• Nutritional Sciences
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• v.1 no.1
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• pp.34-41
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• 1998

This study examined the proper roles of dietitian and nurse-teacher in the weight control program (WCP) in schools and the effect of the WCP on subjects with respect to anthropometric measurements, nutrition knowledge, dietary attiude, and behavior changes. The program consisted of six sessions of nutrition education and frequent face-to-face nutrition counseling. Subjects were 22 obese children in the 4th and 5th grade who underwent counseling and 18 obese children in another school who served as a control group. After two months of WCP, obesity index such as .elative body weight (RBW, from 135.7 to 132.5), tricep skinfold thickness (TSFT, from 34.9 to 32.8 mm), and body fat content (from 32.0 to 29.8%) had decreased significantly in the experimental group, while the control group showed no significant differences in these indices. The reductions in obesity indices were maintained in the experimental group except for fat content (32.6%), which returned to its original value within six months. The control group significantly increased fat content in the same period (from 31.2% to 36.2%). Both groups decreased RBW, TSFT, and fat content while midarm circumference and waist/hip ratio remained the same after one year. Subjects' nutrition knowledge was improved with average test scores from 15.1 to 16.7 while nutrition attitude and behavior test scores remained unchanged suggesting that behavior modification may require more time than knowledge acquirement. These results suggest that proper nutrition counseling can initiate weight reduction. However, the maintenance of controlled weight requires changes in attitude and behavior which have not been achieved by the present WCP. The role of school dietitian for WCP in this study was limited to assisting the nurse-teacher in nutrition education. Expansion of dietitian's role in nutrition education and counseling is needed.

• Child Health Nursing Research
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• v.8 no.3
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• pp.344-356
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• 2002

This study was conducted to analyse the current clinical education of pediatric nursing in baccalaurate nursing program, then to give basic data for enhancing the quality of future clinical education of pediatric nursing. Data were collected through self-reported questionnaire by mail from December 2001 to February 2002. The subjects were 29 schools of 50 baccalaurate nursing education programs. The data were analysed by double raters, researcher and assistant researcher. The results were summarized as follows: 1. Twenty-eight schools had the objectives of the clinical education of pediatric nursing, and 28 schools in pediatric ward, 23 schools in nursery, 22 schools in neonatal intensive care unit(NICU), 15 schools in objectives related to profession by clinical site. 2. Credits on clinical education of pediatric nursing were most 15 schools of 3 credits. 3. The clinical sites were mainly the hospital that sick children were admitted in. 4. The clinical teacher were 9 types including pediatric professor and field nurse. 5. On teacher's role, the professor instructed the case study and conference, and field nurse instructed the patient assignment and nursing procedures. 6. All of schools used explanation and conference as a method of clinical education, 1 or 2 schools used PBL or role play or field study. 7. On clinical education content, most of school included Apgar scoring system, physical examination in newborn assessment, respira- tion maintenance, temperature maintenance, infection prevention, nutrition, and bath in newborn care. 8. On clinical education content, most of school included care of incubator, phototheraty, infusion, gavage feeding and how to use the instruments in NICU. Eighteen schools included attachment promotion, and 20 schools case study. 9. On clinical education content, most of school included a checklist of nursing procedures, case study, assessment of growth and development in pediatric ward and other sites. 10.There were various evaluation types in scores, measuring items. In conclusion, the results of this study revealed that there were some discrepancy in the objectives and contents, clinical sites on hospital focused, teacher's role, and diversity of measurement items and ratings in clinical education of pediatric nursing. There is a need for a standardization of content, clinical site, and evaluation tool to improve a quality of clinical education of pediatric nursing based on this study.

• Journal of Korean Clinical Nursing Research
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• v.25 no.3
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• pp.237-250
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• 2019

Purpose: The aim of this study was to investigate the satisfaction of newly graduated nurses with educational programs and their experiences in role transition. Methods: Data were collected from November 1 to December 15, 2018 and 483 new graduate nurses working at 15 tertiary hospitals and 10 general hospitals participated. For data collection, self-report questionnaires including the Casey-Fink Graduate Nurse Experience Survey tool and satisfaction with education were used. Data were analyzed using descriptive statistics, t-test, and one-way analysis of variance. Results: Satisfaction with education ranged from 3.09 to 3.27, and satisfaction with preceptors was 3.45(maximum 4). The skill that new nurses ranked as most difficult during the first 3 months was charting/documentation, and throughout a whole year, the top 4 difficult skills were cardiopulmonary resuscitation/emergency response, ventilator care, end-of-life care, and prioritization/time management. In comfort/confidence, new graduates felt most comfortable with support and least comfortable with patient safety. More than 50 percent of new graduates experienced stress during role transition, and the most frequently experienced stressors were related to job performance and personal life. Levels of satisfaction with education and comfort/confidence differed according to the hospital type and number of preceptors for new nurses. Conclusion: In order to facilitate the transition of new graduate nurses to professional nurse, an extended period of education, systematic and standardized transition programs, and continuous support during the first year of practice are required.

