• 한국간호교육학회지
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• 제17권1호
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• pp.14-24
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• 2011

Purpose: The purpose of this study was to investigate the learning effect of a standardized patient managed instruction program for a clinical maternity nursing course. Methods: The SP managed instruction was made for clinical cases in intrapartum and postpartum nursing care. The SP managed instruction was evaluated by using a quasi-experimental, nonequivalent control group post-test design with separate classes of students attending clinical maternity nursing classes at a nursing school in Incheon. Control groups were taught by traditional lecture/model method and experimental groups were taught by SP managed instruction. Data was collected from September 2009 to February 2010. Results: 1. There was no significant difference between the experimental group and control group in identifying relevant data (z=-1.418, p=.156) and necessary nursing skills performance (z=-.643, p=.520) for intrapartum nursing care. In addition, there was no significant difference between the two groups in identifying relevant data (z=-.264, p=.782) and necessary nursing skill (z=-.342, p=.732) for postpartum nursing care. 2. In clinical nursing skill performances the total score was statistically significantly higher in the experimental group than the control group (intrapartum care z=-4.181, p=.000, postpartum care z=-4.279, p=.000). 3. There was a statistically significant difference between the two groups (intrapartum care z=-3.731, p=.000, postpartum care z=-4.066, p=.000). Conclusion: In conclusion, the SP methodis effective in teaching clinical maternity nursing for student nurses and it is necessary to develop SP instruction courses for many areas in the clinical nursing education field.

• 문화기술의 융합
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• 제4권2호
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• pp.53-60
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• 2018

본 연구는 18주간 임상실습을 경험한 간호학생들의 환자 개인정보보호 인식과 실천 정도를 확인하여 정보보호에 대한 관심을 불러일으키고 간호학생들을 위한 환자 개인정보보호 교육 프로그램 마련에 필요한 기반 자료를 제공하고자 시도되었다. 간호학과 4학년 학생 76명을 대상으로 조사한 결과, 환자 개인정보보호 인식 정도(4.62점/5점)가 실천 정도(3.84점/5점)에 비해 통계적으로 유의하게 높았다. 인식 정도와 실천 정도는 통계적으로 유의한 순상관관계가 있었다. 향후 일부 간호학생으로 제한되었던 대상자를 확대하여 간호학생의 환자 개인정보보호 인식과 실천에 영향을 주는 요인을 파악하기 위한 다학제간 융합연구가 필요하고, 간호학생들을 위한 환자 개인정보보호 교육 프로그램 개발과 적용이 필요하며. 환자 개인정보보호 인식과 실천을 향상시키기 위한 의료기관과 대학 측의 공동 방안 모색이 필요하다.

• 임상간호연구
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• 제22권2호
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• pp.217-224
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• 2016

Purpose: The purpose of this study was to evaluate the effects of safe handling education of antineoplastic drug on knowledge and performance of clinical nurses. Methods: This was a nonequivalent control-group pretest-posttest study. A total of 49 nurses (25 for the experimental group and 24 for the control group) who dealt with antineoplastic drug within the previous 1 week participated in the study. The guidelines for safe handling of antineoplastic drugs and antineoplastic drugs side effects were provided to the experimental groups whereas only antineoplastic drugs side effects was given to the control groups. Knowledge and performance in reference to antineoplastic drug handling were measured before and 8-week after interventions. Results: The knowledge scores between the pretest and posttest were not statistically significant in both groups. However, the performance scores in the experimental group was significantly higher than that of the control group. Conclusion: The given education of safe handling of antineoplastic drugs had an effect on improving clinical nurses' performance. Thus this education could be routinely administered in practice for those who deal with antineoplastic drugs in their everyday practice.

• 대한간호학회지
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• 제35권7호
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• pp.1238-1247
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• 2005

Purpose: This study aimed at developing integrated clinical performance indicators(CPIs) through the analysis of quality improvement(QI) activities of a hospital and literature review about performance measures. Method: The CPIs were developed through the following three stages; 1)Identifying preliminary CPIs 2)A staff validity test in preliminary CPIs 3)Developing final CPIs. Result: One hundred twenty-three preliminary CPIs were developed through QI activities of the target hospital for 8 years and literature review. The results of the validity test for the preliminary CPIs supported ninety-one items. Sixty-two CPIs were selected through integration, reclassification and renaming. Then, eighteen items were deleted on account of an imprecise calculation method. Finally, forty-four CPIs were confirmed. They consisted of twenty-six items at the hospital level and eighteen items at the department level. Conclusion: CPIs can be used as criteria to evaluate the performance of healthcare organizations, and to decide the quality of healthcare for customers. This study may contribute to establishing an integrated system between QI activities and performance measurement of healthcare organizations.

