• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.1
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• pp.669-678
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• 2017

This study aimed to identify the mediating effect of resilience on the relationship between stress during clinical practices and clinical competence in nursing students. A total of 137 senior nursing students in three different universities located in C city were included. The study period was between October 15 and November 15, 2016, and the data were collected using by structured questionnaires. Collected data were analyzed by descriptive analysis, t-test, ANOVA, Pearson's correlation, and Multiple regression using the SPSS 22.0 statistical program. The average score of stress in clinical practice, clinical competence, and resilience were $3.09{\pm}0.43$, $3.54{\pm}0.45$ of 5 and $4.93{\pm}0.66$ of 7. There were significantly negative correlations between stress in clinical practice and resilience (r=-.24, p=.005), as well as stress in clinical practice and clinical competencies (r=-.21, p=.012), while there were significantly positive correlations between resilience and clinical competencies (r=.59, p<.001). Resilience had a full mediated effect between stress in clinical practices and clinical competencies, which showed the significance upon Sobel test (Z=-3.02, p=.003). Therefore, it is suggested that various training courses and programs for strengthening resilience should be developed and applied to nursing curriculum.

• Journal of Digital Convergence
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• v.15 no.6
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• pp.97-105
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• 2017

The subjects were 500 college students in 7 provincial areas for the study on the structural relation among professors' core competency, college students' cognitive learning competency and life competencies. The statistical methods of this study were as follows: frequency analysis, descriptive statistic analysis, exploratory factor analysis, reliability analysis, correlation analysis, confirmatory factor analysis, and structure equation model analysis. The results of the study are as follows. First, the lifelong learning educators' college students recognized core competency significantly affects on the college students' life competencies. Second, the lifelong learning educators' core competency significantly affects on the college students' cognitive learning competency. Third, the college students' cognitive learning competency significantly affects on life competencies. Fourth, the college students' cognitive learning competency has a significant mediating effect between the lifelong learning educators' core competency and the college students' life competencies. In other words, the lifelong learning educators' core competency based on the college students' cognitive learning competency has great effect on life competencies.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.237-242
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• 2021

The purpose of this study was to investigate the effect of patient safety competencies and ethical climate in long-term care hospital nurses and to provide the basic data. Data were collected from 120 in D city and analyzed by t-test, ANOVA, Pearson correlation coefficient, and multiple regression using SPSS/WIN 25.0. The degree of Patient Safety Competencies in long-term care hospital nurses was 3.45± .41. There were not significant differences in Patient Safety. There was positive correlation between patient safety competencies and peer(r=.123, p<.001), manager(r=.241, p<.001), and hospital(r=.241, p<.001). The factors affecting the patient safety competencies confidence of the study subjects were peer(β=.23, p=.003), manager(β=.55, p=.004), hospital(β=.43, p=.031), with an explanatory power of 33.5%. Through this research requires the fellow study to determine the factors affecting patient safety competencies confidence of long-term care hospital nurses.

• Journal of Korean Academy of Nursing Administration
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• v.13 no.4
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• pp.537-545
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• 2007

Purpose: The purpose of this study was to compare the role and the certification system for nurses working in HIV/AIDS care among the U.S., the UK, and Japan. Method: The searching for the internet website and literature was used and visiting the institutes and interviewing the key informants were done from August, 2006 to February, 2007. Results: In the U.S., there are two types of nurse specialist in HIV/AIDS care. One is the HIV/AIDS Certified Registered Nurse which is without any academic degree requirement, and the other is the Advanced HIV/AIDS Certified Registered Nurse which requires master level degree and 5 years career. There are three level of nurses' role in HIV/AIDS care in the UK. Also, the National HIV Nurses Association of the UK developed generic competencies and specialist competencies according to this three level of nurse's role. In the case of Japan, the certification system is not formalized yet, but the AIDS coordinator nurses are working as a specialist in the Japan International Medical Center. Conclusion: Based on this result, it is suggested that the comprehensive role of nurses in HIV/AIDS should be developed under the governmental support.

