• Title, Summary, Keyword: Nursing competency

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Modeling of Nursing Competencies for Competency-Based Curriculum Development (역량기반 교육과정 개발을 위한 간호역량 모델링에 대한 고찰)

  • Ko, Ja-Kyung;Chung, Myung Sill;Choe, Myoung-Ae;Park, Young Im;Bang, Kyung-Sook;Kim, Jeong Ah;Yoo, Mi Soo;Jang, Hye Young
    • The Journal of Korean Academic Society of Nursing Education
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    • v.19 no.1
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    • pp.87-96
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    • 2013
  • Purpose: Competency-based curriculum has attracted many nursing institutions' attention, pursuing the enhancement of competency and the quality of education. The goal of this study was to not merely scrutinize the nomenclature of competency and competency model as a concept of pedagogy as well as nursing science, but also form a well understanding of development process for nursing competency-based curriculum and nursing competency modeling. Methods: A comprehensive review on related literatures was conducted in each section of 1) competency-based curriculum, 2) competency and competency model, and 3) contents of competency. Results: The nomenclature of competency including nursing competencies, competency modeling and competency-based curriculum were clarified and summarized. Through analyzing and reviewing former studies related to competency, desirable nursing competency modeling and nursing competency-based curriculum were proposed and described. Conclusion: Learner-centered curriculum should be established based on nursing education that emphasizes intellectual skills acquisition and the enhancement of future-oriented professionalism. Competency modeling should reflect the fact that teaching-learning strategies should focus on the integration of nursing theories and clinical practices. Nursing competency modeling is essential in order to develop a genuine competency-based curriculum while in-depth practical research should be followed so that nursing theories and clinical practices work together in a coordinated fashion.

Nursing Core Competencies Needed in the Fields of Nursing Practice for Graduates in Nursing (간호실무현장에서 요구하는 간호대학 졸업생들의 간호핵심역량)

  • Lee, Sun-Kyoung;Park, Sun Nam;Jeong, Seok Hee
    • Journal of Korean Academy of Nursing Administration
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    • v.18 no.4
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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.

An Analysis of Nursing Competency affecting on Job Satisfaction and Nursing Performance among Clinical Nurses (간호사의 간호역량이 직무만족과 간호업무성과에 미치는 영향)

  • Ha, Na-Sun;Choi, Jung
    • Journal of Korean Academy of Nursing Administration
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    • v.16 no.3
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    • pp.286-294
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    • 2010
  • Purpose: The purpose of this study was to identify the effects of nursing competency of nurses on job satisfaction and nursing performance. Method: Using a structured questionnaire, data were collected from 368 nurses. Descriptive statistics, t-test, ANOVA, Scheffe test and pearson correlation coefficient with SAS package were used for data analysis. Results: The total mean score for nursing competency was 2.65, with scores for subcategories as follows: ethical competency 2.74, personal competency 2.65, esthetical competency 2.64, and scientific competency 2.61. The mean score of total job satisfaction was 3.18 on a 5 point scale, and nursing performance was 2.97 on a 4 point scale. Total nursing competency and total subcategories of nursing competency perceived by nurses were positively related to job satisfaction and nursing performance. Conclusion: In conclusion, nursing competency of nurses influence job satisfaction and nursing performance. With these result, it is necessary to concentrate on improving nursing competency of nurses to increase job satisfaction and nursing performance.

Factors Influencing Disaster Nursing Competency of Nursing Students

  • Song, Eun Ju;Park, Sook Kyoung;Yang, Ya Ki
    • Journal of Korean Public Health Nursing
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    • v.33 no.3
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    • pp.420-432
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    • 2019
  • Purpose: This study examined the relationships among disaster nursing knowledge, disaster preparedness attitudes, and disaster nursing competency among nursing students by identifying the predictors of disaster nursing competency. Methods: The study participants were 306 nursing students in the nursing departments of 3 universities located in G City and J Province. The data was analyzed using descriptive statistics, t-test, analysis of variance, the Pearson correlation coefficient, and multiple regression analysis. Results: The participants' scores for disaster nursing knowledge, disaster preparedness attitudes, and disaster nursing competency were 5.41±1.68, 4.29±0.46, and 2.84±0.78, respectively. Disaster nursing knowledge, disaster preparedness attitudes, and disaster nursing competency exhibited positive correlations. The factors influencing disaster nursing competency among nursing students included disaster nursing knowledge, disaster preparedness attitudes, year level, disaster training experience, first-aid training experience, disaster area experience, medical service experience, and disaster severity awareness. These variables explained 17% of the variance in disaster nursing competency. Conclusion: Disaster nursing knowledge and disaster preparedness attitudes was positively related to disaster nursing competency. The findings of this study indicate that it is important to develop and apply education programs aimed at increasing disaster nursing knowledge and enhancing disaster preparedness attitudes among nursing students to improve nursing students' disaster nursing competency.

