• Neonatal Medicine
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• v.18 no.2
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• pp.345-352
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• 2011

Purpose: Nursing quality influences patient' outcomes in the neonatal intensive care unit (NICU). We compared differences in adverse events (AEs) by differences in the level of nursing experience at the NICU, developed guidelines to prevent AE, and then investigated the change in AE. Methods: AEs related to nursing were investigated from January 1, 2009 to December 31 2009 at the NICU of the newly established A hospital and B hospital that has been operating for 14 years. We also assessed the level of nursing experience. Guidelines to prevent nursing-related AEs were prepared at A hospital, and the change in the incidence of AE was investigated after 1 year. Results: Twenty nurses (80%) had <2 years experience at A hospital, whereas 13 nurses (65%) had 2 years or longer but less than 4 years experience at B hospital (P<0.001). The number of incidences of AE that occurred in 2009 in A hospital was higher (46) than that at B hospital (10). Intravenous (IV) injection-related incidents had the highest share in both hospitals: 24 incidents (52.2%) at hospital A and eight incidents (80%) at hospital B. After the guidelines were instituted in 2009, the number of nursing AEs decreased to 17, of which the number of IV incidents was the highest (6, 35%), athough its share decreased. Conclusion: Supervision and prevention guidelines should be in place to reduce nursing AEs, which would improve the quality of NICU service.

• The Journal of Korean Academic Society of Nursing Education
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• v.26 no.4
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• pp.412-422
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• 2020

Purpose: This study is aimed at preparing basic data to increase professionalism in nursing and effective counter-strategies against future infectious diseases. For that purpose, this study investigated the experiences of nurses in a general hospital with an 800-bed size, temporarily closed after a confirmed case of COVID-19. Methods: This study was a qualitative study using individual in-depth interviews, and data were collected from 10 nurses in a university hospital temporarily closed from May 1 to June 13, 2020. Results: As a result of this study, the subjects were classified into 'COVID-19 and nursing', 'nursing work and vocation' and 'life changed with COVID-19'. Conclusion: In conclusion, there is a need for education that nurtures the ability of nurses to screen patients with infectious diseases well and to skillfully wear and remove protective clothing. In addition, in order to cultivate the expertise of nurses and respond efficiently to infectious diseases, a separate compensation, such as a risk allowance, is required along with the establishment of an infrastructure that fully supports personnel and supplies. A mental health program to relieve stress is also required.

• 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 Fundamentals of Nursing
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• v.22 no.1
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• pp.35-48
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• 2015

Purpose: The purpose of this study was to provide fundamental data to develop an educational program for the development of nurses' core competences, and to improve the curriculum in nursing education institutions. Methods: This study, based on a descriptive survey, was conducted with 1,019 nurses working in a tertiary hospital in Seoul. Among 47 core nursing practice items, core nursing practices as perceived by the participants and relevant educational requirements were measured on a four-point scale. The collected data were analyzed using descriptive statistics for the mean and standard deviation, one way ANOVA, and Duncan test as post-hoc test. Results: Regarding the core nursing practice perceived as by the nurses, there were statistically significant differences in 43 out of 47 items according to nursing unit, and in 15 items according to clinical career. Regarding the educational requirements for core nursing practice, there were also statistically significant difference for the same items as perception differences according to nursing unit and clinical career. Conclusion: The results of this study suggest further study on the development of educational programs to advance the clinical expertise of nurses and for the development of curriculum reflecting the actual conditions and requirements in clinical nursing practice fields.

• Journal of Home Health Care Nursing
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• v.14 no.2
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• pp.65-75
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• 2007

Purpose: This study was conducted to provide fundamental information for policy integration of the home health care system. Methods: Focused review was performed from 8 studies out of 48 literature related to home care needs. Results: Females utilized home care based on hospital and public health centers at a higher rate than males. While there had been more rate of the elderly above 60 year-old at hospital and community based home care, on the other hand below 45 year-old at public health center. The most common disease amongst users in all three types was cerebrovascular disease, the second was cancer based at hospitals, hypertension and arthritis at public health centers. There were more needs for those using artificial respiratory equipment, cancer patients, and puerpera. However, the needs for hospital and community based home care were very similar. Conclusions: Due to similar disease characteristics but varied severity at the three home care based settings, they should be managed with flexibility. Home care curriculum should be developed according to common disease type, and home care services should be strengthened for its expertise.

• Women's Health Nursing
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• v.27 no.4
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• pp.388-404
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• 2021

Purpose: The purpose of this study was to examine the effects of team-based learning (TBL) on nursing students' communication ability, problem-solving ability, self-directed learning, and nursing knowledge related to high-risk pregnancy nursing. Methods: This quasi-experimental study used a nonequivalent control group pretest-posttest design. The participants were 91 nursing students allocated to an experimental group (n=45) and a control group (n=46). The experimental group received TBL lectures three times over the course of 3 weeks (100 minutes weekly) and the control group received instructor-centered lectures three times over the course of 3 weeks (100 minutes weekly). Data were collected by questionnaires from September to November, 2019. Data were analyzed using the chi-square test, paired t-test, and independent t-test. Results: After the intervention, the mean scores of problem-solving ability (t=-2.59, p=.011), self-directed learning (t=4.30, p<.001), and nursing knowledge (t=3.18, p=.002) were significantly higher in the experimental group than in the control group. No significant difference in communication ability was found between the experimental and control group (t=1.38, p=.171) Conclusion: The TBL program was effective for improving nursing students' problem-solving ability, self-directed learning, and nursing knowledge. Thus, TBL can be considered an effective teaching and learning method that can improve the learning outcomes of high-risk pregnancy nursing in women's health nursing classes. The findings suggest that TBL will be helpful for future nursing students to develop the nursing expertise necessary for providing nursing care to high-risk pregnant women.

