• 기본간호학회지
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• 제24권3호
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• pp.219-229
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• 2017

Purpose: The aim of this study was to examine the relationship between handwashing knowledge and handwashing compliance in nursing students and to identify the moderation and mediation effects of self-efficacy and perceived behavioral control on the relationship. Methods: The participants were 172 nursing college students who completed the self-report measures. Data were analyzed using t-test, ANOVA, and Pearson correlation coefficient, Multiple regression analysis was used to test moderation and mediation effects. Results: The score for knowledge of handwashing was higher in participants who had completed fundamentals of nursing practicum (t=-6.54, p<.001) and the score for compliance with handwashing was higher in participants who had completed clinical practicum (t=-3.81, p<.001) or fundamentals of nursing practicum (t=-5.97, p<.001). Self-efficacy showed a significant moderation effect (z=2.21, p=.027) but not a mediation effect while perceived behavioral control had a significant mediation effect but not a moderation effect on the relationship between knowledge of handwashing and compliance. Conclusion: Findings indicate that clinical practicum and fundamentals of nursing practicum were helpful to nursing students in acquiring knowledge and in practicing proper handwashing technique. These findings suggest that continuing and repetitive education programs on handwashing need to be enhanced and strategies to strengthen self-efficacy and perceived behavioral control need to be included in education programs.

• 가정간호학회지
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• 제25권2호
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• pp.165-174
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• 2018

Purpose: The study investigated the knowledge and compliance on hand hygiene moments among nursing care workers in geriatric hospitals. Methods: A total of 143 nursing care workers at geriatric hospitals were selected. Data collection was conducted from February 20 to March 20, 2017. Results: For all hand hygiene scenarios, the total correct answer rate was 71.5%. On the necessary hand hygiene moments, the compliance rate was 68.3%. With respect to the general characteristics of the participants, knowledge on hand hygiene moments showed a statistically significant difference according to clinical career(p=.001), and existence of infection controller or infection control office in the nursing home(p=.038). Compliance showed differences according to clinical career(p=.023), existence of infection controller or infection control office in the nursing home(p=.033), and training experience in hand hygiene(number of times/year)(p=.035). Knowledge and compliance showed a statistically significant positive correlation(r=.90, p<.001). Conclusions: It is necessary to develop and operate an infection control education program that can improve the knowledge and awareness of hand hygiene moments and considers the individual characteristics geriatric hospitals's nursing care workers.

• 한국임상보건과학회지
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• 제9권2호
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• pp.1486-1492
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• 2021

Purpose: By investigating oral health knowledge and oral health behavior of orthodontic patients, we intend to identify factors that affect their satisfaction with orthodontic treatment and use them as fundamental data for improving the satisfaction of orthodontic patients. Methods: Busan from February 1st to March 31st, 2021. Dental disease in Gyeongsangnam-do. A self-contained survey was conducted on patients undergoing orthodontic treatment in the clinic. A total of 185 copies were analyzed. Using the lBM SPSS Statistics 21 program, multiple regression analysis was conducted by setting oral health knowledge and oral health behavior as independent variables to determine factors affecting remedial treatment satisfaction. Results: The satisfaction level of orthodontic treatment was 1.53 points higher than 'understanding the cost of orthodontic treatment' and 'smooth relationship with related staff while receiving orthodontic treatment' was low at 1.23. The average calibration satisfaction was 1.34. Factors affecting remedial treatment satisfaction were shown in the order of oral health behavior (p<0.000), educational experience (p<0.010), gender (p<0.015) and oral health knowledge (p<0.020). Conclusions: Through the above results, it is necessary to develop programs to improve oral health knowledge through customized individual oral health education by enhancing individual oral health behaviors of individuals.

