• Research in Community and Public Health Nursing
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• v.12 no.1
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• pp.175-186
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• 2001

To evaluate the effect of informational support by hospice team on family caregivers of terminally ill cancer patients. 22 family caregivers of D University Hospital in Daegu city were participated. The research was conducted from Aug. 16th to Oct. 28th 2000 by using self-reported questionnaires. The instruments used in this study were the Weinert's scale of perceived social support. Spielberger's state anxiety inventory. CES-D. and Ellison and Paloutzian's spiritual well-being scale. The intervention was designed to give educational and counselling program up to 7 times within 4 weeks. Educational and counselling booklets which made by the researcher were used step by step by hospice team, he data were analysed frequency. percentage. Wilcoxon Singed Ranks Test with SPSS Win l0.0/PC. The results obtained from this study were as follows; 1. The perceived social support of family caregivers was significantly increased after ready planned informational support was applied by hospice team(z=-3.045. p=0.002). 2. The anxiety of family caregivers was significantly reduced after ready planned informational support was applied by hospice team(z =-3:348. p=0.001). 3. The depression of family caregivers was significantly reduced after ready planned informational support was applied by hospice team(z=-3.641. p=0.000). 4. The spiritual well-being score of family caregivers was not significantly improved after ready planned informational support was applied by hospice team(z=-0.422. p=0.673). In conclusion. the results of this study clearly suggests that the informational support provided by hospice team not only increased the family caregivers' who are caring for terminally ill cancer patients. Therefor the informational support program designed by researcher for family caregivers who are caring for terminally ill cancer patients should be utilized and expended.

• The Journal of Korean Academic Society of Nursing Education
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• v.18 no.2
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• pp.239-247
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• 2012

Purpose: This study is to assess the level of student perceptions, academic achievement, satisfaction, and their relationships in a medical-surgical nursing course using team-based learning (TBL). Method: Four-hour TBL sessions were given in a structured three-phase sequence in a cohort of 261 second year nursing students. Results: Mean perceptions of TBL was $6.64{\pm}5.11$, and $8.30{\pm}4.11$ for perceptions of teamwork. On a 7-point scale, the mean satisfaction score was $4.85{\pm}1.41$, and 64.0% of nursing students were satisfied with TBL compared to lecture. Group readiness assurance test score was significantly higher than individual readiness assurance test score (t=-16.76, p<.001). Perceptions of TBL (F=1.40, p=.245), perceptions of team work (F=1.55, p=.202) and satisfaction (F=0.81, p=.489) was not different by the level of students' academic achievement on items related TBL. Conclusion: Results indicates that TBL was an effective instructional strategy including favorable perceptions and satisfaction for nursing students. TBL could be an adjunct educational strategy for undergraduate nursing education.

• International Journal of Advanced Culture Technology
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• v.9 no.1
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• pp.168-176
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• 2021

This study developed and evaluated a learning model to improve collaborative problem-solving skills for nursing students taking physiology courses. This one-group pretest-posttest design used the jigsaw cooperative learning method on 30 nursing students from one local university. We analyzed the effect of a cooperative problem- solving learning model using SPSS 21.0 to compare changes in the students' collaborative self-efficacy, problem-solving abilities, and team-member exchange. As a result, the participants showed significant increases in collaborative self-efficacy, problem-solving ability, and team-member exchange after experiencing cooperative problem- solving learning model. Therefore, we will help nursing students improve their communication skills by enhancing their collaborative self-efficacy and help them solve problems effectively in conflict situations.

• Journal of Korean Clinical Nursing Research
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• v.26 no.2
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• pp.198-206
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• 2020

Purpose: The rapid response team is a patient safety system that detects symptoms and signs of deteriorating inpatients and provides intervention and treatment. This study analyzed the factors influencing the activation time of the team. Methods: This is a descriptive correlation study that analyzed the electronic medical records of patients activated by the rapid response team. The collection period was from January 2014 to December 2017. We analyzed 278 pieces of data activated by the rapid response team for patients aged 16 years or older at C University S Hospital in Seoul. We employed the SPSS 23.0 program for data analysis. Results: The reasons for activation of the rapid response team were oxygen saturation of less than 90.0%, other causes, and change in consciousness. The most common diagnosis of activated patients was respiratory failure (32.4%). The average activation time was 153.43±286.05 min. The activation time was shortest during convulsions (13.29±7.32 min). For patients with a history of kidney disease (B=0.58, p=.008), in case of surgery (B=0.55, p<.001), if the first symptom is mediated by the physician (B=0.53, p=.007) the active time is often extended. On the other hand, activation time is reduced when consciousness changes (B=-0.51, p=.002), especially when oxygen saturation is below 90.0% (B=-0.64, p<.001). Conclusion: Based on the results of the study, it is expected that patients deteriorating in the general ward would be recognized early, which will help in the effective activation of the rapid response team.