• Journal of Korean Academy of Nursing
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• v.54 no.2
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• pp.119-138
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• 2024

Purpose: This study aimed to identify research trends related to emotional leadership among nurse managers by conducting a systematic literature review and meta-analysis. This study sought to derive insights that could contribute to improving emotional leadership in nursing practice. Methods: A systematic review and meta-analysis were conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) and Meta-Analysis Of Observational Studies in Epidemiology (MOOSE) guidelines. Databases including PubMed, Cumulative Index to Nursing and Allied Health Literature, Scopus, Web of Science, Research Information Sharing Service, Koreanstudies Information Service System, Korean Medical Database, KoreaMed, ScienceON, and DBpia were searched to obtain papers published in English and Korean. Literature searches and screenings were conducted for the period December 1, 2023 to December 17, 2023. The effect size correlation (ESr) was calculated for each variable and the meta-analysis was performed using the statistical software SPSS 29.0, R 4.3.1. Results: Twenty-five (four personal, six job, and fifteen organizational) relevant variables were identified through the systematic review. The results of the meta-analysis showed that the total overall effect size was ESr = .33. Job satisfaction (ESr = .40) and leader-member exchange (ESr = .75) had the largest effect size among the job and organizational-related factors. Conclusion: Emotional leadership helps promote positive changes within organizations, improves organizational effectiveness, and increases member engagement and satisfaction. Therefore, it is considered an important strategic factor in improving organizational performance.

• Child Health Nursing Research
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• v.22 no.4
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• pp.370-378
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• 2016

Purpose: The purpose of this study was to examine current status of somatic symptoms of late school-aged children using the school health clinic and to investigate the influence of perceived attachment security and social support on their somatic symptoms. Methods: For this descriptive study, self-report questionnaires were completed by fifth and sixth graders attending 'A' elementary school in Gyeonggi-do. Data from 216 students were included. Data analysis included descriptive statistics, t-test, ANOVA, Pearson correlation coefficient, and multiple regression analysis. Results: Most frequent somatic symptoms were headache, fainting, backache, numbness in a body part, and muscle ache in that order. More frequent somatic symptoms were reported by girls, students who recognized their family SES as low, students who used school health clinic often and students who were dissatisfied with school life. Somatic symptom showed negative correlations with attachment stability and perceived social support from family and teachers. In the regression analysis, the variables; low attachment stability, female gender, and low satisfaction with school affected more frequent somatic symptoms. Conclusion: Careful monitoring of late school-aged children expressing frequent somatic symptoms is required. Intervention programs to improve attachment security and satisfaction with school should be developed for school children, especially girls, presenting with somatic symptoms.

• Health Policy and Management
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• v.25 no.1
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• pp.40-52
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• 2015

Background: The purpose of this study was to analyze the increase in Grade of Nursing Management Fee of medical institutions and establish a reasonable government policy by examining which factors affect the increase of nurse staffing. Methods: Analyzing data collected from the Health Insurance Review & Assessment Service resource management department with targets of 1,104 medical institutions. The study period was 5 years from June 30, 2008 to June 30, 2013. SAS ver. 9.2 (SAS Institute Inc., Cary, NC, USA) was used for statistical analysis. The data was analyzed by a chi-square test and also conducted muiltivariate logistic regression analyses for variables of basic characteristics, human resource characteristics, and material resources. Results: Adjusted odds ratio (AOR) of the rise in Grade of Nursing Management Fee among other hospitals compared to hospitals owned by government or universities was 0.264. The AOR in hospitals established after November 2006 compared to those before June 1995 was 2.383. The AOR in Gangwon, Chungcheng South, and Jeolla South Provinces compared to Seoul was 0.084, 0.036, and 0.194, respectively. The AOR in hospitals with more than 6.75 specialists per 100 beds compared to those with less than 6.75 specialists per 100 beds was 7.514. The AOR in hospitals with more than 17.48 nurse per 100 beds compared to those with less than 17.48 nurse per 100 beds was 3.300. The AOR in hospitals with 50% to 75% bed utilization, 75% to 90% bed utilization and more than 90% bed utilization compared to those with less than 50% bed utilization was 5.428, 9.884, and 10.699, respectively. The AOR in hospitals with one magnetic resonance imaging (MRI) and more than two MRI compared to those with no MRI was 2.018 and 2.942, respectively. Conclusion: This result has showed policies to induce the rise in Grade of Nursing Management Fee among old hospitals and the incentive system for local medical institutions are needed. Also we need to develop a governmental policy for medium-small hospitals with low operation rate of beds and insufficient medical personnel and number of equipment in hospitals.

