• Journal of Korean Clinical Nursing Research
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• v.18 no.1
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• pp.39-51
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• 2012

Purpose: Thisstudy was conducted with an aim to get a kind of prioritiesin developing the evidence-based nursing practice guidelines in fields. Methods: This study utilized a two-round Delphi surveys from November to December, 2010 with self-administered questionnaires which had a scale ranged from 0 to 9. A total of 95 head nurses working at the forty different general hospitals was asked to evaluate the priorities in four criteria; patient coverage, certainty, improvement in patient outcome and in nursing practice (first round) and 65 head nurses were asked to decide the importance of the criteria afterwards (second round). Results: The relative importance of 4 criteria was 22.3% in patient coverage, 26.5% in certainty, 23.5% in improvement of patient outcome, and 27.7% in improvement of nursing practice as the results of the 1st round and 20.6%, 26.6%, 24.8%, and 28.0% for the 2nd round, respectively. Top five nursing practices showed high scores after considering the relative importances of the 4 criteria were medication, intravenous therapy, checking vital sign, pain management, and diagnostic test or procedures care. Conclusion: It is recommended to take into account of the priorities that were found in this study when someone intends to develop a evidence-based nursing practice guideline.

• The korean journal of orthodontics
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• v.47 no.5
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• pp.334-339
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• 2017

Objective: Teeth discoloration is a rare orthodontic complication. The aim of this study was to report the clinical progression of discoloration during orthodontic treatment. Methods: Discolored teeth, detected during orthodontic treatment between January 2003 and December 2012 by a single dentist using similar techniques and appliances, were analyzed. Results: The total number of teeth that showed discoloration was 28. Progression of discoloration was evaluated in only 24 teeth that were observed without any treatment. During the observation period, the discoloration "improved" in 8 of the 24 teeth (33.3%) and was "maintained" in 16 (66.6%). The electric pulp test performed at the time of initial detection of discoloration showed 14.3% positivity, which improved to 21.4% at the final follow-up. None of the initial and final follow-up radiographic findings showed any abnormalities. Conclusions: When teeth discoloration is detected during orthodontic treatment, observation as an initial management is recommended over immediate treatments.

• Korean Journal of Adult Nursing
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• v.26 no.6
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• pp.653-667
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• 2014

Purpose: This study was aimed to develop frequently-used clinical scenarios and scoring rubrics to assess core basic nursing skills in adult health nursing clinical practice for clinical evaluation based on program learning outcomes (PO). Methods: This study was a methodological research combining focus group interviews and questionnaires to select and construct scenarios. Data were collected from clinical practitioners, adult health nursing professors, and new nurses from November, 2013 to April, 2014. The developed scenarios and rubrics were applied to nursing students by way of showing an example. Results: The 12 frequently-used clinical scenarios were developed. The proportion of the evaluation rubrics were 30% for clinical instructors where as 70% for college instructors. In order for students to achieve the important learning outcomes from the courses for clinical practice, four program outcomes (POs) were selected as well as a rubric for each POs was developed. Students who had situation-based clinical practices showed higher levels of satisfaction on mastery of core basic nursing skills and communication skills. Conclusion: This findings of the study suggested the strategies for complementing pitfalls in clinical setting and achieving PO during students' clinical practicum.

• Journal of Korean Clinical Nursing Research
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• v.22 no.2
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• pp.109-117
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• 2016

Purpose: The purpose of this study was to identify the influence of nursing practice environment, compassion fatigue and compassion satisfaction on burnout among clinical nurses in Korea. Methods: A descriptive crosssectional study was conducted. The sample consisted of 210 clinical nurses from three tertiary hospitals located in Seoul. Measurement instruments included the Korean version of the Practice Environment Scale of Nursing Work Index (K-PES-NWI) and Stamm's professional quality of life (ProQOL). Descriptive statistics, t-test, ANOVA, correlation analysis, and multiple regression were used to analyze the data. Results: Nursing practice environment had moderate negative influence on burnout (r=-.38, p<.001). Compassion fatigue had strong positive influence on burnout (r=.50, p<.001), while compassion satisfaction had strong negative influence on burnout (r=-.61, p<.001). The regression model explained 63% of variance of burnout and the compassion satisfaction was the most influencing factor for nurses' burnout. Conclusion: This study identified nursing practice environment, compassion fatigue and compassion satisfaction as influencing factors for nurses' burnout. Strategies to decrease compassion fatigue, enhance compassion satisfaction and create better nursing practice environment are recommended to decrease nurses' burnout.

