• Journal of Korean Academy of Nursing Administration
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• v.9 no.3
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• pp.481-494
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• 2003

Purpose: This study was to develop nursing competencies, sub-competencies and behavior indicators according to the clinical ladder of emergency nurses. Method: index of content validation was used by 21 clinical experts. Results: This study had three phases to develop nursing competencies, sub-competencies and behavior indicators. In first phase: 12 nursing competencies and 33 sub-competencies were developed through the literature review on nursing competency and emergency nurses' job description. The content of 12 competencies and 33 sub-competencies were reviewed by 3 nursing professors. The 12 competencies and 33 sub-competencies were followed: clinical judgement and measures(6 sub-competencies), processing ability of ward works(2 sub-competencies), flexibility(2 sub-competencies), resources management(2 sub-competencies), confidence(3 sub-competencies), cooperation(2 sub-competencies), professional development power(2 sub-competencies), patient service orientation(3 sub-competencies), inclination toward ethical value(5 sub-competencies), influence power(2 sub-competencies), developing others(2 sub-competencies), self control(2 sub-competencies). In second phase, 132 behavior indicators were developed according to nurse clinical ladder: novice, advanced novice, competent, proficient. In Third phase, content validity was examined on 132 behavior indicators by 21 clinical experts. 126 among 132 indicators had over 70% agreement among experts and 6 indicators under 70% were revised. Conclusion: nursing competencies, sub competencies and behavior indicators can be used nurses' clinical performance as well as establishing proper directions for professional growth related to reward system.

• Research in Community and Public Health Nursing
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• v.24 no.1
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• pp.20-28
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• 2013

Purpose: The aim of the study was to identify nursing informatics competencies of nurses working for public health centers in Chungcheongnam-do. Methods: Data were collected from June 10 to July 25, 2012 using the Nursing Informatics Competencies Questionnaire (NICQ). Data were analyzed by descriptive statistics, t-test, $x^2$-test, ANOVA and Pearson's correlation coefficient. Results: Nursing informatics competencies of the subjects showed a mean score of $3.3{\pm}1.0$ out of 5. As for scores of individual categories, the score for computer skills competencies was $3.3{\pm}1.0$, informatics knowledge competencies $3.4{\pm}0.9$, and informatics skills competencies $3.0{\pm}0.9$. Nursing informatics competencies were positively correlated with the subjects' ages (r=.65, p<.001), computer usage hours (r=.23, p = .015), levels of demand for informatics knowledge (r=.51, p<.001), and informatics skills education (r=.78, p<.001). Conclusion: Nursing informatics is required to be connected with job training or in-service education on account of its growing necessity for public health nurses. It is also essential to develop programs for strengthening informatics competencies reflecting sub-categories of educational needs.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.4
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• pp.561-573
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• 2015

Purpose: The purpose of this study was to identify essential global health competencies for undergraduate nursing students in Korea. Methods: This study used a mixed methods design including an online survey with a convenient sample of 223 nursing educators, followed by an expert discussion with four nursing educators with expertise in global health. The global health competency was measured using the Global Health Competencies for Nurses in the America, which consists of 30 competencies in 6 domains. Each competency was measured by a 4-point Likert Scale, with at least 80% of 3 or 4 point scores indicating consensus that competency was considered essential for undergraduate nursing students. Results: Nursing educators most strongly agreed the competencies of the Social and Environmental Determinants of Health domain as essential global health competencies for nursing students. A total of 21 items in 5 out of 6 competency domains were initially identified with at least 80% agreement. Finally, the experts decided on 24 global health competencies through the revision and integration of several competencies. Conclusion: The findings indicate that nursing educators perceived that nursing students need to be prepared for responding to emerging global health needs. The proposed list of global health competencies can provide guidance to develop a framework for integrating global health into undergraduate nursing curriculums.

• Journal of Korean Academy of Nursing Administration
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• v.22 no.5
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• pp.480-495
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• 2016

Purpose: The purpose of the study was to identify characteristics of nursing and caring concepts measured by nursing competencies or caring behaviors tools for general nurses working in acute care hospitals. Methods: Five major nursing literature databases were used to identify the relevant tools. The study included 19 nursing competencies tools with a total of 843 measurement items and 12 caring behaviors tools with 334 items. According to the International Council of Nurses (ICN)'s Competencies Framework and 8Cs suggested by Roach (1987) and Pusari (1998), the measurement items were classified by two researchers independently first and in agreement finally. Results: Competency of 'key principles of care' including sub-areas of the ICN Framework was most commonly found: on average 49.3% of nursing competencies items and 91.9% of caring behaviors items. 97.0% of the caring behaviors items were classified into one of six Cs: competence (27.5%), confidence (21.3%), compassion (17.1%), commitment (16.5%), communication (9.9%), or conscience (4.8%). Conclusion: Nursing competencies tools were more likely to measure 'what to do' focusing on tasks, while caring behaviors tools were to measure 'how to do' focusing on nurses' attitudes or values. Nursing practices should be evaluated with both nursing competencies and caring behaviors tools, considering that nursing and caring were differently conceptualized in the quantitative tools.