• Journal of Korean Academy of Nursing
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• v.31 no.3
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• pp.492-505
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• 2001

Purpose: This study aims to find the sources of nurses' conflicts and to find ways to eliminate them for improved nursing care. Method: This study is based on a phenomenological approach. All participants were woking at K-hospital, located in Seoul. The research was performed from September 2000 to February 2001. Data was collected through interviews and observations while participants were working. Interviews lasted a duration of one and half hours and data collection accured five to six times per participant. The data were analysed by Giorgi method and the results are as follows: Result: Essential themes in the professional conflict of clinical nurses emerged (1) The discords of human relationships ; (2) Dissatisfaction with working conditions ; (3) Lack of self-respect in one's professional expertise ; (4) Dissatisfaction with one's work ; (5) Depression accurring due to one's ability as a professional. Conclusion: The foregoing arguments suggest that nurses perform stressful environments in a hospital originating from the relationship among peer group, working conditions, and lack of self-respect as a nurses. Therefore, hospital authorities should strangly consider working conditions, interpersonal relationships, and working conditions in order to promote self-respect of the nurses hospitals.

• Korean Journal of Occupational Health Nursing
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• v.29 no.2
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• pp.140-149
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• 2020

Purpose: This study analyzed the effects of a health policy capacity development education program as a publicprivate partnership (PPP) model in official development assistance (ODA) for health policy administrators. Methods: Between October 2015 and September 2017, 41 participants from underdeveloped countries completed the three-week education program at K university, following the official selection process of the Korea International Cooperation Agency (KOICA) and each country's embassy. Results: The effects of the health policy capacity development education program differed significantly according to participants' age (p=.043), country region (p=.045), and academic or professional degree (p=.007). Academic or professional degree significantly predicted the effects of the program (β=.41, p=.007), explaining 21.7% of the variance in the regression model. Conclusion: The current selection process for ODA program participants considers recommendations from each country's embassy to determine eligible candidates. The hosting institution's opinions or suggestions regarding participants' professional expertise or work experience, country region, or demographic characteristics should also be considered in the participant selection process.

• Research in Community and Public Health Nursing
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• v.28 no.2
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• pp.182-195
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• 2017

Purpose: This study explores school nurses' emergency care experiences and their needs for systemic institutional support. Methods: Data were collected in 2016 from the interviews with five focus groups comprising thirty school nurses. Qualitative content analysis was then performed using the collected data. Results: The study found that school nurses were vulnerable to over-reaction in uncertain situations as the school's sole health service provider. The study's findings are divided into ten categories. 1) Major obstacles to overcome as the sole health service provider, 2) Assessing an uncertain situation and making appropriate decisions, 3) Providing limited first aid while maintaining control over the situation, 4) Referring or transferring a student to a hospital that creates tensions and raises cost, 5) Becoming an advocate for information disclosure and treatment, 6) Ensuring follow-up actions and proper transfer of responsibility, 7) Making preparations for future emergency, 8) Responding to conflicts arising from over-reaction as a safeguard and professional expertise, 9) Need for the development of standardized manual for school emergency care, 10) Need for practical case-based training. Conclusion: The findings of this study should contribute to the development of the programs aimed at improving school emergency care and the professional competence of school nurse.

• Research in Community and Public Health Nursing
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• v.33 no.4
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• pp.432-445
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• 2022

Purpose: The purpose of this study was to identify the relationship of the school organizational climate with perceived discrimination and the workplace violence among school health teachers. Methods: The research design was a cross-sectional study. The subjects of the study were 350 school health teachers with more than one year of teaching experience. Data were collected online using a questionnaire. Research variables are general characteristics, organizational climate, perceived discrimination, and workplace violence. The relationship between organizational climate and perceived discrimination and the relationship between organizational climate and workplace violence were analyzed using regression analysis. Results: The score for organizational climate of health teachers was 3.10 out of 5 points, the score for perceived discrimination was 2.85 out of 5 points, and the experience rate of workplace violence was 16.9%. School organizational climate was related to both workplace violence and perceived discrimination. The subcomponents of organizational climate affecting perceived discrimination of health teachers were interrelationship and the level of compensation. The subcomponents of organizational climate affecting workplace violence of health teachers were interrelationship and autonomy. Conclusion: The improvement of the school's organizational climate can reduce the level of workplace violence and discrimination against health teachers. It is important to establish an appropriate evaluation system for health teachers and to recognize the role and expertise of health teachers. In addition, it is necessary for school administraters to actively support health teahcers and to create an organizational climate where they can be friendly and communicative.