• Journal of Technologic Dentistry
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• v.25 no.1
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• pp.203-218
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• 2003

The 3 year graduate school course of the dental technician, which has been enforced since 1994 till the present date, differs from the currently existing 2 year graduate course because of an 8 weeks clinical field training course being newly executed and an imposed curriculum about manufacturing specialized prosthetics like all-ceramic, double prosthetic technology, attachment, and implant. Even though nearly 10 years have passed, the education program of the 18 colleges have still not been standardized and the subjects differing a little, while some are still not following the 3 years graduate course. The goal of this research is to emphasize the qualities of the 3 years graduate program and enable the dental technician to handle clinical models in the dental technical clinic right after graduation by adding clinical field training in the dental technician education program of the 18 colleges. Also in accordance to a national and international increase in esthetical prosthetics, credits, weekly study hours, education practice time of specialized prosthetic dental technology can be analyzed as follows. 1. In the year 2003, currently colleges start clinical practice education starting from the 1st semester of the 2nd year junior year, to the 2nd semester of 3rd year the varying in time with adequate class time, and credits. The average credit is 9.56, and weekly average class time is 18.00 hours. later clinical trainee education will be adjusted to the 3 year graduate school course to 10 credits and 20 hours and the adequate education period should be the 2nd semester of 3rd grade when most basic clinical education has been covered. 2. Currently in the year 2003, all-ceramic education has an average credit of 8.01 in 17 colleges with an exception of Ma-san college. The weekly average theoretical education is 4.94 hours, weekly clinical education of 7.88 hours and currently in 14 colleges porcelain technical class usually starts in the 1st semester of the 2nd year. All-ceramic education is thought to have adequate credits, timing, and weekly study hours. 3. Currently in 2003 implant education is enforced in 11 colleges including Bu-san Catholic university and the education period is usually in the 3rd year. Out of the 11 colleges, only Bu-san Catholic univ., Ma-san and Shinheung college have practice training classes. We knew that Shingu, Dongu, Mokpo science colleges have practice training as a curriculum, namely specific prosthetics laboratory. Out of the 9 colleges enforcing implant education the average credits taken are 2.56, and the average hours of weekly theory education is 2.14, but with the exception of Shinheung college which has an implant practice training course theory and practice classes are not divided. Therefore implant education is thought to start in the 3rd year as a 3 credit course with 3 hours of theory and practice each. 4. Currently in 2003, theoretical attachment education is given in 15 colleges and including practical training it is given in 10 colleges. The education starts 1st semester of the 2nd year till the 2nd semester of the 3rd year. The average credit of attachment theory education in the 15 colleges was 3.64, the average weekly theoretical education was 2.64, and the average weekly practice training out of the schools teaching it was 3.20. Later attachment education is thought to start the 1st semester of the 3rd year as a 3 credit course with 2 hours of theory class and 3 hours of practice training. 5. Double prosthetic technology is currently carried out in Dae-jon Health Science college(2nd year 2nd semester, 2 credits, theory 2hours), Gimcheon college (1 credit, 2 hours of practical training), Bu-san Catholic university (4th year 2nd semester, 4 hours of theory. practice). When the 3 year course is enforced, education will start 1st semester of the 3rd year with 2hours of theory and practice each. 6. The newly installed programs of the 3 year education is clinical field training, and specialized prosthetic manufacturing practice like all-ceramic, double prosthetic technology, attachment, and implant. If such education is to be effectively managed, a primary precursor as systemic basic clinical education is thought to be important. 7. Nationally in the 18 colleges of dental technology the currently executed curriculum course had varying subjects, class time according to the subject, and credits by each college. The curriculum difference between the colleges must be settled.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.5
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• pp.121-130
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• 2020

This study identified the differences and relationships between clinical practice stress, sleep quality, and daytime sleep disorder before and after clinical practice of college nursing students. The subjects were 130 students in the third year of nursing science. The results showed that the average clinical stress of the study subjects was 3.15 out of 5 points. Out of the external factors for clinical practice stress, the score for the task was 3.64. There was a significant difference in gender (t=-3.88, p<).001), subjective health status (F=5.78, p=.004), residence (F=3.20, p=.026). Nursing students showed lower sleep quality (80.0% before practice, 70.0% after practice), and those with daytime sleepiness (26.9% before practice, 42.3% after practice) were more than those of general college students. There was a difference between sleep quality (χ²=4.06, p=.004) and daytime sleepiness (χ²=6.08, p=.009) before and after clinical practice. There was also a negative correlation between daytime sleepiness and sleep quality (r=-.259, p<0.01). Therefore, strategies to reduce clinical practice stress and improve the quality of sleep are needed for the physical and mental health of nursing college students. The quality of nursing can be improved in the future by helping nursing students adapt to the clinical practice of changing nursing education field.

