• 간호행정학회지
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• 제18권4호
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• pp.460-473
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• 2012

Purpose: This study was done to provide information on issues of nursing core competencies needed in the fields of nursing practice for graduates in nursing, from the perspective of nursing managers, and to make suggestion for improving nursing education programs. Methods: Ten nursing managers participated in this study. They were in charge of clinical nursing education in the fields of nursing practice. Data were collected using focus group interviews and analyzed with the content analysis methodology of Downe - Wamboldt's. Results: Six types of nursing core competency - therapeutic nursing competency, professional nursing competency, administrative nursing competency, humanistic nursing competency, relational nursing competency, and personal nursing competency - were identified as nursing core competencies needed in the fields of nursing practice for graduates in nursing. Conclusion: Results of the study show important evidence for decision-making about nursing curriculum revision based on nursing core competency, both in the classroom and in nursing practice areas. These results should contribute to the development of evaluation indicators for nursing students or new nurses. Further research is required to measure degree of nursing core competency in graduates of nursing and to identify the effect of competency-based education for improving nursing core competency.

• 대한간호학회지
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• 제43권6호
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• pp.714-725
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• 2013

Purpose: This study was done to provide fundamental data for the development of competency reinforcement programs to prevent addictive behavior in adolescents through the construction and examination of an addiction prevention core competency model. Methods: In this study core competencies for preventing addictive behavior in adolescents through competency modeling were identified, and the addiction prevention core competency model was developed. It was validated methodologically. Results: Competencies for preventing addictive behavior in adolescents as defined by the addiction prevention core competency model are as follows: positive self-worth, self-control skill, time management skill, reality perception skill, risk coping skill, and positive communication with parents and with peers or social group. After construction, concurrent cross validation of the addiction prevention core competency model showed that this model was appropriate. Conclusion: The study results indicate that the addiction prevention core competency model for the prevention of addictive behavior in adolescents through competency modeling can be used as a foundation for an integral approach to enhance adolescent is used as an adjective and prevent addictive behavior. This approach can be a school-centered, cost-efficient strategy which not only reduces addictive behavior in adolescents, but also improves the quality of their resources.

• 한국간호교육학회지
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• 제19권4호
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• pp.663-674
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• 2013

Purpose: This study was to scrutinize not merely the nomenclature of clinical competency suggested in nursing literature but also what core clinical competency nursing students should be focused on for improving competency-based curriculum. Methods: A comprehensive review on 69 domestic and 89 foreign related literature was conducted. After reviewing the full text of a total of 158 articles, only 23 articles with measurement tools were selected for scrutinizing while 135 articles with obscure definitions of clinical competency were excluded. Results: Clinical competencies including 120 concepts were identified. Those concepts were categorized as 30 clinical competencies according to their similarities. Seven core clinical competencies including 1)nursing knowledge, 2)nursing skill, 3)interpersonal skill/cooperation, 4)problem-solving, 5)professionalism, 6)nursing management/leadership and 7)research ability were derived from the 30 clinical competencies through the categorizing process. Conclusion: Teaching & learning strategies should focus on the integration of nursing theories and clinical practices based on competency-based curriculum considering the 7 core clinical competencies. Nonetheless, they include somewhat abstract concepts and some were not concrete enough to be applied to the nursing curriculum. Thus, further research is needed in order to develop consensus-driven clinical competencies and competency modeling which can suggest the interrelation between the core competencies.

