• Journal of Korean Academy of Nursing
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• v.47 no.5
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• pp.589-599
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• 2017

Purpose: The purpose of this study was to develop a scale to assess the transition shock experienced by newly graduated nurses, and test the validity and reliability of the scale. Methods: The initial items were identified through a review of literature and in-depth interviews with nine newly graduated nurses. Content validation of the items was evaluated by five nurse professors and three nurses. Participants were 269 newly graduated nurses who worked at six acute care hospitals in Busan, Ulsan, and Yangsan, South Korea. Data were analyzed using item analysis, exploratory and confirmatory factor analysis, criterion related validity, and internal consistency. Results: The final scale consisted of 18 items and six factors (conflict between theory and practice, overwhelming workload, loss of social support, shrinking relationship with co-workers, confusion in professional nursing values, and incongruity in work and personal life), which explained 71.3% of the total variance. The six subscale model was validated by confirmatory factor analysis. Cronbach's alpha for the total items was. 89. Convergent validity was evaluated by analyzing total correlation with burnout (r=.71, p<.001) and turnover intention (t=5.84, p<.001). Conclusion: This scale can be used in the development of nursing interventions to reduce the transition shock experienced by newly graduated nurses.

• 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.

• Journal of East-West Nursing Research
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• v.27 no.1
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• pp.78-86
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• 2021

Purpose: The purpose of this study was to understand the correlations between transitional shock, incivility and nursing professionalism among nursing students. Methods: A total of 143 nursing students completed transitional shock, incivility and nursing professionalism, using structured questionnaires. The collected data were analyzed using the t-test, ANOVA, Pearson's correlation coefficient, and multiple regression analysis. Results: The results showed that nursing professionalism was significantly correlated with gender (β=.20, p=.001), major satisfaction (β=.44, p=.007), clinical practice satisfaction (β=.45, p<.001), transitional shock (β=-.20, p=.012), and incivility experienced (β=-.18, p=.021) among nursing students. Conclusion: It is necessary to develop a plan for reducing individual satisfaction with clinical practice and the transitional shock of nursing students. It ultimately may increase nursing students' nursing professionalism. In addition, a strategy is needed to reduce incivility among nursing students by creating positive educational environment in clinical practice through cooperation between schools and training institutions, and to strengthen desirable nursing professionalism.

• The Korean Society of Law and Medicine
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• v.25 no.1
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• pp.117-148
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• 2024

This study attempted to examine the ambiguity of work from the legal, social perspective, and actual performance differences in domestic nursing work compared to foreign countries. We compared the historical background of nurses' expanded work through overseas situations, compare and analyze the legal basis for nurses' qualifications and work in each country, and what changes they have undergone to clarify their work. Through this, we would like to consider the current status of the absence of a legal basis for professional work of domestic nurses and seek a direction for the development of domestic medical care. This study applied the case study method as one of the comparative institutional research methods. Among OECD countries, developed countries such as the United States, Australia, and Japan were selected and compared among developed countries that are solving medical gaps using nurses. In the United States, Australia, Japan, and Korea, nurses' professional work has been created by changes in the medical environment due to an aging society, chronic diseases, and lack of doctors. We looked at the start of their professional work, the establishment of legal grounds, the timing of qualification recognition, the development of the credential system and scope of work. Foreign countries have legal grounds for their roles and tasks, but domestic countries are before legislation. The country still has not narrowed the gap between the position of the legislative and judicial branches and actual work, and the current status of the domestic healthcare system has been measured through overseas development cases.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.9
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• pp.234-242
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• 2018

This descriptive study aims to examine the factors that influence nursing students' adaptation to clinical practice. Data was collected from 180 nursing students between April 26 and May 4, 2018. A self-reporting questionnaire was employed, which comprised of 17 questions regarding transition shock, 24 questions about social support, two questions regarding the levels of preparedness for clinical practice, and 14 questions about the degree of adaptation to clinical practice. Collected data was analyzed using t-test, one-way analysis of variance, and stepwise multiple regression, as well as by calculating the Pearson correlation coefficient. Subjects' degree of adaptation to clinical practice had a negative correlation with their transition shock. The degree of adaptation had a positive correlation with the levels of preparedness for clinical practice (r = 0.35) and the sub-variables of social support in the domains of friends (r = 0.24), parents (r = 0.32), and professors (r = 0.38). The smaller the transition shock (B = -0.409) and the greater the levels of preparedness (B = 0.766), professorial support (B = 0.228), and parental support (B = 0.163), the higher the degree of adaptation to clinical practice. Transition shock had the greatest influence on the degree of adaptation to clinical practice felt by subjects, followed by their level of preparedness for clinical practice and professorial support. Hence, to increase the degree of adaptation to clinical practice, not only should individual nursing students be better prepared to conduct clinical practice and professors provide greater support, but also there needs to be measures implemented to reduce transition shock.

• Journal of Korean Academy of Nursing Administration
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• v.17 no.2
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• pp.168-179
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• 2011

Purpose: The purpose of this study was to identify level of recognition of the importance, satisfaction and contribution of APNs' role by physicians, nurses, and advanced practice nurses. Method: Perceived importance and satisfaction were measured with a 23-item questionnaire on APN role with 5 subcategories. APNs' contribution was investigated using a 13-item outcome questionnaire developed by the researchers. Between August 15 and October 31, 2009, the researchers collected data from 68 physicians, 265 nurses, and 23 APNs all working in a single tertiary hospital. Data were analyzed using descriptive statistics, Kruskal-Wallis Test with Bonferroni's Correction and scatter plot. Result: The importance (3.24~3.39, 4 point scale), satisfaction (3.02~3.13, 4 point scale), and contribution of APNs' role (3.39~4.12, 5 point scale) were well recognized by the health care professionals. All the three health care professional groups rated APNs' contribution high in medical service management, continuity of care, patient accessibility, improvement in patient satisfaction, and patient and family education. 'Importance-Satisfaction Analysis' showed that patient data management by APNs needed greater effort. Conclusions: The findings show that the importance, satisfaction, contribution of APNs' role are recognized, and indicate a need for further development of APNs' role through efforts to overcome the gaps identified through this research.