Analysis of RN-BSN Students' Clinical Nursing Competency (RN-BSN 과정 학생의 간호실무 수행능력 분석)

  • Son, Jung-Tae;Park, Myong-Hwa;Kim, Hye-Ryoung;Lee, Woo-Sook;Oh, Ka-Sil
    • Journal of Korean Academy of Nursing
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    • v.37 no.5
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    • pp.655-664
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    • 2007
  • Purpose: The purpose of this study was to investigate RN-BSN students' clinical nursing competency in order to establish baseline data for developing nursing competency based clinical education for RN-BSN students. Method: A survey of 1,453 RN-BSN students from 21 nursing schools was conducted using a self administered questionnaire. Result: The mean score of the clinical nursing competency was 2.93. The scores for competency were shown as 2.91 for nursing management, 2.94 for developing professionalism & legal implementation, 2.95 for critical thinking, 2.96 for teaching & leadership, and data collection, basic nursing care, and communication were above 3.00. The items perceived as insufficient competency were physical examination and observation & monitoring in data collection, cardiopulmonary resuscitation, psycho-social care, spiritual care, hospice in basic nursing care, application of knowledge and theory, formulating nursing diagnosis, nursing care planning in critical thinking, education material development, leadership, delegation in teaching and leadership, analysis of organization, planning, infection control, role & job description, evaluation of nursing activities in nursing management, quality improvement, and research in developing professionalism and legal implementation. Conclusion: This study will contribute to developing a nursing competency based on clinical education for RN-BSN students who have various education needs and clinical backgrounds.

Comparison of Reflection Hierarchy, Team Learning Climate, and Learning Organization Building on Nursing Competency in Clinical Nurses (간호역량 군집 유형에 따른 성찰 수준, 팀학습 분위기 및 학습조직 구축정도 비교)

  • Kim, Heeyoung;Jang, Keum Seong
    • Journal of Korean Academy of Nursing Administration
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    • v.19 no.2
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    • pp.282-291
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    • 2013
  • Purpose: The purpose of this study was to identify clusters of nursing competency, and investigate the influence of reflective thinking, team learning climate, and learning organization building according to nursing competency clusters. Methods: Participants were 244 clinical nurses who worked in 4 general hospitals in Gwangju Metropolitan City. Data were collected by self-report questionnaires during June and July, 2011. Nursing competency, levels of reflection hierarchy, team learning climate, and learning organization building were measured. Data were analyzed using frequencies, means, t-test, one-way ANOVA, Pearson correlation coefficients, and K-means cluster analysis with SPSS/WIN 20.0 version. Results: Nursing competency correlated positively with intensive reflection, reflection, team learning climate, and learning organization building (p<.001). There were three clusters of nursing competency in a clinical ladder, which were derived from cluster analysis, grouped as high, middle, and low competency. Intensive reflection, reflection, team learning climate, and learning organization building showed significant differences according to grouping of nursing competency. Conclusion: The results indicate that developing intensive reflection, reflection, team learning climate, and learning organization building would be useful strategies for enhancement of nursing competency.

Influence of Career Plateau on the Job Satisfaction and Nursing Competency of General Hospital Nurses (종합병원 간호사의 경력정체가 직무만족과 간호역량에 미치는 영향)

  • Kim, Shin Hee;Jeong, Nam Ok
    • Korean Journal of Occupational Health Nursing
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    • v.28 no.3
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    • pp.138-147
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    • 2019
  • Purpose: This study was conducted to examine the degree of career plateau in general hospital nurses, to examine the affects of career plateau on nurses' job satisfaction and nursing competency. Methods: The sample consisted of 234 general hospital nurses. Data were analyzed using t-test, ANOVA, Pearson's Correlation and Hierarchical Multiple Regression. Results: Nurses' career plateau was associated with their job satisfaction, nursing competency. A statistically significant difference in job satisfaction was career plateau, charge nurse or higher in position and resilience predicted 41% of variance in job satisfaction of general hospital nurses. A statistically significant difference in nursing competency was total clinical experience, career plateau, preceptorship experience, charge nurse or higher in position and resilience predicted 43% of variance in nursing competency of general hospital nurses. Conclusion: These results of this study as presented above show that general hospital nurses' career plateau is associated with their job satisfaction and nursing competency. Career plateau is the most important variable in nursing competency. Based on the findings, general hospital nurses' career plateau management is empirically verified as a useful and effective method to increase their job satisfaction and nursing competency.