• 임상간호연구
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• 제28권2호
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• pp.157-166
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• 2022

Purpose: The purpose of this study was to investigate hospital nurses' delirium screening for postoperative delirium, delirium knowledge, and delirium care using case scenarios at a tertiary hospital in Seoul. Methods: A total of 235 nurses working at surgical units participated in this questionnaire-based study. Five cases scenarios were developed based on diagnosed postoperative delirium cases. Data were collected from April 1 to May 1, 2021. Results: The delirium screening score was 4.20±1.17 out of 5. The delirium knowledge score was 34.35±4.57 out of 47. The delirium care score was 67.61±9.26 out of 92. The correlation between the delirium screening and delirium knowledge was statistically significant (r=.18, p=.005). The correlation between the delirium knowledge and delirium care was statistically significant (r=.25, p<.001). Conclusion: The findings showed that the continuing educations of delirium for hospital nurses and the development of a delirium education programs were important to improve delirium screening and care.

• 대한간호학회지
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• 제27권1호
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• pp.83-95
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• 1997

This study analyzed the necessity of detailed items of fundamentals of nursing education in college by soliciting answers from clinical nursing educators in hospitals and nursing professors. The questionnaire consisted of four parts. The first part included questions about the general demographic characteristics of respondents, the second part. questions about the general necessity of fundamentals of nursing, the third part, questions about the necessity of 26 items in fundamentals of nursing in knowledge education and about the necessity of 81 items in fundamentals of nursing in practice education, the fourth part solicited free description of ideas about the problems education in fundamentals of nursing in Korea. Thirty professors from universities, 30 professors from community. and 30 clinical nursing educators were randomly sampled and the questionnaires were sent by mail. Seventy people returned completed questionnaires. Ninety three percent evaluated fundamentals of nursing as necessary for nursing not only in knowledge education but also in practice education. They also generally agreed on what items are necessary for fundamentals of nursing. However. opinions about some items were split between nursing scholars and clinical nursing educators. Clinical educators wanted fundamentals of nursing to be more practical and to incorporate recent developments and changes in clinical settings. They described several problems in fundamentals of nursing. One was that some the content of fundamentals of nursing overlaps with other subjects, especially with adult nursing. Some respondents also thought that fundamentals of nursing included too many topics. These problems make it difficult for students, scholars, and nurses identify what fundamentals of nursing is. This causes an identity problem in fundamentals of nursing. Some disparity between clinical nursing and knowledge education in fundamentals of nursing was also reported. This was also related to problems lack of clinical experience in teachers of fundamentals of nursing. Some respondents suggested requiring clinical experience for professors or establishing a system of clinical professorship. Problems of teaching material were also pointed out. Fundamental nursing skills and knowledge in teaching materials are often old or not appropriate for the Korean nursing situation. The respondents urged the development of teaching materials appropriate for Korean nursing. In order to solve these problems, the authors suggest forming an ad hoc committee which can reformulate and standardize education in fundamentals of nursing in Korea.

• 한국간호교육학회지
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• 제10권1호
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• pp.54-63
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• 2004

The purpose of this study is to identify the factors that influence stress experienced by nursing students and to provide a perceived causal structure model among these variables. The ultimate goal of this study is to develop efficient guidance to clinical nursing education in this population. This study intends to apply perceived causal structure: network analysis method which was developed by Kelly(1983), and has been applied in nursing research. This method is selected to show dynamic relationship of stressor using network method. Data was collected from convenient sample of 186 junior college nursing students who had the clinical practice experience during 10 weeks. Data collection and analysis was conducted in 2 steps from December, 9, 2002 to February, 8, 2003. Step 1.: Data was collected using literature review(10 articles) to identify the causes of stress. Nine causes of stress were extracted. Step 2.: As perceived casual structure network study, data was collected using questionnaires which included 9 extracted cause and stress. The questionnaire contained a 10 X 10 grid table with 10 causes and effects printed. In network analysis, 'Yes' was scored as 1, 'No' was scored as 0, and the mean(maximum 1, minimum 0) was calculated. Construction of the network under inductive eliminative analysis which stopped the construction of the network when the consensual agreement level dropped near 50% was proceeded by adding causes in order of the mean rating level. In this study, construction of the final network was stopped by consensual agreement level of 52% of the total subjects. The results are summarized as follows : Step 1: Investigation of the causes of stress ; The extracted causes of stress from quality data was identified 9 categories ; negative nurse, lack of clinical practice opportunity, ambiguous role, negative patient, lack of nursing knowledge and skill, difficult of personal relations, inefficient clinical practice guidance, gap of theory and practice, lack of support. Step 2 : Construction of the perceived causal structure model ; 1) The most central cause of stress is ambiguous role in the systems of causation. 2) The distal cause of stress is inefficient clinical practice guidance 3) The causes that have a number of outgoing link are negative nurse, ambiguous role. 4) The causes that have a number of incoming link are ambiguous role, gap of theory- practice, lack of clinical practice opportunity, lack of nursing knowledge- skill. 5) There is a mutual relationship between stress and difficult of personal relations, stress and ambiguous role, ambiguous role and negative nurse, ambiguous role and lack of clinical practice opportunity, ambiguous role and lack of nursing knowledge-skill, lack of nursing knowledge-skill and gap of theory- practice. In conclusion, the network suggests that the first centre cause is related on ambiguous role and the second on negative nurse, inefficient clinical practice guidance in the systems of causation