• 동의신경정신과학회지
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• 제19권2호
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• pp.195-207
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• 2008

Objective: The purpose of this study was to compare satisfaction of practice and clinical skill in different participation learning and observation learning, and to offer the basic data to promote quality of nursing education. Method: The study used a quasi-experimental, nonequivalent control group post-test design. The subjects were 62 nursing students of K college in Jeonbuk, and the period of data gathering was limited from 19 Nov. 2006 to 30 Nov. 2006. Experience group was taught by hand-on education and control group was taught by conventional education. The instrument tools included self-efficacy, satisfaction of practice and clinical skill. The collected data were analyzed by SPSS-PC programme. Result: The results of this study were as follows: There was statistically a significance difference between the two group about satisfaction of practice(t=2.011 p=.043), and clinical skill(t=11.997, p=.000). Self-efficacy showed a significantly positive correlation with satisfaction of practice(r=.476, p=.000) and clinical skill(r=.178, p=.014). Also, satisfaction of practice showed a significantly positive correlation with clinical skill(r=.l82, p=.000). Conclusion: In conclusion, this study suggests that hand-on education is an effective learning method to nursing students. By utilizing hand-on education, makes nursing students plan self-directed nursing performance and improve their clinical skills.

• 한국융합학회논문지
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• 제12권12호
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• pp.539-550
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• 2021

본 연구는 비대면 임상실습을 경험한 간호대학생의 임상실습 만족도, 비판적 사고성향이 임상수행능력에 미치는 영향을 파악하기 위해 시도되었다. 4개 간호대학교 3,4학년에 재학 중인 163명을 대상으로 온라인 설문지를 이용하여 2021년 1월 부터 2021년 2월 까지 자료를 수집하였다. SPSS WIN22을 이용하여 빈도, t-test, ANOVA, 사후 검정은 scheffe test, pearson's correlation, multiple regression 으로 통계분석하였다. 연구결과 간호대학생의 임상수행능력에 영향을 미치는 요인은 임상실습 만족도, 비판적 사고성향이었으며 임상수행 능력에 대한 총 설명력은 60.6% 이었다. 대상자의 임상실습 만족도는 5점 만점에 3.73점, 비판적 사고성향은 5점 만점에 3.78점, 임상수행능력은 5점 만점에 3.84점으로 나타났다. 이를 토대로 비대면 임상실습을 경험한 간호대학생의 임상수행능력을 높이기 위해 임상실습 만족도, 비판적 사고성향을 증진시키기 위한 프로그램 개발을 제언한다.

• 임상간호연구
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• 제17권1호
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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.

• 간호행정학회지
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• 제15권4호
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• pp.539-549
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• 2009

Purpose: The purpose of this study was to identify the relationships among trait anger, anger expression, job satisfaction, job commitment, and organizational performance, and especially to verify the effect of anger experience on organizational performance. Method: A descriptive study was conducted using a convenient sample. Data were collected by a self-report questionnaire from 671 clinical nurses in three university hospitals and analyzed by using SPSS 14.0 Win program with descriptive statistics, t-test, ANOVA, pearson correlation coefficient, and stepwise multiple regression. Result: Organizational performance was significantly correlated with trait anger, anger expression-in, anger expression-out, anger control, job satisfaction, and job commitment. Multiple regression analysis showed that organizational performance was significantly predicted by job commitment, job satisfaction, educational level (university graduation), anger control, and working place (operative room), and 34.7% was explained by these variables. Conclusions: Out of anger expression, anger control significantly affected on organizational performance together with job commitment and job satisfaction. From this result, it could be concluded that nursing intervention for anger control have a positive effect on improving organizational performance. Further studies are needed to develop and test the effect of nursing intervention programs for anger control.

• 기본간호학회지
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• 제16권4호
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• pp.459-471
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• 2009

Introduction: Critical thinking involves identifying problem(s), assessing resources, and generating possible solutions and allows clinical nurses to decide which solution is the most reasonable under the given circumstances, taking into consideration the "hat ifs" and how they will affect the end result. This research was conducted to further understanding and identification of subjective factors in critical thinking in clinical nurses. Methods: The research design was a Q-Methodological Approach. Q-population was formulated from a non-structured questionnaire and interviews from 17 experienced clinical nurses. Thirty selected Q-statements were sorted by 30 experienced clinical nurses. Results: Four factors for critical thinking were identified: (1) Deductive reasoning based on causal relation, (2) Construction of an effective model based on patients' responses, (3) Formulating categories based on priorities for effective interventions, and (4) Judging validity of the situational significance on clinical performances. Conclusion: Critical thinking is an attitude and reasoning process. From this study, the frame of reference for clinical nurses in formulating critical thinking within the context of clinical settings is identified and indicates the way nurses utilize thinking skills when they care for patients and areas that need further exploration as nurses and faculty develop education systems to advance clinical performance competency.

• 임상간호연구
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• 제22권1호
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• pp.46-55
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• 2016

Purpose: The purpose of this study was to describe performance and education needs related to neurologic assessment by neurologic ward nurses. Methods: The study was conducted with a cross-sectional descriptive design. Participants, 297 neurologic ward nurses working in ten major hospitals in Seoul and Gyeonggi were surveyed from September 7 to October 1, 2015. Results: The mean score for performance of neurologic assessments was 3.04 points. Performances performed with high quality were orientation exam, mental status documentation, and muscle strength of extremities in that order. Performances performed with low quality were assessment of accessory nerves, hypoglossal nerves, and cerebellum function in that order. There were significant differences according to whether there was ward education programs on neurologic assessment and teaching experiences within a year. These variables significantly affected the quality of neurologic assessment performance. The need for neurologic assessment training was 3.14 points. Conclusion: Amount of performance and demand for education on neurologic assessment, which are required in the clinical setting, were significantly high. To perform neurologic assessments with high quality, development of education program for neurologic assessment and continuous education courses are required at either the department or neurological nursing organization level.