• The Journal of Korean Academic Society of Nursing Education
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• v.1 no.1
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• pp.5-16
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• 1995

Nurse educators are being encouraged to intergrated the role of faculty practice into the role expectations of the education institutes. Schools of nursing are faced with challenge of the faculty who wishes to adopt facilitating practical role. Also directors of nursing department in hospitals point out the lack of competences for nursing care of new graduated nurse. This survey study was conducted to clarify the factors that faculty who engages on practice in the clinical teaching are to facilitate or inhibit. In this study, 55 head nurses of university hospital and 30 professors of nursing school were assigned to complete the questionnaire. Results of this study are as follows : 1) Head nurse : The most actively participated nursing activities in student's clinical teaching are medication, injection, vital sign checking and bed making. The problems of clinical leaching are lack of direct care of Professors, overloaded work of head nurses, passive learning attitudes of nursing students and less priority about clinical teaching of academic administrator's perception. 2) Nursing professor Facilitators of faculty practices are negative perception about clinical practice of both nursing professor and academic administrator. Inhibitors of faculty practice are negligence of the clinical teaching, lack of the practicing capability and lack of administration system on practical education by head of the school. There, following strategies are suggested for facilitating faculty practice : 1. Faculty practice focused on clinical teaching must be emphasized for academic administration. 2. Nurse educators must keep continuing clinical practice in their specific area. 3. Collaboration between school of nursing and hospital promotes effectiveness of the clinical practice for nursing students.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.24 no.4
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• pp.277-285
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• 2017

Purpose: The purpose of this study was to identify occurrence of needle stick and sharp injuries(NSI) among students, level of faculty stress, and necessity of informed consent when students practice injection skills in fundamentals of nursing practice (FNP). Methods: Data were collected using self-reporting questionnaires and 74 faculty members who teach FNP responded it. Questionnaires included general characteristics, experiences of NSI, stress level, and informed consent. Data were analyzed using frequency, percent and paired t-test. Results: Of 74 faculty members, 51.4% experienced NSI 3~4 times or more during their FNP classes. Major procedures causing NSI during FNP were 'breaking the neck of ampules', 'disposing of used items', and 'inserting needles'. The stress level of faculty was higher and more than doubled when training with human beings compared to manikins. Most faculties (86.5%) agreed to the necessity of informed consent so that the safety of faculty and students could be protected and to provide enough information even though only 10.8% of faculty in this study got informed consent. Conclusion: Because there is high risk in every procedure of NSI, faculty has a high level of stress during injection practice in FNS. Therefore, it is necessary to develop a standard NSI precaution program for junior nursing students and discuss informed consent.

• Journal of Korean Academy of Nursing
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• v.46 no.4
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• pp.501-513
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• 2016

Purpose: The current challenges faced by nurses in providing high quality and evidence-based practice (EBP) supported care require profound changes in nursing education. To understand the changes needed to strengthen EBP education, the researchers examined EBP self-efficacy, course needs, barriers, and facilitators for academic faculty and clinical nurse preceptors to teach EBP in undergraduate nursing curricula. Methods: For this study, mixed-method approach was used with survey data collected from 73 academic faculty members from 54 universities. Further, 17 clinical nurse preceptors in three academic hospitals provided qualitative data for exploration of barriers and facilitators to teaching EBP. Data analysis used SPSS/WIN 21.0 and content analysis. Results: Quantitative data showed that although the overall level of self-efficacy among faculty was moderate, the implementation levels were relatively low. Most faculty members agreed with the need to integrate EBP courses into undergraduate nursing curricula. The qualitative data showed that the barriers to teaching EBP were lack of knowledge, skill, and initial investment for teaching EBP; hierarchical, rules-oriented nursing culture; potential learner overloads in processing EBP; limited research dissemination and application. Facilitators were identified as the importance of EBP to the profession of nursing; collaboration in schools and hospitals; and continuing education in teaching/utilizing EBP. Conclusion: The findings indicate that for successful integration of EBP ni nursing education there is a need for faculty training and integrated EBP courses.

