• 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.

• The Korean Journal of Health Service Management
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• v.6 no.3
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• pp.85-94
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• 2012

The purpose of this study was to evaluate the effects of introductory clinical practice education program for nursing students. The nursing students of 94 participated the introductory education program of 80 hours. The questionnaire survey on self efficacy and clinical competency were conducted 3 times(before education, after education, 2 months after education) to the nursing students. The data were analyzed by the SPSS 17.0 program. The results were as follows; The self efficacy and the clinical competency score showed a significant change in the posttest. Self efficacy and clinical competency have significant relationships with college life satisfaction, interpersonal relationship and academic aptitude satisfaction. Also, self efficacy has significant relationship with clinical competency and clinical practice satisfaction. As a result, the introductory clinical practice education program can be helpful to adjustment for nursing students before clinical practice.

• Journal of Korean Academy of Nursing Administration
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• v.13 no.3
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• pp.302-310
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• 2007

Purpose: This study was designed to identify clinical competence and education needs of hospital nurses. Method: A questionnaire was used for data collection which was done form July 1 to July 30, 2005. The respondents were 165 staff nurses in a university hospital. The study instrument were clinical education need scale and Lee(2002)'s clinical competence scale. The data were analyzed using percentages, means, t-test, ANOVA with SPSS-WIN 10.0 program. Result: The results of this study are summarized as follows: The total mean score for clinical competence was 2.57 and education need was 3.30 on a 4 point scale. There was a significant difference in clinical competence according to individual factors of age, marital status, preceptorship experience, present ward, job satisfaction, and total clinical experience. also there was a significant difference in education needs according to preceptorship experience and present ward. Conclusions: Conducting a education needs and clinical competence assessment can provide valuable information that will plan education program and improve staff competence.

• Journal of East-West Nursing Research
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• v.26 no.2
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• pp.196-204
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• 2020

Purpose: This study investigates the participation status in clinical nursing education and nurses' continuing education needs to develop educational programs. Methods: Participants were 227 nurses working in medical institutions where nursing students practiced, and the selection criteria were nurses with more than two years of clinical education experience; data were collected using structured questionnaires. Results: More than half of the clinical nurses had completed a preceptor training program for clinical nursing education, and the subjects mainly educated by nurses were new graduate nurses and nursing students. The obstacles to clinical nursing education were lack of compensation, lack of manpower, lack of patient nursing time, excessive workload, and lack of knowledge as educators. The educational methods preferred in continuing education were small-group workshops and online education. The desired educational topics in continuing education were current nursing practice standards, simulation nursing education, and the role of clinical nursing educators. Conclusion: Based on our results, it is necessary to understand the importance of clinical nursing education, which is essential for clinical nurses, to prepare a specific system for them and to develop and operate a systematic education program according to medical institutions' characteristics.

• Journal of Korean Academy of Nursing
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• v.32 no.5
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• pp.706-715
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• 2002

This literature review was designed to identify a trend of study in clinical nursing education, to propose the idea for further study on an improvement of teaching students in the clinical setting. Method: The researches reviewed were 36 (seven in Korea and twenty nine out of Korea) on clinical nursing education in baccalaurate program from 1996 to 2000 from Journal of Korean Academy of Nursing, Journal of Korean Education of Nursing, Journal of Nursing Education, and Nurse Educator. Result: The prevailing research design was the nonexperimental(N=21). Subjects were predominantly nursing students(N=24). Structured questionnaire(N=22) was used most often for data collection. Among clinical setting studied, specific area was none in Korea. Research variables in nonexperimental studies were 4 types of student, teacher and teaching method. Independent variables in experimental studies were 7 types of clinical teaching methods, and dependent variables were six types of competence and knowledge of student. Research theme of qualitative research was most in clinical experience of student. Conclusion: In Korean, there were the lack of researches in specific clinical area, clinical teacher and teaching method. Accordingly, future studies need to be focused on various clinical areas, clinical teacher, and teaching method to improve the clinical nursing education in Korea.