University Nursing Students' Empathic Ability and Cultural Competency (일개 대학 간호학생들의 공감능력과 문화적 역량과의 관계)

  • Cho, Mi Kyoung;Shin, I Na;Lee, Yea JIn;Lee, Ji Hyo;Jang, Eun Hye;Jeong, Hye Rin;Cha, Kyung Min
    • Perspectives in Nursing Science
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    • v.12 no.2
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    • pp.106-114
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    • 2015
  • Purpose: This study aimed to identify the relationship between empathic ability and cultural competency in university nursing students. Methods: This correlational study involved 139 second- and third-year nursing students. They completed a 3-part questionnaire comprising items assessing general characteristics (9), empathic ability (30), and cultural competency (27). Results: The mean scores for empathy and cultural competency were 106.0 and 78.7, respectively. Empathy did not differ significantly by general characteristics. However, cultural competency significantly differed by foreign language skill. Additionally, a significant correlation was found between the nursing students' empathic ability and cultural competency. Conclusion: Nursing students' empathic ability and cultural competency need to be enhanced to ensure the provision of high-quality nursing services to foreign patients.

Factors Influencing Basic Nursing Skill Competency in Nursing Students (간호대학생의 기본간호수기 수행능력의 영향요인)

  • Park, Sun-Nam;Lee, Sun-Kyoung
    • Journal of Korean Academy of Fundamentals of Nursing
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    • v.15 no.1
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    • pp.6-13
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    • 2008
  • Purpose: This research was conducted to identify major factors that influence competency for nursing students in basic nursing skills. Method: Data were collected by questionnaires from 290 first year students in one college of nursing. The instrument tools included motivation for admission to nursing, concern about fundamentals of nursing, perceived importance of fundamentals of nursing, level of active participation in fundamentals of nursing, number of times to use open Lab, Lab class satisfaction, self-efficacy, self-evaluation and student attitude. Results: There was no significant correlation between competency in basic nursing skills and motivation for admission to nursing, concern about fundamentals of nursing, perceived importance of fundamentals of nursing, or number of times to use open Lab. Competency in basic nursing skill in these students showed a significantly positive correlation to Lab class satisfaction, self-efficacy, self-evaluation, student attitude and level of active participation in fundamentals of nursing. The major factors that influenced competency in basic nursing skills for nursing students were student attitude, self-efficacy and number of times to use open Lab. These factors explained 15.5% of the variance in competency. Conclusion: Basic nursing skill practice education programs should be developed to improve self-efficacy and active participation.

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Correlations between Motivation to Achieve, Clinical Competency and Satisfaction in Clinical Practice for Diploma and Baccalaureate Nursing Students* (간호대학생의 학제 간 성취동기, 임상수행능력 및 임상실습만족도의 관련성 비교 연구)

  • Sung, Mi-Hae
    • Journal of Korean Academy of Fundamentals of Nursing
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    • v.17 no.1
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    • pp.90-98
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    • 2010
  • Purpose: This study was done to compare the relationships between motivation to achieve, clinical competency, and satisfaction on clinical practice in diploma and baccalaureate nursing students. Method: A descriptive research design was used in this study. The participants were 181 nursing students in B city who were surveyed between June 2 and June 30, 2008 using self-report questionnaires. The collected data were analyzed using the SPSS WIN 14.0. Results: There were significant difference in clinical competency according to satisfaction with college life, and motivation for choice of nursing for baccalaureate students. There was a positive correlation between motivation to achieve and clinical competency. Motivation to achieve and satisfaction in clinical practice, and clinical competency and satisfaction were correlated with clinical practice for students in both diploma and baccalaureate programs. The predictors influencing clinical competency for the nursing students were motivation to achieve, and satisfaction in clinical practice, and education level. Three factors explained 26.8% of clinical competency for nursing students. Conclusion: It is necessary to enhance individual motivation to achieve to improve clinical competency of nursing students. Motivation to achieve needs to be considered in planning programs to enhance clinical competency in nursing students.