• 간호행정학회지
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• 제10권2호
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• pp.211-218
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• 2004

Purpose: The purpose of this study was to examine the core competency and career commitment of the preceptors to identify utility of the preceptorship as career management program. Method: The subjects were 107 clinical nurses who were working in one university hospital composed of the head nurses(n=27), non-preceptors(n=28), new graduate nurses(n=26) and preceptors(n=26). Demographic characteristics, core competency and career commitment were measured. The core competency was evaluated by the head nurses, non-preceptors, new graduate nurses, and preceptor themselves. And the career commitment was compared between the preceptors and non-preceptors. For data analyses, percentage, mean, t-test, ANOVA were adopted with the use of SPSS WIN 10.0. Result: The results of this study showed that the core competency of the preceptors was evaluated excellently by all subjects. In three domains, there were no significant difference in role model, socialization facillitator and educator except for learning experience planning between the head nurses, non-preceptors, new graduate nurses and preceptors. The career commitment was significant difference between the preceptors and non-preceptors. Conclusions: The finding above indicated that the preceptorship utilized the improvement of the core competency and career commitment of the preceptors as career management program. therefore, continually, the effort and interest for development of the preceptorship can be a remarkable contribution for nurses' career management in nursing organization.

• 임상간호연구
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• 제23권2호
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• pp.189-201
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• 2017

Purpose: The aim of this study was to develop the nursing management core task and competency matrix for hospital unit managers. The perceived level of importance and performance of identified core competencies by unit managers were also investigated. Methods: Literature review and expert survey identified nursing management core task and competencies. Subsequently, the core task and competency matrix was developed and validated by expert panel. A survey of 196 nurse managers from 3 cities identified perceived importance and performance of core competiences. Results: Thirty-eight nursing management core task and thirty-seven nursing management core competencies were identified comprising five categories; Clinical practice knowledge, Evidence-based practice, Employee development, Strategic planning and Initiative. Based on the core task and competencies, the task and competency matrix for unit managers was developed. In the analysis of importance and performance of core competencies, the mean score of importance ($3.50{\pm}0.30$) was higher than the mean score of performance ($3.03{\pm}0.34$). Conclusion: The development of core task and competencies for unit managers in hospitals provides a guide for the development and evaluation of programs designed to increase competence of unit managers.

• 한국산학기술학회논문지
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• 제19권9호
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• pp.362-373
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• 2018

본 연구의 목적은 졸업반 간호학생에게 한 학기 동안 적용한 핵심기본간호술 교육프로그램이 핵심기본간호술 수행능력, 임상수행능력 및 문제해결과정에 미치는 효과를 규명하고자 하는 것이었으며 단일군 사전사후 설계의 원시실험연구였다. 핵심기본간호술 교육프로그램은 3단계로 구성하였으며, 총 12회기로 운영하였다. 연구대상자는 일개 간호대학의 졸업학년 총 192명이었으며 2017년 3월 20일부터 6월 23일까지 실시하였다. 자료는 AMOS 20.0과 S AS 9.3 프로그램을 이용해 기술통계와 paired t-test, t-검정, ANOVA로 분석되었다. 연구결과로, 핵심기본간호술 교육프로그램에 대한 사전사후 인식으로 수기능력 증진 도움 여부는 사전 $(3.42{\pm}.42)$점, 사후 $3.88({\pm}.61)$점, 임상적응력증진 도움 여부는 사전 $3.74({\pm}.47)$점, 사후 $(3.98{\pm}.67)$점으로 나타났다. 핵심기본간호술 수행능력(p=.017)과 임상수행능력(p=.041)은 핵심기본간호술 교육프로그램 후에 통계적으로 유의하게 증가하였다. 대상자의 사후 핵심기본간호술 수행능력은 남성 군(p=.003), 간호학전공 만족도가 매우 만족한 군(p=<.000), 핵심경진대회 참여 목적은 자신감 향상 군(p=.044)에서, 사후 임상수행능력은 남성 군(p=.013), 간호학전공 만족도가 매우 만족한 군(p=.009), 핵심경진대회 참여 목적은 자신감 향상 군(p=.047), 사후 문제해결과정은 남성 군(p=.005), 간호학전공 만족도가 매우 만족한 군(p=<.000), 핵심경진대회 참여 목적은 자신감 향상 군(p=.004)에서 유의한 차이가 있었다. 결론적으로 이 연구는 졸업반 간호학생의 핵심기본간호술 교육프로그램이 핵심기본간호술 수행능력 및 임상수행능력에 긍정적인 영향을 미친 것으로 나타났다.