• School Mathematics
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• v.7 no.3
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• pp.287-301
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• 2005

The current knowledge-based society constantly requires teachers to enhance the level of their professional development, which underscores the importance of pre- and in-service teacher training for content do-mains. Most of previous studies designed to investigate the in-service teacher training have been quantitatively conducted with the use of survey analysis and not many efforts have been made to identify any possible weaknesses of teacher training for mathematics education. The present investigation, made to fill the gaps, attempted to describe and interpret teacher training programs for mathematics education using in-depth in-terviews, a form of qualitative research approach. Together with the finding that the degree of classroom teachers' approval for their training was not high for various reasons, the study proposes ways to improve teacher training programs for mathematics education so as to change mathematics classrooms for the better.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.15 no.4
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• pp.438-448
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• 2008

Purpose: The purpose of this study was to identify nursing activities and to analyze patient outcomes related to indwelling urinary catheterization. Method: A review was done of 628 medical records from five units for patients admitted between January 1 and June 30, 2006. Twelve nurses who worked in the same units were interviewed. Results: In the interviews, nurses reported considering several non-invasive interventions prior to catheterization but there were no medical records of this activity. Results from the in-depth interviews showed that infection control activities such as urinary bag management were conducted but again there were no medical records. Seventy-five percent of the catheters were removed without prescription. In the medical records there were no notes for approximately 15%, on the time of first voiding and 80%, on volume of first voiding after removal of catheter. There was a significant difference in hospitalization days between the group catheterized for 5 days or less and the group catheterized for 6 days or more. Conclusion: Results indicate a need to close the gap between recorded and described activities and between current and best evidence based practice. Further study is needed to develop a standard recording system and guidelines related indwelling catheterization to decrease the gaps identified in this research.

• Journal of Hospice and Palliative Care
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• v.25 no.2
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• pp.55-65
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• 2022

Caring for patients with cancer is highly stimulating and rewarding, attracting health professionals to the field who enjoy the challenge of managing a complex illness. Health professionals often form close bonds with their patients as they confront ongoing disease or treatment impacts, which may be associated with multiple losses involving function and/or eventual loss of life. Ongoing exposure to patient loss, along with a challenging work setting, may pose significant stress and impact health professionals' well-being. The prevalence rates of burnout and compassion fatigue (CF) are significant, yet health professionals have little knowledge on these topics. A 6-week continuing education program consisting of weekly small-group video-conferencing sessions, case-based learning, and an online community of practice was delivered to health care providers providing oncology care. Program content included personal, organization and team-related risk and protective factors associated with CF, grief models, and strategies to mitigate against CF. Content analysis was completed as part of the program evaluation. In total, 189 participants (93% nurses) completed the program, which was associated with significant improvements in confidence and knowledge of CF and strategies to support self and team resilience. Qualitative themes and vignettes from experiences with the program are presented. Key themes included knowledge gaps, a lack of support related to CF and strategies to support resilience, organization-and team-based factors that can inhibit expression about the impacts of clinical work, the health professional as a "person" in caregiving, and the role of personal variables, self-skill practices, and recommendations for education and support for self and teams.

• Journal of dental hygiene science
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• v.10 no.5
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• pp.403-409
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• 2010

The purpose of this study was to examine the teaching efficiency of clinical training for dental hygiene students in Gyeonggi Province. The subjects in this study were 371 dental hygiene juniors in seven different colleges in Gyeonggi Province, on whom a self-administered survey was conducted. The collected data were analyzed with a SPSS WIN 12.0 program, and the findings of the study were as follows: 1. The teaching efficiency of clinical training that the dental hygiene students undergone was on the average. As for evaluation of the factors of teaching efficiency, they gave the highest marks to the role model factor(3.40). 2. The size of the institutions where they received clinical training made no statistically significant differences to the teaching efficiency of their clinical training. The university hospitals ranked first in professional knowledge, one of the sub-directory of teaching efficiency, and the gap between them and the others was statistically significant(p=.005). 3. Concerning links between satisfaction level with the major and view of teaching efficiency, stronger satisfaction with the major led to better perception of teaching efficiency(p=.001). Among the subdirectory of teaching efficiency, that made statistically significant differences to view of interpersonal skills, performance as a supporter, fair evaluation, academic organization skills(p=.005), encouragement and support, teaching methods, professional academic knowledge(p=.001), communicative competency, performance as a role model and cooperation with the staff of dental clinics(p=.000). 4. There were no statistically significant gaps in teaching efficiency according to teaching styles. Among the sub-directory of teaching efficiency, statistically significant differences were found only in encouragement and support(p=.005). The above-mentioned findings suggest that the teaching efficacy of the clinical training was approximately on the average, and that a better satisfaction with the major led to a higher teaching efficacy. Therefore a wide variety of teaching methods and systematic training programs should be developed to boost the quality of clinical training to improve its teaching efficacy.