• 한국간호교육학회지
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• 제24권3호
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• pp.259-268
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• 2018

Purpose: This study was to validate the Korean version of the Jefferson Scale of Empathy-Health Professions Students (K-JSE-HPS) in undergraduate nursing students. Methods: With a survey design, a total of 293 junior and senior nursing students were recruited and data were collected using a self-administered study questionnaire to measure their levels of empathy use the K-JSE-HPS. Using SPSS/WIN 22.0 and AMOS 22.0, data analysis was conducted with confirmatory factor analysis, criterion validity, and reliability. Results: For construct validity, confirmatory factor analysis showed an acceptable model fit (Goodness of Fit Index was 0.88) along with confirming convergent and discriminant validity (construct reliability was 0.70). For criterion validity, the scale was significantly related with the Interpersonal Reaction Index. For reliability, Cronbach's ${\alpha}$ coefficient for the scale was 0.87 and for the subscales were 0.84, 0.78, and 0.69, respectively. Conclusion: The findings show satisfactory construct and criterion validity and reliability of the Korean version of the JSE-HPS for measuring empathy in undergraduate nursing students.

• 디지털융복합연구
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• 제17권2호
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• pp.265-273
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• 2019

본 연구는 보건의료전공 대학생을 대상으로 환자안전에 대한 태도와 수행자신감을 조사하여 응급환자관리를 위한 다학제적 환자안전 교육컨텐츠를 개발하기 위한 기초자료를 제공하고자 시도된 서술적 상관관계 연구이다. 2016년 06월 01일부터 06월 30일까지 J도 H 대학교와 C 대학교의 간호학과와 응급구조학과에 재학생 중 응급실실습을 경험한 3,4학년을 대상으로 편의 추출하였으며 145명을 대상으로 수집된 자료를 SPSS 21.0을 사용하여 분석하였다. 연구결과, 환자안전에 대한 태도는 간호학과 학생이 더 긍정적이었으나, 환자안전 수행자신감 및 환자안전교육 경험에서 차이가 없었으며 의료오류를 목격한 경험이 있는 학생이 환자안전에 대한 긍정적 태도와 수행자신감을 보여주었다. 연구결과를 통해 환자안전사고를 예방하고 적절하게 대처할 수 있는 응급전문인력을 양성하기 위하여 사례 기반의 다학제적 융복합 교육컨텐츠 개발 및 효과 검증 연구를 제안한다.

• 의학교육논단
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• 제26권2호
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• pp.108-117
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• 2024

Interprofessional collaboration is crucial for patient-centered care and safety. Since healthcare students will be part of interprofessional teams in the future, they need to understand the unique contributions of various healthcare professions to patient care and develop skills in collaboration, communication, leadership, and mutual respect. In response to this need, healthcare faculties have adopted interprofessional education as an innovative teaching method. However, traditional health education has typically taken place within individual schools, resulting in a limited understanding of other professional roles and identities. In our study, we introduced an interprofessional education model involving two different colleges. A total of 152 undergraduate students, comprising 101 medical students from Chung Ang University and 51 nursing students from Sungshin Women's University, participated in the program. A one-day interprofessional education program was conducted to promote collaboration between medical and nursing students. The program included team building and communication games, scenario-based simulations, such as a "room of errors," and tabletop exercises. Key factors for successful interprofessional education include carefully planned scheduling, leadership, and commitment from participating colleges, faculty support and training, the use of diverse teaching methods and technology, and alignment regarding educational directions among the faculty. We believe that this model may provide valuable insights for healthcare institutions aiming to develop and implement interprofessional curricula.