• 간호행정학회지
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• 제22권5호
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• pp.540-552
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• 2016

Purpose: This study was conducted to develop a nursing leadership program outcome evaluation system, required for accreditation of nursing education. Methods: A methodological design was used. To ensure the theoretical validity of the evaluation system, learning objectives for nursing education programs and job descriptions for nurses in Korea were verified by analyzing the relationships in the five attributes of the nursing leadership concept. The nursing leadership program outcome evaluation system was developed based on the Kim & Park's developmental model (2008). Results: The nursing leadership program outcome evaluation system was established, including implementation level, education curriculum, level of performance, evaluation method, rubrics, and Close-the-Loop. Conclusion: The developed evaluation system can be actively used in nursing education, and contribute to enhancing the leadership competencies of nursing students and graduate nurses.

• 한국간호교육학회지
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• 제24권2호
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• pp.181-189
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• 2018

Purpose: This study presents the current status of transcultural nursing education in nursing baccalaureate programs. Methods: The nursing curricula from 185 out of 194 nursing colleges that received accreditation were collected and analyzed. Results: 109 (58.9%) nursing colleges offered 117 transcultural nursing-related courses. The courses were offered as elective (68.4%) as well as major (78.6%) courses. All courses were offered as a theoretical delivery class without any field experiences. The courses were offered mainly for sophomore (41.9%) and freshman students (33.3%), and most of them (79.5%) were two-credit courses. Instead of the term "transcultural nursing," "multicultural nursing" is mostly used in the title of courses. An inconsistency between the title of courses and their content was found. After analyzing the title of courses based on four nursing meta-paradigms, courses related to the environment were most common (41.9%). Conclusion: Transcultural nursing education has developed during the last decade. However, teaching methods and course content have not developed enough. Thus, a greater effort is needed to increase awareness of the importance of transcultural nursing education and to develop courses for it.

• 의학교육논단
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• 제21권2호
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• pp.112-122
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• 2019

The purpose of this study was to identify the current status of the new graduate nurses' education system, to establish guidelines for the education of new graduate nurses, and to provide dates for the improvement of the education system. Eighty-nine hospitals participated in the survey from July to August 2018. The questionnaires consisted of 24 items including general characteristics, new graduate nurses' education system, operation of nursing education teams, and preceptorship programs. The average duration of education/training for new graduate nurses was 57.3 days, and 26.6%-58.5% of general hospitals, hospitals, and long-term care hospitals had less than 30 days of new graduate nurses education/training, which is shorter than the education/training period of tertiary hospitals. There were new nursing education guidelines in 88.8% of all medical institutions and 58.6% of them had nursing education teams. Most of the personnel in charge of nursing education were not dedicated to education. A total of 87.6% of the all participating medical institutions had preceptorship programs, while 23.1%-33.3% of hospitals and long-term care hospitals did not. The breakdown of preceptorship programs showed 68.4% as "preceptor and preceptee are in charge of one team, and preceptor is teaching preceptee," and 19.7% were "preceptor and preceptee are in charge of each team, and preceptor is teaching preceptee at the same time." These results show that standardization and management of new graduate nurses' education programs is necessary. For the standardization and management of new graduate nurses' education programs, joint efforts of nurses' associations and support from the government should be encouraged.

• 한국간호교육학회지
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• 제16권1호
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• pp.51-60
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• 2010

Purpose: The purpose of this study was to compare the effects of nursing simulations between multi-mode simulation and $SimMan^{(R)}$ simulation on nursing students' nursing competency, satisfaction, and simulation participation experience in nursing care for patients with dyspnea. Method: Subjects were 107 junior nursing students in R College of Nursing in Seoul from June to November in 2009. Students were allocated to either a Multi-mode simulation group or a $SimMan^{(R)}$ simulation group. The multi-mode simulation consisted of standardized patients combined with Vital Sim, comparing the $SimMan^{(R)}$ group. Result: The Multi-mode simulation group reported higher levels of nursing competency (p=.017) but lower communication skills (p<.001) compared to the $SimMan^{(R)}$ simulation group. There were no meaningful differences in satisfaction of simulation education between the two groups. The $SimMan^{(R)}$ simulation group received a substantial health assessment and the Multi-mode simulation group experienced reality in caring for standardized patients. Conclusion: The findings of this study demonstrated that Multi-mode simulation has similar educational effects like $SimMan^{(R)}$ simulation and suggest that nurse educators should match simulation fidelity with educational goals for effective education.

• 간호행정학회지
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• 제5권2호
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• pp.317-336
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• 1999