• 한국간호교육학회지
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• 제13권2호
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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.

• 대한간호학회지
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• 제39권6호
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• pp.851-859
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• 2009

Purpose: The purpose of this study was to evaluate the effects of a core competency support program on depression and suicidal ideation in adolescents. Methods: A quasi-experimental design was employed in this study. Participants for the study were high school students, 27 in the experimental group and 29 in the control group. Data were analyzed using the SPSS/WIN. 14.0 program with $\chi^2$ test, t-test, and ANCOVA. Results: Participants in the core competency support program reported decreased depression scores significantly different from those in the control group. Participants in the core competency support program reported decreased suicidal ideation scores, also significantly different from those in the control group. Conclusion: The core competency support program was effective in decreasing depression and suicidal ideation for adolescents. Therefore, this approach is recommended as a suicide prevention strategy for adolescents.

• 한국산학기술학회논문지
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• 제16권11호
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• pp.7635-7647
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• 2015

본 논문은 간호사의 역량을 규명하고, 전체 간호업무의 80%를 통제할 수 있는 20%의 핵심간호역량을 도출하여 이를 기반으로 하는 간호교육과정 개발을 위한 간호역량을 모델링하기 위해 시도되었다. 각종 역량 관련 문헌고찰을 통하여 역량기반 교육과정, 역량 및 간호역량의 개념을 확인하고, 간호역량의 개념에 부합하는 각종 간호역량을 열거 및 유목화 하여 이들 간의 관계를 규명하였다. 또한 각종 역량 모델링의 방법을 검토하여 이를 토대로 역량기반 간호교육과정에 고유한 핵심역량 모델의 예시적 개념 지도를 제시하였다. 역량기반 간호교육과정을 위한 핵심역량은 기저역량, 실무역량, 인성역량으로 대별되고 기저역량은 전공(이론+실기)과 간호술로 역량의 기본이 된다. 실무역량은 임상적 판단, 대상자 교육, 의사소통, 환자 안전, 질 향상, 병동 및 자원 관리 등으로 구성되며 인성역량은 리더십, 책임 인식, 협력, 정책변화 대응 등으로 이루어진다. 이들은 자기주도적 학습과 비판적 사고 능력을 통하여 지속적인 순환 관계를 유지한다. 결국 이러한 역량을 가진 간호사는 지식근로자로써 자기주도적 학습자이며 전문적이고 효율적인 의사소통가이다. 간호역량을 확정시키는 후속연구가 계속되어야 하며 실제 역량기반교육과정에 적용하여 성과를 측정하고 이를 다시 반영하는 과정이 지속적으로 이루어져야 함을 제언한다.

• 임상간호연구
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• 제19권2호
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• pp.275-284
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• 2013

Purpose: This study was aimed to find out the effect of core competency and teaching style on preceptor self-efficacy among preceptors. Methods: One hundred twelve nurses working at four university hospitals with previous preceptor experience participated in the survey. The data were analyzed by t-test, ANOVA, Pearson correlation coefficients and multiple regression. Results: The preceptors used 'judgment-initiative' teaching style most frequently, and reported the highest scores in the role model dimension of core competency. There were significant positive relations between age (r=.266, p=.005), clinical experience (r=.274, p=.004), preceptorship experience (r=.204, p=.032), core competency (r=.593, p<.001) and preceptor self- efficacy. But preceptor self-efficacy was not significantly different depending on the teaching style (F=0.72, p=.54). The most predictive factors of the preceptor self-efficacy were core competency and teaching style (judgment)(F=31.849, p<.001). The explained variance for preceptor self-efficacy was 35.9% in the model. Conclusion: The preceptor self-efficacy is essential for the preceptors' successful teaching experience and the clinical competency improvement of the entry level nurses. Management for an effective preceptor training program needs to focus on the improvement of core competency of preceptors, which will lead to strengthen their self-efficacy.