Twenty-five schools(45.5%) had both lectures and clinical practicum, while 23 schools(41.8%) had only lectures. Twenty-seven schools(56%) offered a gerontological nursing course as an elective. Students earned the most number of credits in their senior year. The most common credit system for lecture subjects was 2 credits with 38 schools(79.2%) and a clinical practicum was 1 credit with 20 schools(80%). The issues identified were that gerontological nursing was an elective and not a mandatory course, a lack of clinical lab hours, and a lack of common learning objectives. Conclusion: Recommendations are made for better defined curricula in gerontological nursing. In addition, further investigations of the learners or students entering gerontological nursing to facilitate curriculum development and appropriate instructional strategies are needed.

• The Journal of Korean Academic Society of Nursing Education
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• v.26 no.1
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• pp.56-66
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• 2020

Purpose: The purpose of this study was to explore nursing students' experiences with patient deaths during clinical practice. Methods: The participants were ten nursing students who had experienced patient deaths during clinical nursing practice at a university hospital in Korea. Individual in-depth interviews were conducted, and the data were analyzed using the content analysis method suggested by Graneheim and Lundman (2004). Results: The participants' experience was structured into six categories: experiencing various emotions in facing patient deaths, viewing oneself as a nursing student at the scene of a patient's death, thinking about death again, finding a pathway of understanding and support for patient death experiences, impressions and regret felt while actually observing terminal care, and picturing oneself as a future nurse dealing with a patient's death. Conclusion: Based on this study, stress management and self-reflection programs are suggested for nursing students who have experienced patient deaths. Practical nursing education for patient death and end of life care is also needed.

• The Journal of Korean Academic Society of Nursing Education
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• v.20 no.1
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• pp.5-14
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• 2014

Purpose: The purpose of this study was to determine undergraduate students' level of knowledge, attitude, and confidence toward patient safety. Methods: A descriptive survey design was used. The subjects consisted of 932 senior nursing students who have had clinical practice in nursing schools in a metropolitan city in Korea. The data were collected from March 4th to 28th in 2011. Knowledge, attitude, and confidence on patient safety were measured using self administered questionnaires. Data were analyzed with SPSS 18.0 using descriptive statistics, t-test, One-Way ANOVA, and Pearson correlation coefficient. Results: Knowledge of patient safety was relatively low and attitude and confidence were at moderate level. There were statistically significant differences in knowledge, attitude, and confidence toward patient safety according to gender, educational system, grades, satisfaction with nursing major or clinical practice, and experience of patient safety education or patient safety campaign. There was a significant positive correlation among knowledge, attitude and confidence on patient safety. Conclusion: The study findings suggests that concept and skills on patient safety need to be educated systematically during undergraduate curriculum linked with clinical practicum.

• The Journal of Korean Academic Society of Nursing Education
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• v.18 no.1
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• pp.34-42
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• 2012

Purpose: The purpose of this study was to investigate factors which influence the process of problem solving in nursing students during clinical practice. Method: Data were collected by questionnaires from 511 nursing students in from April 10 to June 10, 2011. Data were analyzed by Pearson's correlation coefficients and multiple regression procedures. Result: The values regarding self-leadership (mean 3.62), self-directed learning readiness (mean 3.53) and problem solving process (mean 3.37) were higher than the median. There were significant correlations between all the predictive variables and the process of problem solving. The greatest factors influencing the process of problem solving in nursing students were self-leadership and self-directed learning readiness (54.3%). Conclusion: By using the results of this study as a foundation, nursing education curriculum should be comprised of self-leadership and self-directed learning readiness for improvement of nursing students' problem solving process.

• Korean Medical Education Review
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• v.16 no.1
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• pp.11-15
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• 2014

A number of medical schools in Korea have been using computer-based testing (CBT) for evaluating their students' scientific and/or clinical performance since the early 1990s. Introducing CBT to medical education would have several advantages: first, presenting figures and audio-video files of clinical content is simple with CBT, making it possible to evaluate medical students' competency with navigating more realistic clinical situations at minimum cost; second, CBT enables automatic item analysis and score reporting. To establish CBT, constructing an item bank with item parameters such as difficulty or discriminating parameters will be needed. To select more psychometrically sound items, analysis of the items according to item response theory is necessary. CBT has already been introduced in high stakes tests like the United States Medical Licensing Examination and the Medical Council of Canada Qualifying Examination. The National Health Personnel Examination Board in Korea is also planning to introduce a CBT-based version of the National Medical Examination soon. Thus all medical schools in Korea will need to introduce CBT and construct item banks to prepare their students for their licensing examinations and to measure the students' competency more accurately.