• The Journal of the Korea Contents Association
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• v.19 no.5
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• pp.497-510
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• 2019

This study was conducted to identify the domains of the competencies of trauma nursing through a scoping review using the JBI(Joanna Briggs Institute) methodology. The keywords are trauma, $nurs^*$, $competenc^*$, $role^*$, attitude, and knowledge and skill. The review used information from six databases: CINAHL, Pubmed, ProQuest, Web of Science, Scopus, and ERIC. Inclusion and exclusion criteria were identified as strategies to use in this review. 8 studies were eligible for result extraction, as they listed domains of the competencies. These domains among studies were analyzed based on Trauma Care System and Lenburg's COPA(Competency Outcomes and Performance Assessment) model. Domains in 'Prehospital care & transport', 'Hospital care' and 'Rehabilitation' of Trauma Care System were present, but no domain in 'Injury prevention' was.

• Journal of Korean Clinical Nursing Research
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• v.29 no.3
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• pp.337-347
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• 2023

Purpose: The objectives of this study were to categorize the conflict management types of preceptor nurses and determine the effects of these types on preceptors' role perception and core competencies. Methods: Data was collected from 192 preceptor nurses with at least two years experiences in general hospitals, from July 1 to July 31, 2022. Conflict management type, preceptor role perception, and core competency were investigated using structured instruments. The data was analyzed using K-means cluster analysis, Independent samples t-test, One-way ANOVA with Scheffé's test, and multiple regression analysis. Results: The conflict management types were categorized into four types; comprehensive type (cluster 1), integrating, obliging, compromising type (cluster 2), undifferentiated type (cluster 3) and obliging, avoiding type (cluster 4). The effect of conflict management types on preceptors' role recognition occurred in the following order of cluster 2 (integrating/obliging/compromising type), cluster 1 (comprehensive type), and cluster 4 (obliging/avoiding type). Next, cluster 1 (comprehensive type), cluster 2 (integrating/obliging/compromising type), and cluster 4 (obliging/avoiding type) were shown in the order of the impact on the core competencies of the preceptor. Conclusion: When preceptor nurses use a mixture of various attributes of conflict management evenly, they have been shown to demonstrate effective preceptor role recognition and core competencies. Therefore, it is proposed that future development of conflict management training programs for preceptor nurses should begin with identifying their conflict management type, followed by creating a program that addresses any deficiencies.

• The Journal of the Korea Contents Association
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• v.20 no.11
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• pp.590-602
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• 2020

This study was conducted to understand the effects of job stress, empowerment, and organizational commitment of nursing care workers on burnout For this study, nursing care workers working at long-term care institutions in Gwangju and Jeonnam were conducted. As a result of the study, it was found that excessive role, role conflict, and role ambiguity perceived by nursing care workers had a positive effect on burnout. Individual competencies, job relationship competencies, and organizational environment competencies were found to negatively affect burnout. In addition, it was found that emotional and normative commitment negatively affected burnout, and continuous commitment had a positive effect. Overall, it was found that job stress, empowerment, and organizational commitment had an effect on burnout in order. Based on the results of these studies, it is necessary to establish a fair personnel management system, such as assigning roles appropriate to the nursing care worker's ability and aptitude, selecting, placing, and evaluating targets. It is necessary to create a systematic work environment such as training and provision of supervision. In addition, nursing care workers should relieve stress that occurs in the process of performing their duties, and provide an appropriate rest area for leisure to facilitate work.