• Journal of Korean Academy of Nursing Administration
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• v.18 no.4
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• pp.442-451
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• 2012

Purpose: The purpose of this study was to identify effects of action learning approaches on learning outcomes of students taking nursing management courses. Methods: The questionnaire surveys were completed between March 2011 and June 2012 by 109 undergraduate seniors in the nursing department of C University. Survey data were obtained 3 times: before, in and after the study of nursing management. The course consisted of lectures and clinical practices. Learning outcomes were measured through problem solving skills, team efficacy, and class satisfaction. Collected data were analyzed using repeated measures ANOVA with the SPSS 20.0 program Results: Scores for problem solving skills (F=13.67, p<.001) and team efficacy (F=4.49, p=.012) showed statistically significant increases after the course. The scores also increased significantly after the lectures for 5 of 9 problem solving skill subscales: analysis skill, divergent thinking, decision making, assessment, feedback, and after the clinical practices for 2 subscales: divergent thinking, and execution and risk taking. Class satisfaction score also increased after both the lectures and the clinical practices. Conclusion: The findings from this study suggest that an action learning approaches for nursing management courses would be a useful teaching and learning method to achieve learning outcomes.

• The Journal of Korean Academic Society of Nursing Education
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• v.20 no.4
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• pp.482-490
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• 2014

Purpose: This research compares self-leadership, team efficacy, problem solving processes and task satisfaction in response to teaching methods applied to nursing students, and determines whether variations exist. Method: This research experiments before and after the training of a nonequivalent group. The subjects were 36 learners of action learning methods and 39 learners of nursing course methods, and the research took place from October through December 2012. Results: Prior to the training, the general features and measurable variables of the two groups of subjects were similar, and self-leadership, team efficacy, problem solving process and task satisfaction in both groups were elevated compared to pre-training. In particular, in comparison with the nursing course, there was a notable difference in scores, the action learning method receiving high scores in the problem solving process (t=2.92, p=.005) and task satisfaction (t=2.54, p=.013) Conclusion: It is recommended that educators not only conduct the practice training course for teaching methods, but also incorporate action learning.

• Journal of The Korea Institute of Healthcare Architecture
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• v.1 no.1
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• pp.7-20
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• 1995

This study was proceeded as follows. Firstly, the plan type of the ward of korean hospitals does not correspond to team nursing method, but that contains this. So, therefore there are many problems that are inefficiency, unhumane nursing and so forth. To expel these, the method of team nursing in existing hospitals was checked out and compared to that of foreign hospitals. The new type of plan of ward was accentuated to be accepted in the process of designing for team nursing. Secondly, the concept of designing ward is progressing to the patient-centered philosophy. And so, the demands of inpatients and their lifestyle in ward are significant. Therefore, inpatients were interviewed and their answers were analized and their behavior was surveyed in bahavioral maps and analized. Their demands and lifestyle are accentuated to be accepted in the process of designing wards.

• Journal of Digital Convergence
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• v.15 no.10
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• pp.269-279
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• 2017

The purpose of this study was to analyze differences in learning ability, team satisfaction, and learning preference depending on teaming method and the key sub-variables involved in communication ability,, problem solving ability, self-directed learning ability changes before and after team-based learning, and then to apply a team-based learning method to nursing curriculum. From October to December, 2016, 96 first-year nursing students and 108 second-year nursing students of the K University in G city took TBL classes and their observation values before and after TBL classes was analysed with SPSS and Medcalc programs. The results of this study showed that team-based learning was effective in improving communication ability, problem solving ability, self-directed learning ability, and preference to team-based learning was high in teams composed of academic achievement. It is expected that team-based learning can be settled in the curriculum by emphasizing that students learn problem-solving and communication abilities through self-learning and team dynamics before the class, and that it also is a learning method that improves professionalism and individual development. More researches are needed to focus on various factors such as the methodological composition of team-based learning and the preferences of individual student characteristics and learning methods.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.18 no.3
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• pp.411-420
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• 2011

Purpose: The aim of this study was to exam differences in awareness and ethical attitudes associated with Do-Not- Resuscitate (DNR) among emergency department's team. Method: The participants in this study were 402 emergency department's team working in the 41 hospitals. The data was collected by using "awareness measuring tool" by Kang (2003) and "ethical attitudes measuring tool" by Ko (2004) from May 1 to September 15, 2009. Collected data were analyzed by descriptive statistics, t-test, Pearson correlation coefficient using SPSS WIN 14.0 program. Results: 74.4% of subjects was responded that they had never been educated about DNR, but 73.9% of subjects was responded that they had experienced DNR in the emergency room. The majority of subjects responded that the patients and their families should make a decision about the DNR. There was a difference in an appropriate time for explanation of DNR among emergency department's team. There was a difference in ethical attitudes associated with Do-Not- Resuscitate among emergency department's team. Conclusion: For a professional and systematic approach to the problem, DNR guideline sufficient to elicit a social consensus is needed.

• The Korean Nurse
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• v.6 no.6 s.32
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• pp.49-54
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• 1967