• The Journal of Korean Academic Society of Nursing Education
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• v.11 no.2
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• pp.206-213
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• 2005

Purpose: The purpose of this study was to test the effects of clinical practice in school on clinical competence in nurse. Method: This study used a quasi experimental post-test design. Data were collected after post-test from April 1, 2005 to May 30, 2005 and from 73 clinical nurses(53 experimental group, 20 control group) who work for 4 General hospitals. Data were analyzed using SPSSWIN 11.5 with $X^2$-test, t-test, Mann-Whitney U-test, and stepwise multiple regression. The experimental group participated in treatment : 4-week consecutive clinical nursing education with preceptor in schooling, and the control group participated in treatment : traditional clinical nursing education with preceptor in schooling. Results: Clinical competence were significantly different between experimental and control groups(t=3.221, p=.002). Clinical competence in nurse is effected by satisfaction of clinical practice in schooling in experimental group(F=14.781, p=.000). Conclusion: 4-week consecutive clinical nursing education with preceptor has an effect on clinical competence in nurse. Therefore we should spread and reinforce the 4-week consecutive clinical nursing education program for improving clinical competence of nurse.

• Journal of Korean Public Health Nursing
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• v.3 no.2
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• pp.77-108
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• 1989

The purpose of this study was to find out the present condition of clinical practice and to develop a scheme on the efficiency of clinical practice for nursing education in junior college of nursing in korea. This study was conducted by 2 sections. Ist section was to find out the present condition of clinical practice to 42 directors of nursing collegd and data were collected July 8 to September 30, 1988. 2nd section wat to develop a scheme on the efficiency of clinical practice for nursing education and subjects were nursing professors 258: and clinical nurses 223 in 42 junior nursing colleges their clinical settings in korea. So total subjects were 481. Data were collected july 8, 1988 to June 30, 1988 and were analysed to get the mean, standand deviation, frequency, percentage, t-test, x-test used by SPSS - pc. Major findings were as follows: 1. The present condition of clinical education in junior college of nursing in Korea. 1) 32 colleges (76.2%) were managed by a-yeas system. 2) 25 colleges (59.5%) were performed by individual practice for each subject. 3) 4 weeks interval between class education and clinical education was a major type among total colleges(36.6%, J5 colleges) 4) 30 colleges (71.4%) provided clinical education for all subjects that should be practiced. Nursing administration wes not practiced in 5 colleges (41.9%) among the remainder(12 colleges). The main cause that all practice subjects were not practiced was the lack or absence of suitable clinical settings(8 colleges. 66.7%) 5) 18 colleges (42.9%) responded that a clinical educator was, subject-charged professor. 6) 12 colleges (29.3%) responded that a clinical instructor was in charge of 6~10 students. 7) The evaluation ration ratio(professor to head nurse) by each evaluator was mostly 50% to 50 % and 60% to 40%, respectively 11 colleges(27.5%) The most common evaluation methods were evaluation by head nures, report, presence, conference (11 colleges, 27.5%) 8) The field carrier of professor was mostly 2 years (79 persons, 20.7%) and mean was 3.2 years. The education carrier of a professor was mostly over than 6 years (261 persons, 66.4%) and mean was 9.2 years. The charge hours per-week of a professor were mostly 16-18 hours (16 persons, 131.8%) 9) 34 colleges (82.9%) approved that clinical practice hour was class hour and 18 colleges (43.9 %) counted that 2 hours of clinical education equaled 1 hour of class education. 2. A study 'on the efficiency of clinical practice for nursing education. L) general characteristics of subjects were as follows: kung-sang province (145 persons, 30.5%), 30-34 years (190 persons, 39.8%), graduated degree (245 persons, 51.5%), 6-10 years of carrier (199 persons, 41.4%) were the majority. 2) suitable clinical setting was responded the systematic ward with responsible clinical educator by 210 persons(43.8%) The response by working field of subjects showed a significant difference (p< 0.01) 3) 259 subjects (54.0%) responded that the desirable qualfication of clinical instructor was 3-5 years of clinical experience with master degree or higher. 4) The mean score of desirable quality degree of clinical instructor was 3.43 professors, score (3.54) was significantly higher than clinical nurses' (3.28) (p<0.01) 412 subjects (86.0%) responded that the insufficient guality of instructor was improved by continuing to seek more new information in reference. 5) 196 subjects (41.4%) responded that desirable qualification of head nurse was more than 2 years of head position among 5 years of clinical experience. The response by working' field of subjects showed a significant difference (p<0.05) 6) The mean score of desirable quality degree of head nurse was 3.18 Clinical nurses' score(3.38) was significantly higher than professors' (3.01) (p<0.01) 419 subjects (87.8%) responded that the insufficient of head nurse was improved by continuing relationship with instructor and being responsible from planing of clinical education. 7) The mean score of performance level of the desirable clinical education guide incollege was 2.91 Professors' score (2.96) was significantly higher than clinical nurses' (2.84) (p<0.01) 340 subjects (71.1%) responded that the possible resolution for poor performance was the more specified syllabus of clinical education and the satisfiable orientation for students. 8) The mean score of performance level of the desirable clinical education guide in hospital was 3.03 9) 141 subjects (29.6%) responded that the desirable clinical evaluator was the group of professor, head nurse, staff nurse. Response by working field of subjects was a significant difference (p< 0.05) 10) The mean score of performance level of the evaluation content needed in clinical education was 3.50 Clinical nurses' score (3.56) was significantly higher than professors' (3.45) (p<0.01) 11) 433 subjects (90.2%) responded that6 desirable evaluation method for clinical education was the presence. 12) The mean score of performance level about how personal difference among clinical educators was minimized was 2.89 and response by working field of subjects was not significant. The cause of poor performance was too much workload at clinical settings and too many students st colleges by 386 subjects (81.1%).