• Asian Pacific Journal of Cancer Prevention
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• v.13 no.9
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• pp.4459-4464
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• 2012

Background: Breast cancer is one of the leading causes of death among cancer patients in Saudi Arabia. It is known that nurses play a key role in promoting breast cancer awareness among women in any society. Nurses in primary health care centres (PHCC) have more direct contact with general population. This study aimed to investigate nurse knowledge of breast cancer and practice of early screening in PHCC in Jeddah city. Methods: A cross-sectional study was conducted using a self-administered questionnaire to assess the general knowledge of breast cancer, risk factors, and practice of 210 PHCC nurses. Data were analysed using SPSS v.16. Results: The mean age of the PHCC Nurses was 36.9 (SD ${\pm}8.6$). Only 11% percent scored <50% of the total score for general epidemiological knowledge on breast cancer, about 35% scored <50% of the total score for breast cancer risk factors. Sixty seven percent scored >75% of the total score on breast cancer signs. Majority of nurses 62.8% practiced BSE, but only 4% practiced regularly every month. Some 28% practiced once per year. About 81% of the nurses had not had a clinical breast examination and only 14% had had a mammography. The results of the study failed to show any correlation between the knowledge scores with age, education, year of experience, family history of BC and marital status of the nurses. Conclusion:The results from the study reflect that there is a need to provide continuing nursing education programmes for PHCC nurses to improve their breast cancer knowledge and practice.

• Child Health Nursing Research
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• v.27 no.4
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• pp.339-353
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• 2021

Purpose: This study was conducted to investigate the educational needs for practicing neonatal intensive care among Korean nursing students. Methods: An explorative, sequential, mixed-methods design was used. Qualitative content analysis was conducted of in-depth interviews of six nursing students, five clinical practice faculty members, and five nurses in the neonatal intensive care unit. The results of a survey of 174 nursing students were analyzed quantitatively. Results: Nursing students, clinical practice faculty members, and nurses wanted opportunities for direct nursing practice and education in school during neonatal intensive care practice. In terms of specific educational content, nursing students expressed the highest observation-related educational needs for communication with medical team members, and they expressed the highest practice-related educational needs for operating medical equipment used for neonatal intensive care. The nursing students' needs with regard to the method of practice education were highest for orientation from the head nurses. Conclusion: Communication and operating medical equipment were found to be areas with high educational needs for practicing neonatal intensive care among Korean nursing students. Further research is needed to develop an educational framework and setting for practicing neonatal intensive care that would meet their needs.

• Journal of the Korea Convergence Society
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• v.11 no.8
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• pp.391-400
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• 2020

This study was done to compare the effects of learner-led and faculty-led fundamental nursing practice on skill performance, self-directed learning, problem-solving competency, and satisfaction. The learner-led practice was consisted of pre-class open lab and peer supervision. The faculty-led practice was consisted of faculty supervision for a student individually without pre-class open lab. The study was a pre-posttest, non-synchronized, quasi-experimental design between two groups. Data from 134 nursing students in either faculty-led (n=54) or learner-led fundamental nursing practice group (n=80) was collected using a checklist and self-reported questionnaire. Nursing skill performance score and class satisfaction of the learner-led group were significantly higher than those of the faculty-led group. This study showed that learner-led fundamental nursing practice consisting of pre-class open lab and peer supervision was an efficient practice method to improve students' skill performance and satisfaction maintaining their self-directed learning ability and problem-solving competency.