Official nursing education of Korea under Japanese rule began in order to make the communication possible among Japanese medical men and Korean patients. It could generate high standard nurses from the beginning. Nurses licensure began in 1914 and the graduates of official nursing schools could get nurses licensure without further test. Official nursing education became the standard of R.N. education. The curriculum emphasized on Japanese and ethics first, and in order to produce nurse, practice second. In 1920 the shortage of nurse became serious problem, so the Japanese colonial authorities set up 5 official nursing school in large scale. In 1922 they revised the relevant laws and regulations to make the nursing licensure pass all over Japanese ruling area. 8-year preliminary education and 2 year curriculum became standard of official nursing education after then. Other nursing schools should satisfy this standard to let their graduate get nurses licensure without further test. Curriculum was revised to satisfy the dual goal of 'good housewife' and 'good nurse'. Every official nursing school tried to raise educational standard Nursing science was specialized and more emphasis was put on the occupational education. From the late 1930s, Japanese desperately needed additional manpower to replenish the dwindling ranks of their military and labor forces. They tried to produce more nurses by increase nursing school. Students had to do wartime work instead of study. Younger students could enter nursing school, and general school could produce R.N. In conclusion, nursing education of Korea under Japanese rule was determined by the official nursing education. The Japanese colonial authorities lead the official nursing education. It made nursing education fixed early and produced high standard R.N. But it made nursing education withdraw in late Japanese rule period. Nursing education of Korea began quite weak in the need of nursing and Korea herself. The weakness became a subject of nursing education of Korea after Japanese rule to produce better R.N..

• 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.

• International Journal of Contents
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• 제15권3호
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• pp.39-46
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• 2019

This study aimed to develop a peer-assisted learning (PAL) program for use in a core nursing skills education course and to investigate the effects of the education program on three key outcomes. A comparative study was conducted through the division of students of a core nursing skills education program into a treatment group and control group. After the programs, self-efficacy, confidence and satisfaction were compared between the groups. The comparison of these three factors indicated that the related scores were significantly higher in the treatment group receiving the education program with the PAL method than those of the control group receiving traditional education. We concluded that self-efficacy gave the nursing students the confidence that they could successfully perform their tasks and motivation to learn. Education programs using the PAL method are suggested as an effective method for the acquisition of skills among nursing students.

• 한국간호교육학회지
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• 제30권3호
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• pp.197-211
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• 2024

Purpose: This study aims to comprehensively assess the characteristics and effectiveness of immersive virtual reality (VR) or augmented reality (AR) in nursing education among nursing students and nurses. Methods: A thorough search was conducted in seven databases (PubMed, Embase, Cochrane Library, CINAHL, RISS, KMbase, and KoreaMed) for randomized controlled trials (RCTs) published in English or Korean before February 20, 2024. The quality of the included RCTs was assessed using the revised Cochrane Risk of Bias tool for randomized trials. A random-effects model was applied for the meta-analysis using Review Manager 5.4. Results: Out of the 15,840 studies extracted, ten were selected. Of those ten, the majority (six, 60%) were conducted on education dealing with specific nursing situations. In addition to the use of immersive VR or AR during nursing education, lectures, debriefing, and discussion processes were applied together, and device usage orientation was also provided. The meta-analyses showed that immersive VR or AR in nursing education significantly improved knowledge (standardized mean difference, SMD=2.64; 95% confidence interval, 95% CI=1.10~4.17) and skills (SMD=0.58, 95% CI=0.02~1.15). Conclusion: Immersive VR or AR in nursing education can effectively enhance knowledge and skills. However, for their development and implementation, various factors should be considered, and these findings are expected to provide valuable evidence regarding that concern.

• 여성건강간호학회지
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• 제16권2호
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• pp.166-176
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• 2010

Purpose: The study was done to examine the effects of cognition-behavior integrated breast cancer prevention education, in which a breast model with interchangeable nodules was utilized, on the self-competency of nursing students in performing breast cancer education. Methods: A nonequivalent control group non-synchronized design was used. A traditional lecture intervention was provided for 49 3rd year college of nursing students (control group) while the integrated breast cancer prevention education was given to 47 3rd year students in the same college one year later (experimental group). The integrated breast cancer prevention education was developed by the research team to strengthen the competency of cognitive and behavioral components in education on breast cancer. Results: Effects of the intervention were found to be significant through all study variables: knowledge about breast cancer (t=7.79, p <.001), breast cancer risk awareness (t=2.05, p <.05), self-competency of breast self-exam (t=8.27, p <.001), and intention to teach breast self-exam (t=3.87, p <.001). Conclusion: The integrated breast cancer prevention education was useful to improve not only knowledge about breast cancer but competency in performing breast examination for nursing students who acquired technical skills from various simulation nodules. As the program helped the students to be prepared as confident educators, future application of the module is recommended for academic curricula.

• Perspectives in Nursing Science
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• 제8권2호
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• pp.86-96
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• 2011

Purpose: This study examined the effects of simulation-based education on knowledge about and self-confidence in maternity nursing care in senior students. Methods: One group, pre-post design, was utilized with 28 students. The simulation-based maternity nursing education that consisted of two sessions each 2 hours long for intrapartum and postpartum care was provided to 4 small groups. An expert panel of 3 maternity clinical instructors developed the module with a high-fidelity maternal simulator. Core items of knowledge about and self-confidence in maternity nursing care were measured with 13 items before and after the sessions. Results: The knowledge score did not increase significantly (z=-1.95, p=.05); however, self-confidence in maternity nursing care showed a significant change in the posttest (z=-2.82, p<.001). The subjective evaluation of the students indicated that the simulation-based education was helpful in preparing for clinical practicum as far as interaction with clients, psychological readiness to practice, and learning efficiencies. Conclusion: The simulation-based nursing education was useful in improving self-confidence in clinical performance for childbirth and postpartum care in nursing students. Along with the application of diverse scenarios in simulations, modules with standard patients and role-plays are also recommended for maternity nursing practicum to empower the competency of the students.