• The Journal of Korean Academic Society of Nursing Education
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• v.9 no.2
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• pp.310-319
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• 2003

The purpose of this study was to determine what effect reflection on clinical practice experience had students as learners and care providers. Qualitative research method was used to study a group of four-year undergraduate nursing course. Content analysis was done using the classification method of Carper's four patterns of knowing. Results of the study indicated that the use of the reflective process of clinical debriefing and journaling was impact on the aspect of nursing science, moral component of knowledge in nursing, personal knowing in nursing and the art of nursing. Especially, students moved from a passive to a more active mode of learning. The most significant finding was that over time, reflective processes resulted in the emergence of the client as the central focus of care. It was suggested that reflection was an important learning tool in professional education and that the skills required for reflection need to be developed in professional courses.

• The Korean Society of Law and Medicine
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• v.23 no.2
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• pp.39-65
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• 2022

There are two aspects of clinical practice guidelines that act as non-legal control before medical practice and as legal control standards after medical practice. The essential purpose of clinical practice guidelines is the former, but the latter action cannot be excluded. The clinical practice guidelines are a means of linking law and medical care. The negative perception of clinical practice guidelines that medical professionals' autonomy can be violated by the enactment of clinical practice guidelines is an excessive negative evaluation of clinical practice guidelines. Rather, judicial judgment based on clinical practice guidelines plays a role in respecting the autonomy of medical professionals. In other words, the clinical practice guidelines suppress legal regulations on medical care as much as possible and are based on doctors' professional ethics and self-discipline, and patient awareness and cooperation. In order to establish an ideal relationship of cooperation between doctors and patients, 'medical ethics' must be incorporated as a legal means. Clinical practice guidelines are the most appropriate means for incorporating such medical ethics into legal procedures. The lawyer solves the case with a legal syllogism that establishes a norm and applies facts to it to conclude. For the resolution of medical disputes, Clinical practice guidelines are used to establish norms that doctors should perform for specific diseases, and conclusions are drawn by applying the established norms to specific medical practices. When it is not easy to apply the established norms to specific medical practices, medical judgments by experts, such as emotions, expert testimony, and explanations by expert members, are used. As such, the Law respects the autonomy of medical care even in the establishment of norms and the application of norms. In particular, Clinical practice guidelines prepared independently by the medical community are referred to in establishing norms, which are the prerequisites for legal syllogism. This shows that doctors participate in the formation of precedents and contribute to the formation of norms. The use of clinical practice guidelines in trials is respect and consideration for the autonomy of medical care. Although there may be an aspect in which the autonomy of individual doctors is limited by clinical practice guidelines, it should be considered that the autonomy of doctors as a group is respected. In this way, the clinical practice guidelines play a role in protecting the autonomy of the "medical" group from the logic of the "law."

• Journal of Korean Neurosurgical Society
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• v.61 no.2
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• pp.127-166
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• 2018

Despite advancements in treating ruptured cerebral aneurysms, an aneurysmal subarachnoid hemorrhage (aSAH) is still a grave cerebrovascular disease associated with a high rate of morbidity and mortality. Based on the literature published to date, world-wide academic and governmental committees have developed clinical practice guidelines (CPGs) to propose standards for disease management in order to achieve the best treatment outcomes for aSAHs. In 2013, the Korean Society of Cerebrovascular Surgeons issued a Korean version of the CPGs for aSAHs. The group researched all articles and major foreign CPGs published in English until December 2015 using several search engines. Based on these articles, levels of evidence and grades of recommendations were determined by our society as well as by other related Quality Control Committees from neurointervention, neurology and rehabilitation medicine. The Korean version of the CPGs for aSAHs includes risk factors, diagnosis, initial management, medical and surgical management to prevent rebleeding, management of delayed cerebral ischemia and vasospasm, treatment of hydrocephalus, treatment of medical complications and early rehabilitation. The CPGs are not the absolute standard but are the present reference as the evidence is still incomplete, each environment of clinical practice is different, and there is a high probability of variation in the current recommendations. The CPGs will be useful in the fields of clinical practice and research.

• Journal of the Korea Convergence Society
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• v.7 no.6
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• pp.55-65
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• 2016

The aim of this study was to identify the convergence factors contributing to clinical practice satisfaction in Korean nursing students. Data were collected using self-administered questionnaires from April 1 to May 15, 2015. The participants were 83 nursing students, and a mid-sized private university school of nursing in the Korea was selected. The data were analyzed by descriptive statistics, T-test, ANOVA, Pearson's correlation coefficient, and stepwise multiple regression with SPSS 22.0 program. Satisfaction in major significantly differed by age. Clinical practice satisfaction was positively correlated with satisfaction in major and clinical competence. The factors that significantly influenced clinical practice satisfaction were clinical competence and satisfaction in major, which together explained 26% of the total variance. To improve satisfaction in major and clinical competence among Korean nursing students, it will be necessary to provide nursing students with clinical adaptation programs and preceptor education.