• The Journal of Korean Academic Society of Nursing Education
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• v.27 no.1
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• pp.16-28
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• 2021

Purpose: The purpose of this study was to develop nurses' core competencies and sub-competencies and to verify the validity and importance-performance of core competencies. Methods: The core competencies of nurses were derived through an analysis of strengths, weaknesses, opportunities, and threats, as well as a literature analysis of domestic and foreign accreditation institutions. Validity and importance-performance analyses were conducted on the core competencies derived from nursing colleges nationwide. Results: Six core competencies of nurses were revealed: integration of knowledge and nursing skills, critical thinking, communication, leadership, safety management, and global competency. Further, eighteen sub-competencies were derived. The content validity ratio values for the core competencies were higher than 0.74. Communication skills among multidisciplinary teams and communication skills among nursing teams were shown to be the most important competencies to be improved. Conclusion: The results of this study are meaningful in terms of how the core competencies of nurses were derived and evaluated for the fourth cycle of nursing education accreditation according to the changes of time and culture.

• Journal of Korean Biological Nursing Science
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• v.16 no.2
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• pp.69-79
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• 2014

Purpose: The purpose of this descriptive, cross-sectional study was to examine Korean undergraduate nursing students' perceived knowledge and attitudes toward genetics. Nursing competencies for genetics among nursing students were also assessed. Methods: Two hundred eighty-six Korean junior and senior undergraduate nursing students who went through their clinical practicum completed a packet of self-report questionnaires exploring opinions about the integration of genetics into the nursing curriculum, as well as their perceived knowledge, attitudes, and nursing competencies toward genetics. Collected data were analyzed using descriptive statistics, t-test, one-way ANOVA. Results: Overall, Korean undergraduate nursing students reported limited genetic knowledge, but most of them were comfortable with drawing pedigree. In general, nursing students were competent in providing genetic nursing. Their genetic nursing competencies were significantly different depending on the level of general understanding of genetics. There was no significant difference between juniors and seniors regarding knowledge, attitudes, and competencies toward genetics. More than 60% of nursing students reported the need for genetic nursing, and the majority considered lectures to be the most effective method to learn genetic knowledge. Conclusion: It is imperative to integrate genetics into nursing curriculum in order to improve nursing students' genetic nursing competencies as well as genetic knowledge.

• Journal of Korean Academy of Nursing
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• v.36 no.2
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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.

• Journal of the Korean Applied Science and Technology
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• v.35 no.1
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• pp.20-35
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• 2018

This study was conducted to investigate the relationship among debriefing of nursing simulation based education and vocational basic competencies and attempts have been made to provide basic data necessary for improving vocational basic competencies in nursing students. Participants were 203 4th-year nursing students at K college in J province. Debriefing of nursing simulation based education was positively correlated with vocational basic competencies. The factor influencing vocational basic competencies of nursing students was provokes engaging discussions. Based on these findings, programs that develop discussion activity of nursing simulation based education are necessary for nursing students to promote vocational basic competencies.

• Journal of Korean Academy of Nursing
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• v.46 no.3
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• pp.375-389
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• 2016

Purpose: The aim of this study was to classify nursing management competencies and develop behavioral indicators for nurse managers in hospitals. Also, levels of importance and performance based on developed criteria were to be identified and compared. Methods: Using expert survey we classified nursing management competencies and behavioral indicators with data from 34 nurse managers and professors. Subsequently, data from a survey of 216 nurse managers in 7 cities was used to analyze the importance-performance comparison of the classified nursing management competencies and behavioral indicators. Results: Forty-two nursing management competencies were identified together with 181 behavioral indicators. The mean score for importance of nursing management competency was higher than the mean score for performance. According to the importance-performance analysis, 5 of the 42 nursing management competencies require further development: vision-building, analysis, change management, human resource development, and self-management competency. Conclusion: The classification of nursing management competencies and behavioral indicators for nurse managers in hospitals provides basic data for the development and evaluation of programs designed to increase the competency of nurse managers in hospitals.

• The Journal of the Convergence on Culture Technology
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• v.6 no.2
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• pp.199-205
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• 2020

The purpose of this study was to identify the factor Disaster Nursing Core Competencies in nursing college students. A descriptive correlation study design was used. The subjects were 144 university students of a university located in D and K city. The study used a Educational Needs on Disaster Nursing, Disaster Nursing Knowledge, Disaster Preparedness, Self-efficacy and Disaster Nursing Core Competencies. Data were collected from February 25 to March 15, 2019 and analyzed with t-test, pearson's correlation coefficient and multiple response analysis, stepwise multiple regression by using SPSS IBM 22.0 Program. The findings are follows: First, among the disaster nursing education methods, simulation based practice were the highest. Second, Disaster Nursing Core Competencies was positively correlated with Disaster Preparedness, self-efficacy and Disaster Knowledge. Third, the influencing factors in Disaster Nursing Core Competencies were Grade(β=0.343), Self-efficacy(β=0.329), Disaster Preparedness(β=0.282), Experience of practice in ER(β=0.159), adjusted R²=.532. Therefore, it is necessary to develop an Customized Disaster Program that can improve the Disaster Nursing Core Competencies of nursing college students based on the factors affecting the Disaster Nursing Core Competencies and Educational needs.