• Journal of Korean Academy of Nursing
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• v.48 no.6
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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.

• The Journal of Korean Academic Society of Nursing Education
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• v.22 no.4
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• pp.549-558
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• 2016

Purpose: The purpose of this study was to develop and validate a Nursing Competency Scale in Simulation (NCSS) for nursing students. Methods: A preliminary version of the NCSS of 14 items was derived from the literature. A panel of seven experts reviewed the preliminary version for content validation and developed 15 items scale. A convenient sample of 195 nursing students completed the survey and two evaluators measured the performances of nine teams in a simulation scenario with NCSS. The data were analyzed using exploratory factor analysis, descriptive statistics, independent t-test and Cronbach's alpha. Intraclass correlation coefficient (ICC) was used in order to estimate the degree of inter-rater reliability. Results: An exploratory factor analysis demonstrated that two factor structures of the NCSS explained 51.1% of the total variance. Two factors were named psychosocial skills and cognitive and psychomotor skills. The mean scores of NCSS between third and 4th grade were significantly different providing support for its known-group validity. Cronbach's alpha was .90 and ranged from .79 to .88. The overall ICC for inter-rater agreement was 0.89 (95% CI 0.03 to 0.98). Conclusion: This scale shows preliminary evidence for validity and reliability. It could be a useful instrument for measuring learning outcome in simulation for nursing students' clinical competency.

• Journal of the Korean Applied Science and Technology
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• v.38 no.4
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• pp.1129-1142
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• 2021

This study was conducted to identify the impact factors of SBAR reporting education applied during clinical practice of nursing students on communication clarity, communication satisfaction, reporting confidence, and communication competency. Data collection period was from December 1st, 2019 to December 20th, 2019 and two nursing universities extracted conveniently for third graders who completed clinical practice for more than six weeks. The number of eligible applicants is 103 who received SBAR reporting and training and 113 who did not receive training. Data were analyzed by t-tests, one-way ANOVA, Pearson's correlation coefficient analysis using the SPSS 21.0 program. Positive correlation were between communication clarity and communication competency(r=.52, p<.001), and between reporting confidence and communication satisfaction(r=.53, p<.001), communication competency and reporting confidence(r=.46, p<.001). communication competency was a significant influence factor with communication clarity(𝛽=.28, p<.001), communication satisfaction(𝛽=.43, p<.001), and reporting confidence(𝛽=.15, p=.009) 49.0% explanatory power. In conclusion, it is necessary for nursing students to develop educational systems and teaching methods to strengthen the reporting system by identifying practical skills during clinical practice.

• The Journal of Korean Academic Society of Nursing Education
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• v.18 no.1
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• pp.53-61
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• 2012

Purpose: This study was done to identify the relationship of self-directedness, clinical competence and practice satisfaction to clinical practice for nursing students and to investigate the mediating effect of their clinical competence between self-directedness and clinical practice satisfaction. Method: The data were collected form 291 nursing students in clinical practice using self-report questionnaire on April 25 and June 20, 2011. Results: There were statistically positive relationships between self-directedness, clinical competence and practice satisfaction to clinical practice in nursing students. Clinical competence was found to completely mediate the relationship between self-directedness and clinical practice satisfaction. Conclusion: This study shows that self-directedness to clinical practice for nursing students have no direct effect on clinical practice satisfaction. It has an indirect effect by clinical competency.

• Korean Journal of Adult Nursing
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• v.24 no.6
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• pp.635-646
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• 2012

Purpose: The purpose of this study was to understand clinical nurses' level of information retrieval skill and its influence on evidence based practice (EBP). Methods: A cross-sectional design was used. Data were collected from a convenient sample of 492 nurses working at 5 university hospitals in Korea. The Data were analyzed using descriptive statistics, t-test, one-way ANOVA, and hierarchical multiple linear regression. Results: The mean score for information retrieval skill and EBP competency were respectively $2.81{\pm}0.64$ and $3.98{\pm}0.86$. Two step hierarchical regression analysis showed that attendance at academic conference (p = .036) and information retrieval skill (p<.001) were significant factors of EBP competency, information retrieval skill explained about 19% of total variance of EBP competency. Conclusion: Nurse need to increased fundamental information retrieval skill for EBP competency. Therefore, it is important to increase nurses' information retrieval skills by tailoring continuing EBP education modules. It would be also advisable to develop centralized systems for the internal dissemination of research findings for the use of nursing staff.