• Asian Journal for Public Opinion Research
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• v.5 no.4
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• pp.319-345
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• 2018

Effective higher educational management in undergraduate nursing programs is an important issue from the viewpoint of stakeholders. This qualitative research aimed to examine the characteristics of nursing students and curriculum development of undergraduate nursing education from the opinions of Boromarajonani College of Nursing Saraburi, Thailand stakeholders. The population included 4 groups: 1) the alumni who have graduated within the past 5 years and currently work in primary, secondary, and tertiary care units, 2) the supervisors and colleagues of the alumni, 3) nursing lecturers, and 4) the current nursing students. The respondents who are the alumni, nursing lecturers, and current nursing student were selected using a purposive sampling, for the supervisors and colleagues were selected using snowball techniques. Semi-structured interview questions were used for data collection. Group discussions were conducted until saturation on 55 key informants. The qualitative data was analyzed using content analysis. Results showed the viewpoints of stakeholders on the characteristics of future nurse graduates were comprised of four elements: knowledge that meets standards; essential skills for self-development and lifelong learning process; good morals and professional ethics in providing nursing care; and nurse competencies in teamwork, communication, language, research, management, IT, life skills, and global literacy. The viewpoints on the development of the nursing curriculum focus on four elements: the learner, teaching and learning, course content, and instructor tasks. For learners, the admission criteria should include a minimum not only of knowledge, but also positive attitude, science, and art skills, since the nursing profession is both a science and the art of caring. Teaching and learning elements should be authentic, including exposure to real situations, an integrated network, and activities that improve nursing care. Course content was comprised of an updated curriculum, humanized nursing care, student center, theory and practice with moral integration, case-based study, critical thinking, multidisciplinary work, and love for the nursing profession. Instructor tasks are to elicit student ideas, provide opportunities to learn, support infrastructure, support technology use, and extra-curricular activities to develop the competencies of nursing students. Recommendations were that the curriculum administration should review the selection process of student candidates and instructional management to achieve expected outcomes of nursing characteristics in the future. The nurse lecturer should provide authentic and integrated instruction, decrease lecturing, cultivate a lifelong learning process, and sustain the nursing characteristics.

• Korea Journal of Hospital Management
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• v.9 no.2
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• pp.128-148
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• 2004

Both undergraduate and graduate programs in health services management(HSM) are recently established in colleges and universities in Korea, and the programs train their students for diverse sectors within the field of healthcare management, including hospitals, nursing facilities, consulting firms, health industries such as pharmaceutical, insurance companies, etc. This study investigates many of the managerial roles expected to graduates from academic curricula in HSM, and required competencies to be successful in their positions. The information of roles and competencies for HSM graduates were collected, and their importances were evaluated by healthcare management experts through a Delphi method. As the result, 11 items for present roles and 13 items for future roles were derived, and 15 and 16 items were derived for present and future competencies respectively. Utilizing the classification of work roles by Timmreck and that of managerial competencies by Robbins, the importance of roles and competencies of healthcare managers was analyzed and interpreted. The major domains of roles at present turned out to be 'organizer', 'planner', 'problem solver', and 'coordinator' in order according to importance. On the other hand, as graduates develop their careers, the domains of future roles would be changed to 'director' and 'planner'. For competencies, the most important domain at present was 'technical skill', but the future important domain was 'interpersonal and emotional intelligence'. The result of this study can be seen as an initial step toward improving the academic curricula of HSM in college and universities and promoting collaborative efforts between academic programs and on-site practices in healthcare industries.

• Journal of Korean Academy of Nursing Administration
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• v.21 no.5
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• pp.575-586
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• 2015

Purpose: The purpose of this study was to provide a concept analysis of nursing leadership. Methods: The concept analysis process of Walker and Avant (2011) was used. A review of the literature was conducted using several databases, including PubMed, CINAHL, Ovid-Medline, DBpia, and KISS. The databases were searched using the following terms 'nursing leadership', 'nursing' & 'leadership', and 'nurse & 'leadership', and for studies published from January 2000 to March 2015. Strict inclusion and exclusion criteria were applied. Results: Analysis of these studies indicated nursing leadership attributes were individual growth, collaboration, nursing excellence, creative problem solving, and influence. The antecedents of nursing leadership were the individual maturity level, construction of mutual trust and confidential relationships, and a job requirement. The consequences were improvement in nursing productivity, development of a supportive work environment, and satisfaction with the nursing profession. Conclusion: The findings in this study provide a definite concept of nursing leadership. The findings also provide the theoretical evidence for the development of nursing leadership competencies in nursing students and professional nurses.