• Korean Parent-Child Health Journal
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• v.6 no.2
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• pp.127-146
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• 2003

The purpose of this study is to investigate the seven-hour sexuality education program for senior high school girl students and apply it to them to find out how this program affects their sex-related knowledge, sexual attitudes, and the self-efficacy of sexual behavior practice. The ultimate goal of this study is that high school girl students are to prevent unwanted pregnancy, STD and AIDS, after attending this sexuality education program. A non-equivalent control group pretest-post test design was used for this study. The number of experimental group consisted of 80 girl students and the control group was composed of 80 girls, too. A total of 160 freshmen from two commercial girls' high schools were selected by a convenience sampling method. This study was carried out in commercial high schools located in Daejeon, Korea from July 15th to October 31st, 2002. To discover the need for sexuality education, the researcher surveyed with a pre-designed questionnaire to 160 girls from the two different commercial high schools. The sex education curriculum was developed on the basis of the need of high school girl students for sex education survey results and literature review and a teaching-learning planning model and health belief model. The experimental group was taught the sexuality education program for seven hours from October 19th to 23rd, 2002 and each period continued for 50 minutes. The SPSS(10.0) Windows statistics software was used to analyze the data, along with frequency, percentage, $X^2$-test, t-test, and paired t-test. The instruments' internal consistencies were tested by Cronbach's alpha coefficient. The results of this study were as follows: 1. The increment of sex-related knowledge score after seven hour sexuality education was significantly higher in experimental group (t=-10.88, p=.000). 2. The increment of sex-related attitude score after seven hour sexuality education was significantly higher in experimental group (t=-2.67, p=.009). 3. The increment of the practice of self-efficacy of sexual behavior score after seven hour sexuality education was significantly higher in experimental group(t=-4.95, p=.000). In conclusion, sexuality education programs based on high girl students' educational desire, characteristics of development, a teaching learning planning model, a health belief model were effective to improve sex-related knowledge, sexual attitudes and the self-efficacy of sexual behavior practice of commercial high school girl students. This result can contribute to expand the school nurse's role in the sex education area and to develop theory-based school health nursing.

• Journal of East-West Nursing Research
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• v.3 no.1
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• pp.39-49
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• 1998

The purpose of this research is to provide basic data for the demanding outlook and the Nursing education by grasping the present educational conditions of nursing in oriental medicine. The results of survey and study on 112 nationwide schools (47 Department of nursing and 65 Nursing junior colleges) and data of the Korean Oriental Medicine Association and General Assembly in Sep. 1998 are as follows. 1. The number of nurse Oriental Medicine hospitals require in 2002 will have increased at least 700 or more. Public health centers' and other centers' requirements will increase more and more. 2. Education of nursing in oriental medicine is offered at practice in 14 universities (29.8%) among 47 Universities and 35 colleges (53.8%) among 65 colleges. 3. Nursing education in Oriental Medicine is mostly offered in the first term of the second year at universities with 5 to 10 points, and the second term of the third year at colleges with 2 points. According to this result, we would like to suggest as follows; A nurse whose main interesting subject is human beings will be an important figure as a medical information administrator in 21 century, namely, a nurse will play the leading part in the hospital administration more than a doctor. We must take much more interest arid exert ourselves in developing education of nursing in oriental medicine because in the future it will be the one and only field in the world, so we can export our Nursing manpower.

• Journal of Korean Academy of Nursing Administration
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• v.9 no.4
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• pp.585-597
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• 2003

Purpose: The purpose of this research is to find out how clinical nurse's recognition is effected to nursing organization through compensation justice, and then will support important basic data to management of nursing organization. Methods: Data collection was held through April 1st to 30th in 2003, The Subjects were 375 who were working at 5 hospitals in Seoul and has experiences at least over one year. Result: The average score of nurses' organizational commitment was 3.95 on a 7 point scale, and job satisfaction was 2.80 on a 5 point scale, and distribute justice was 2 on a 5 point scale, and procedural justice was 2.32 on a 5 point scale. We realize the distribute justice of compensation justice showed outstanding difference by age, education back-ground, experience, status of job, religious and types of hospital foundation, comparing the procedural justice only showed the difference by marriage status and type of hospital foundation, Through the study of how compensation-justice effect to organizational commitment, distribute justice never effect instead of procedural justice made effect 30.4% overall transition, as well as procedural justice explain 31.5% of job satisfaction. Conclusion: Finally we have data on the clinical nurse's recognition of compensation justice distribute justice and procedural justice are generally low, job satisfaction and organizational commitment are average. Job satisfaction and organizational commitment are depend upon age and educational level seriously.

• 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.