• 한국간호교육학회지
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• 제29권3호
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• pp.203-224
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• 2023

Purpose: This study aimed to evaluate the effectiveness of simulation-based education on communication and clinical judgment in nursing students and nurses. Methods: A systematic review and meta-analysis were conducted in accordance with the PRISMA guidelines. Seven databases were searched to obtain articles published in Korean or English. Of 12,864 articles reviewed, 36 were included in a systematic review and 23 in a meta-analysis. To estimate the size of the effects of simulation-based education, a meta-analysis was performed using the R package meta program. The risk of bias was assessed using RoB 2.0 and ROBINS-I. Results: The effect sizes (ES) of simulation-based education on communication and clinical judgment were ES=0.77, 95% confidence interval (95% CI)=0.43 to 1.12 on communication-related variables and ES=1.84, 95% CI=1.03 to 2.65 on clinical judgment. Conclusion: Simulation-based education for nursing students and nurses is useful for improving their communication and clinical judgment. Thus, it is necessary to develop and apply simulation-based education programs for nursing students and nurses to improve their abilities in communications and clinical judgment.

• 대한치과의사협회지
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• 제54권1호
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• pp.57-66
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• 2016

This study was to evaluate the effects of oral health education conducted on air force personnel according to the use of disclosing solution. They were divided into 3 groups: Group A: oral health education was not conducted, Group B: oral health education was conducted without using disclosing solution, and Group C: oral health education was conducted using disclosing solution. The subjects who had not participated in the education at least once were excluded, and the remaining 83 subjects received oral health education four times and one time each week. The probing depth, plaque index, gingival index, and bleeding on probing were measured one week before the implementation of the first oral health education and one week after the implementation of the fourth oral health education. The results of verifying the homogeneity of the clinical indices before the oral health education showed statistically significant differences in bleeding on probing among the three groups. The results of comparing the clinical indices among the three groups after the oral health education exhibited statistically significant differences in the plaque and gingival indices among the three groups. Groups B and C showed lower values than Group A. The comparison of the clinical indices before and after the oral health education showed statistically significant improvements in all clinical indices after the education in Group C. The results suggested that the oral health education using disclosing solution could maximize that visual effects and encourage self-motivation, consequently improve the oral hygiene of the patients.

• Translational and Clinical Pharmacology
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• 제26권3호
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• pp.128-133
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• 2018

Appropriate prescription writing is one of the critical medical processes affecting the quality of public health care. However, this is a complex task for newly qualified intern doctors because of its complex characteristics requiring sufficient knowledge of medications and principles of clinical pharmacology, skills of diagnosis and communication, and critical judgment. This study aims to gather data on the current status of undergraduate prescribing education in South Korea. Two surveys were administered in this study: survey A to 26 medical schools in South Korea to gather information on the status of undergraduate education in clinical pharmacology; and survey B to 244 intern doctors in large hospitals to gather their opinions regarding prescribing education and ability. In survey A, half of the responding institutions provided prescribing education via various formats of classes over two curriculums including lecture, applied practice, group discussions, computer-utilized training, and workshops. In survey B, we found that intern doctors have the least confidence when prescribing drugs for special patient populations, especially pregnant women. These intern doctors believed that a case-based practical training or group discussion class would be an effective approach to supplement their prescribing education concurrently or after the clerkship in medical schools or right before starting intern training with a core drug list. The results of the present study may help instructors in charge of prescribing education when communicating and cooperating with each other to improve undergraduate prescribing education and the quality of national medical care.

• 의학교육논단
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• 제13권2호
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• pp.9-23
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• 2011

This study aimed to investigate the effects of tutors' domain and teaching expertise on learning outcomes in a problem based learning (PBL) environment. Four tutors and 25 first-year medical students participated in this study. Tutors' domain expertise was classified by clinical or non-clinical which is basic medicine and teaching expertise by previous tutoring experiences or not. The results showed a statistically significant difference in achievement depending on the tutors' domain expertise. Students grouped with an experienced clinical tutor attained higher achievement scores than those with an experienced non-clinical tutor, while those with an inexperienced non-clinical tutor attained higher scores than those with both inexperienced clinical tutors and experienced non-clinical tutors. Students with clinical medicine tutors also showed higher satisfaction scores than those with non-clinical medicine tutors. In particular, students grouped with an experienced clinical tutor gained higher satisfaction scores than those with inexperienced non-clinical tutors, and among the inexperienced tutors, students tutored by a clinical tutor showed higher scores than those with a non-clinical tutor. Different intervention styles were also found depending on tutors' domain and teaching expertise. Experienced tutors gradually reduced the tutoring intervention, whereas the novice provided more as the semester proceeded. Moreover, experts with a clinical medicine degree preferred direct teaching, whereas, non-clinical tutors preferred facilitating. Also, experienced tutors in the clinical medicine facilitated critical awareness than the other tutors. These results show the importance of developing a program for novice tutors to improve PBL in medical education.