• Journal of Korean Academy of Nursing
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• v.43 no.4
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• pp.468-477
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• 2013

Purpose: This study was conducted to develop a simulation-based education program for newborn emergency care based on most needed topics found from the needs assessment. This study consisted of two phases: developing the program and evaluating its effectiveness. Methods: The effectiveness of the program was tested in July, 2012, with 49 junior nursing students from C Nursing College in Seoul, who did not have any clinical experience in newborn care. The experimental group was given a three-hour lecture, three hours of clinical training, and a two-hour simulation program, whereas the control group only had the three-hour lecture. Results: There was significant improvement in knowledge in both groups, but no significant differences according to educational methods. The experiment group was more confident of their care ($4.32{\pm}.29$) than the control group ($3.60{\pm}.29$) with the difference being significant (t=8.85, p<.001), and the experimental group was also more satisfied with the program (${\chi}^2$=4.60, p=.032). Conclusion: As the results indicate 'the neonatal emergency care program' increased learners' knowledge, confidence and satisfaction with the program, it should be integrated into clinical training in pediatric nursing curriculum and in-service programs for nurses. To increase generalization further verification studies with various learner groups are needed.

• Journal of Korean society of Dental Hygiene
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• v.14 no.6
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• pp.813-820
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• 2014

Objectives: The purpose of the study is to investigate the relationship between professional vocation and ethical inclination in clinical dental hygienists. Methods: A self-reported questionnaire was filled out by 221 clinical dental hygienist in Busan and Kyeongnam from April 1 to 30, 2014. The questionnaire consisted of structured questions including demographic characteristics(9 questions), vocational calling(9 questions), deontology(12 questions), asceticism(13 questions), and utilitarianism(8 questions). Questionnaire was carried out by Likert scale. Data were analyzed using the statistical package SPSS Window 19.0 for frequency, mean and standard deviation analysis, t-test, one-way ANOVA and linear regression. Results: There was a significantly positive correlation between professional vocation and ethical inclination. The deontology was associated with education, dental service career, duty hours, and number of clients in multivariate analysis after adjusting for socio-demographic characteristics and professional vocation. Asceticism was also correlated with education, and utilitarianism was closely associated with vocational calling, work place, number of clients, and monthly income. Conclusions: It is necessary to develop the curricula including vocational calling and ethical inclination in the dental hygiene education. The dental hygienists should learn the ethical and vocational calling as a professional career.

• Korean Journal of Clinical Laboratory Science
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• v.41 no.3
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• pp.93-104
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• 2009

This short review was aimed to provide the information for the people who are interested in genetic counselor education and certification system in Korea. A large part of this study is indebted to HJ Kim's articles on the genetic counselor system, the global standards of genetic counseling curriculums, training program accreditation (TPA), and a certification process for genetic counselors (CPGC) in the US and Japan. The US and Japanese educational systems showed a high degree of similarities in curriculum, accreditation, and certification programs. Based upon this review, we hereby propose that the Korean Society for Medical Genetics should take a key role in providing the TPA and CPGC for non-MD genetic counselors. Requirement for the entrance to a Master's degree genetic counseling program should be open to successful four year undergraduate students for all areas, provided the candidates demonstrate the abilities to master the graduate level study in human genetics, statistics, psychology, and other required subjects. Besides accredited program graduates, eligibility for certification should also include the qualified candidates of genetic counseling with no formally approved education, but with a sufficient amount of clinical experience.

• The Journal of Korean Academic Society of Nursing Education
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• v.22 no.2
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• pp.115-124
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• 2016

Purpose: The purpose of this study was to examine the degree of intensive and critical care nursing competence in senior nursing students. Methods: The research method for this study comprised a descriptive survey study with a convenience sample of 113 senior nursing students from one university. The instrument entitled ICCN-CS-1, which measures intensive and critical care nursing competence, was translated by the authors following WHO guidelines for translation process. The data were collected using ICCN-CS-1. Results: The mean score of intensive and critical care nursing was above the intermediate level. The competence indices of knowledge, skill and attitude/value were also above the intermediate level, which suggests that their competence is good. For two intensive and critical care nursing domains, the nursing students' mean score of clinical competence is higher than that of professional competence. The competence of intensive and critical care is also influenced by nursing students' satisfaction in their major and clinical practice as well as their confidence in clinical practice. Conclusion: The senior nursing students' competence of intensive and critical care nursing is above the intermediate level. A consideration of the influencing factors of satisfaction of nursing major/ICU practice and confidence of ICU practice is needed in intensive and critical care nursing education.