• The Journal of Korean Academic Society of Nursing Education
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• v.13 no.2
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• pp.237-245
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• 2007

Purpose: This study was to investigate actual conflicts between newly graduated nurses and preceptors during preceptorship period and the preceptor's core competency related to their conflicts in order to prepare an educational program to develop a preceptor's core competency. Method: A total of 100 questionnaire sheets were collected for data analysis from a valid pair of 94 newly graduated nurses and 94 preceptors. The questionnaire consisted of the preceptor's core competency evaluation tool, and experiences of the conflicts between newly graduated nurses and preceptors. Data was analyzed using SPSS 12.0. Result: Preceptors faced more conflicts than newly graduated nurses, but the former went through conflicts for a shorter time. The conflict-experiencing newly graduated nurses evaluated their preceptor's core competency more excellently than the other's except 'role model'. The conflict-experiencing preceptors evaluated 'learning plan implementation' competency more excellently than the other's. Conclusion: It is advisable to have educational programs and opportunities for increasing preceptor's core competency.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.1
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• pp.705-716
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• 2020

This triangulation study was performed in order to analyze the team competency effect of a capstone design nursing research course, and to appraise the content of team activity experiences. Subjects were 99 nursing students who were educated in the capstone design nursing research at D university. The teamwork competency of nursing students was compared before and after class, and the team activity experiences in the capstone design nursing research class was analyzed through narrative data. Our results show significant increases after class in task performance competency (t=-2.166, p=0.033), which includes goal execution competency (t=-2,224, p=0.028). In the interpersonal competency category, leadership was significantly increased after class (t=-2.085, p=0.040). The 5 categories evaluated were 'difficulties in managing resources', 'aware of the importance of personal effort and competency', 'efforts to effectively distribute roles', 'to realize the importance of communication', and 'strengthen the competency needed for clinical practice'. Through this research, we confirm that the capstone design nursing research course is effective for improving teamwork competency, and it provides a positive team activity experience to nursing students. Taken together, our findings indicate that the capstone design nursing research course can be applied to improve the nursing research competency by strengthening teamwork competency.

• Journal of Hospice and Palliative Care
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• v.25 no.4
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• pp.159-168
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• 2022

Purpose: This study aimed to investigate the impacts of end-of-life care competency and ethical dilemmas on psychological burnout in nurses who care for terminal cancer patients. Methods: A cross-sectional study of 160 nurses who cared for terminal cancer patients was conducted. The participants were recruited from the hospice-palliative care wards, hematology or oncology wards, or intensive care units of three general hospitals in a single metropolitan area. Data were collected using a self-administered survey to assess end-oflife care competency, ethical dilemmas, psychological burnout, and general sociodemographic characteristics. Data were analyzed using descriptive statistics, the independent ttest, analysis of variance, Pearson correlation coefficients, and hierarchical linear regression analysis using SPSS for Windows (version 26.0). Results: Psychological burnout was significantly correlated with end-of-life care competency (r=-0.23, P=0.003) but not with ethical dilemmas. The results of the hierarchical linear regression analysis indicated that endof-life care competency (β=-0.280, P=0.010) and ethical dilemmas (β=0.275, P=0.037) were significant predictors of psychological burnout, after adjusting for age, religious status, clinical experience, and unit type. Conclusion: The current study's findings demonstrate that end-of-life care competency and ethical dilemmas are crucial factors that affect psychological burnout in nurses who care for terminal cancer patients. Substantive education programs must be developed to improve nurses' competencies in end-of-life care and ethical dilemmas to decrease psychological burnout.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.11
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• pp.7635-7647
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• 2015

The purpose of this study is modeling nursing competencies and reasoning out the core competencies, the ability for 20% of important actions for nursing jobs which can manage the rest 80% so that the competency-based nursing curriculum can be developed. A literature review of the vast studies regarding competencies was done to understand the concepts of competency-based curriculum, competency, and nursing competencies, identifying the relationships among each nursing competency categorized in accordance with those concepts. An exemplified concept map of core competencies for the competency-based nursing curriculum is suggested based on a thorough review of various competency modeling methodologies. The core competencies consist of base competency (theoretical/practical nursing knowledge and skills), practical competency (clinical judgment, patient education, communication, etc.), and personality competency (leadership, sense of responsibility, cooperation, etc.). The circular relationship among them can remain consistent through self-directed learning and critical thinking. Therefore, a nurse who have those core competencies is a knowledge worker, a self-directed learner, and also an effective, professional communicator. Further studies which solidify the concept of nursing competencies should be done, as well as the feedback procedures which evaluate the program outcomes and then reflect the evaluation results in the curriculum should be followed continuously.

• Journal of Home Health Care Nursing
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• v.27 no.3
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• pp.259-270
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• 2020

Purpose: This study aimed to identify nursing competencies of outpatient nurses, to develop a tool to assess the same, and to verify the validity and reliability of the tool. Method: Preliminary items of the scale were developed based on a literature review and nurses' interviews. The tool's content validity was verified by an expert panel and by conducting a pilot study. Subsequently, to verify the validity and reliability of the scale, data were collected from 233 outpatient nurses from 7 certified tertiary hospitals. Data were analyzed using exploratory factor analysis, independent t-test, and internal consistency and correlation analysis. Result: The factor analysis revealed the following 9 factors for the 48 items of the scale: organizational management, customer orientation, personality and ethics, problem solving, nursing practice, interpersonal relationships, communication, crisis management, and professionalism. The Cronbach's α coefficient of the final instrument was .97. Conclusion: The tool developed in this study exhibited adequate validity and reliability. It was effective in reflecting the changing roles of outpatient nurses. Therefore, in future, this tool is expected to help improve outpatient nurses' competencies and nursing quality.