• 한국간호교육학회지
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• 제12권1호
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• pp.13-20
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• 2006

Purpose: The purposes of this study were to examine the effects of the Cooperative Clinical Nursing Education Program on the competency and satisfaction of nursing students in clinical practice. Method: The research design was a quasi-experimental pretest-posttest design with a convenience sample of 107 nursing students who were at one College of Nursing located in Seoul. Data were collected using a self-administered questionnaire. Results: Nursing students participated in the program reported higher nursing skills and total satisfaction than control group after completing education program. Conclusion: Cooperative clinical nursing education program for nursing students had positive effects on nursing skills and satisfaction of clinical practice.

• 의학교육논단
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• 제15권2호
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• pp.61-68
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• 2013

During the Japanese colonial period in the Korean Peninsula, Chosun (ethnic Korean) physicians were trained in vocational clinical schools, but Japanese physicians in medical school. Therefore, the Japanese government treated the Japanese physicians as medical doctors but Chosun physicians as dealers or traders in clinical services. This colonial discriminatory policy became a habitual concept to Korean physicians. Because of these traditional concepts regarding physicians, after the colonial period, the newly established Korean government also had the same concept of physicians. Therefore, in 1952, the Korean graduate medical education system was launched under a government clearance system with the claim of supporting medical specialties as clinical dealers or clinical businesspeople. During the last 60 years, this inappropriate customary concept and the unsuitable system have evolved into medical residency training education, and then into graduate medical education. Today graduate medical education has become inextricably linked to postdoctoral work in Korean hospitals.

• 한국간호교육학회지
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• 제20권2호
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• pp.184-191
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• 2014

Purpose: The purpose of this study was to identify the effects of experiences on the essential of fundamental nursing skills (EFNS) on clinical competence in nursing students. Method: The data was collected using a questionnaire from 233 students who completed the 2nd grade courses of nursing curricula in college. Data was analyzed using the SPSS program. Results: Only 3 items of EFNS showed that over 70% of the students had performed, and 12 items showed that under 30% of the students had performed. There are significant differences with level of experiences on EFNS and the clinical competence. The regression model explained 2.4% of clinical competence. Conclusion: The results suggest that nursing students with higher level of experiences on EFNS will have a higher level of clinical competence. Therefore, it is necessary to develop strategies for a more effective clinical nursing education to experience more EFNSs.

• 대한간호학회지
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• 제36권2호
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• pp.389-402
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• 2006

Purpose: The purpose of this study was to set up a Nursing Core Competencies required for staff nurses and to set up Objectives for Nursing Clinical Education based on the Nursing Core Competencies. The objectives in this study are to be achieved ultimately through clinical practice because it is a common avenue of work and the basic objective regardless of the education system and curriculum. Method: A nursing Core Competencies were established by literature review and verified by 15 experts. Nursing Clinical Education Objectives were established by literature review and analysis, and a survey for validity using a five point Likert scale was given to 257 nursing professors, 503 head-nurses, 509 staff nurses who had less than 3 years clinical experience in 34 general hospitals and 738 senior student nurses from 81 nursing colleges. Result: Nine nursing core competencies were set up. In addition 39 Objectives for each of the nursing clinical core competencies were set up. Conclusion: In conclusion, this study will contribute to professional nursing education to provide comprehensive nursing care by applying knowledge to nursing practice to achieve the Nursing Pore Competency as a professional nurse.

• 성인간호학회지
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• 제22권2호
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• pp.221-228
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• 2010

Purpose: The purpose of this study is to identify the relationship among clinical competence of diabetic diet education on standardized patients, self-efficacy, communication skill, learning satisfaction, and professional values of nursing students. Methods: The present study was a descriptive research. The participants were 144 junior nursing students in a university. The clinical competence on diabetic diet education was assessed by trained evaluators when nursing students performed diabetic diet education using the standardized patients. The students' self-efficacy, communication skill, professional values, and learning satisfaction were measured by themselves using the questionnaires. Results: The clinical competence on diabetic diet education showed positive correlations with communication skill and learning satisfaction, while the competence was not correlated to self-efficacy and professional values. Conclusion: The results of this study suggest that clinical competence on diabetic diet education may be more related to communication skills and learning satisfaction than self-efficacy and professional values. Promoting communication skills and learning satisfaction using a standardized patient may increase nursing students' competence on diabetic diet education.

• 임상간호연구
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• 제15권2호
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• pp.139-155
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• 2009

Purpose: The purpose of this study was to identify role through job analysis (duties and tasks) of nurses who work as clinical nurses with education and clinical nurse with patient coordination within the hospital. Methods: The DACUM committee was organized with 8 nurses each, clinical nurses with education and clinical nurses with coordination. The committee derived the duties and tasks of the two groups of clinical nurses from their actual work in the hospital through a DACUM workshop. Validity of the derived duties and tasks was tested by 12 nurses at each of 3 hospital. Results: For clinical nurse with education, 8 duties and 45 tasks were identified, which included patient education and consultation, patient advocacy, management of the therapeutic process, direct nursing care, activities work directed at improvement, management of health promotion events, administration work, and self-improvement. For clinical nurse with coordination, 10 duties and 54 tasks were identified, and included client consultation, client education, direct nursing care, coordination of therapeutic flow, employee education, public relations with the community, planning and operation of meetings, administration work, work directed at improvement, and self-improvement. Conclusion: The results of this study contribute to not only the work of the participants but also basic data for human resource management in the hospital.