• Child Health Nursing Research
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• v.12 no.1
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• pp.5-14
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• 2006

Purpose: The purpose of study was to describe and evaluate the educational status regarding clinical practicum for child health nursing to facilitate student's clinical compliance for the bachelor's degree in Korea. Methods: The study was a descriptive study and included data from 40 institutions among the 53 university nursing programs in Korea(75.5% response rate). Data were collected using mailed semi structured questionnaires and content analysis was done. Results: Findings show that most institutions have common learning objectives for the clinical practicum; neonatal care, high risk infant care, hospitalized child care, and advanced nursing practice. The mode for theoretical credits in child health nursing was 5 to 6 and 3 to 4 credits for clinical practice. The practice settings were prepared to provide diverse experiences, including childcare centers, and community centers with various learning activities. Evaluation for learning outcomes included faculty and instructors. It was pointed out that updating evaluation based on student and faculty feedback is important for a comprehensive practicum evaluation. Conclusions: Findings suggest that there is a -need for a generalized curriculum for clinical practicum and for the expanding role of advanced nursing practice-, a need for diverse clinical settings for practice, and effective guidance and learning activities. It is significantly noted that the attitude and teaching methodologies of clinical instructor's are highly important to effective clinical learning outcomes.

• Women's Health Nursing
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• v.12 no.1
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• pp.12-21
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• 2006

Purpose: This study was performed to provide data for improvement in clinical practice education through analyzing the status of clinical practice education in maternity nursing in four year course nursing schools in Korea. Method: Analyzed subjects were 43 schools out of 53 four year course nursing schools in Korea. Result: Credits in theory and clinical practice are on the decline. The relationship between goals and areas of clinical practice was not sufficient. The department was not efficient in meeting the demands between theory and practice. The number of students in a group according to clinical areas were thoughtfully assigned, and clinical practice was performed based on real situations. Instructors for clinical practice used practice lecturers, part-time lecturers, preceptors, and assistant instructors including faculty. Methods of practice education and evaluation were varied. Conclusion: A suitable philosophy and goals of clinical practice education maternity nursing should be established at this point in time. Furthermore, a study should be performed to analyze the relationship between goals and contents of clinical practice for maternity nursing. In addition, a standardized tool should be developed to evaluate clinical practice.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.12 no.1
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• pp.121-130
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• 2005

Purpose: This study was done to determine the rate for handwashing by intensive care unit nurses according to the content of nursing tasks, to investigate the relationship between hand washing practice evaluated by nurses themselves and their actual practice observed, and finality to provide basic materials for strategy for hand washing education. Method: Data were collected by observing 27 nurses working in intensive care units of a hospital in Uijeongbu, Gyeonggi-do and by using observation and a structured self-assessment tool. Collected data were analyzed with SPSS and SAS. Results: The handwashing rate for the nurses was 4.3%. The handwashing rate was high in proportion to the risk of cross infection. In addition, the handwashing rate was highest in nurses working in the neurosurgery intensive care unit. The average score for self-assessment of handwashing was $49.42{\pm}3.78$ points and it was higher than their actual practice of handwashing. Conclusion: In order to improve handwashing by nurses, it is necessary to educate them on the importance of handwashing. In addition, there should be strategies for standardizing knowledge and attitudes to handwashing and inducing nurse:3 to practice hand washing in compliance with the policies and working conditions of the institution.

• The Korean Nurse
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• v.32 no.5
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• pp.93-105
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• 1994

Nursing is indeed a practice discipline with experiential learning in clinical practice areas comprising an overwhelming portion of a Nursing Student's education. The statement is used to provide a basis for discussion of some issues involved in relation to clinical nursing education. However the lack of substantial research in the area of clinical nursing education would suggest that this 'heart' of the nursing student's professional education has olng been ignored. The purpose of this study is to critically review and analysis then suggest effective approaches of clinical nursing education. First. the curriculum can be developed by faculty consistently. Curriculum design begins with the writing of philosophy and the selection of objectives for the program. The philosophy must include a statement of beliefs and intrinc values about human being. nursing and teaching learning process. Second. faculty practice can be narrowed practice-theory gaps. Third. clinical teaching strategies can be used many different methods in order to facilitate development of clinical judgement and decision making. Fourth, clinical teacher's rols can influence student's learning attitude and intrinsic value; relating to students as mature individuals; creating an atomosphere where in the student felt comfortable approaching the instructor; providing support crisis situations. Fifth. clinical nursing evaluation can be developed the integrated models.