• Korean Medical Education Review
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• v.25 no.3
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• pp.229-242
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• 2023

Health systems science is a new medical educational field added to the traditional medical education curricula of basic and clinical sciences. Health systems science emphasizes a more comprehensive approach utilizing systems thinking to care for patients, including interactions between multiple healthcare systems. In this review, I explore how health systems science education can be applied when medical instructors teach students in clinical clerkships through representative case studies. This study first looks at examples of health systems science education in clinical clerkship in the United States and suggests how to develop the curriculum of health systems science for clinical learning environments in Korea by combining Kotter's 8-step change management model and Kern's 6-step curriculum development model. Finally, based on practical examples from actual clinical practice education situations, suggestions are made regarding how to develop the entire educational program of a medical school from the stage of applying health systems science at the individual level to clinical practice education.

• The Journal of Korean Academic Society of Nursing Education
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• v.11 no.2
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• pp.127-134
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• 2005

Purpose: The purpose of the study was to develop a cooperative clinical nursing education model in response to the challenge to provide quality clinical instruction for nursing students. Method: A hypothesized model was developed based on literature review and Cho's partnership model of preservice teacher. Final model was refined with cooperative committee meetings, workshop and post clinical education meetings. Results: A Cooperative clinical nursing education model was developed with three phases(collaboration, planning, redefinition of major roles) and ten constructs(organization of cooperative committee, goal setting, partnership contract, planning objectives, and operating manual). Conclusion: The Cooperative clinical nursing education model support the need for continued collaborative partnership between nursing college and hospitals to foster quality clinical instruction.

• Journal of The Korean Society of Integrative Medicine
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• v.10 no.1
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• pp.27-38
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• 2022

Purpose : This study is aimed to develop and validate the clinical practice education program and clinical competence scale of occupational therapy student. Methods : The development of the clinical practice education program used the delphi technique method, which had a total of five steps. Based on the occupational therapist's job analysis, the first stage assessed the importance of 21 experts, and the second stage examined the importance of 19 new specialists to derive constitutive factors. In the third stage, in-depth interviews were conducted with three experts based on the derived factors, and in the fourth stage, the final clinical practice education program was derived. In the final stage, the details of the clinical training program were drawn up based on the themes and were reviewed by two experts. Structured and unstructured interviews were conducted with 43 job experts. Results : The expert survey through the delphi technique was conducted three times, and content analysis and descriptive statistics were conducted to examine the distribution of responses. The final 11 educational program topics and contents were derived. Topics are confirmation of client information, evaluation and intervention, cognitive therapy, spinal cord injury, brain injury, musculoskeletal disorders, pediatric occupational therapy, interventions in activities of daily living, driving rehabilitation, vocational rehabilitation, occupational therapy assessment tool, safety training and management. Conclusion : The clinical practice education program reduce the difference between school education and clinical education of occupational therapy student. Occupational therapy helps college student understand occupational therapy practices and improve the quality of clinical education. Through more research and supplementation of clinical practice education programs in the future, it is suggested that clinical practice education be successfully operated in various practice institutions and used as basic data for designing and evaluating useful educational models.