• Journal of Korean Biological Nursing Science
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• 제16권3호
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• pp.192-200
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• 2014

Purpose: The aim of this study was to develop a new course entitled 'Clinical Research Management' to enhance nursing students' clinical competency in handling clinical trials. Methods: The goals and content of the existing current education program for clinical research professionals such as clinical research coordinators and clinical research associates provided by the Korea National Enterprise for Clinical Trials were analyzed to identify the core educational concepts. A focus group interview was performed to investigate essential competency levels for the professionals who were to begin their career in the area of clinical trials after graduating from the college of nursing. Through these initial processes, we identified the core competency required for clinical research professionals and the related course content. Goals and objectives based on the specified four competencies were set and confirmed by expertise review. Results: We developed a new course entitled Clinical Research Management, a 16-week elective subject consisting of various teaching and learning strategies based on four core competencies: basic knowledge on clinical trials, communication, risk management, and ethics. Conclusion: The results of this study will contribute to enhancing nursing students' clinical competency, including knowledge, skills, and attitudes relevant to clinical trials.

• 한국학교ㆍ지역보건교육학회지
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• 제14권2호
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• pp.75-83
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• 2013

Objective: The purpose of this study was to obtain the basic data for the establishment of the curriculum from the analysis of knowledge about hepatitis B among dental hygiene students. Methods: Data was collected from the students of two colleges majoring in dental hygiene in Daegu, using questionnaire. They were the students of the 1st, 2nd, and 3 grade, in total 390 student. The analysis was made using t-test, (one-way ANOVA), and multiple linear regression analysis. These were conducted using spss 14.0 version Results: Hepatitis B in the theoretical knowledge 'yes' if the answer 'When one of the family member is contaminated with Hepatitis the other members have to take the physical examination and vaccination against Hepatitis' to 86.7 % was the highest. The educational experience(p<0.01) and hepatitis B vaccination(p<0.001) of the mean difference between the groups investigated were statistically significant. Third grade, the higher the knowledge of hepatitis B was found to be lower relationship showed a statistically significant negative(p<0.05), clinical experience, the more experience, the more hepatitis B vaccinations were higher statistical knowledge relationship showed a significant positive(p<0.01). Conclusion: Currently dental hygiene curriculum is offered as a regular dental infection control subject, but more specific and systematic infection prevention subjects are required through continuing education program. In addition, for the admission of the students majoring in dental hygiene hepatitis B vaccination plan should be mandatory.

• 한국콘텐츠학회논문지
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• 제14권10호
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• pp.649-660
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• 2014

최근 급증하고 있는 요양병원 간호사와 간호조무사의 암성 통증관리에 대한 지식과 수행 정도를 평가하고자 본 연구는 실시되었다. 광주와 전라남도의 7곳의 요양병원에서 간호사 84명과 간호조무사 72명을 표출하여 자료를 수집하였다. SPSS/WIN 21.0 프로그램을 사용하여 기술통계, 독립 t-검정, one-way ANOVA, 피어슨 상관 계수, 단계적 다중회귀분석을 실시하였다. 분석 결과, 대상자의 지식은 30점 만점에 16.84점으로 나타났고, 수행의 평균평점은 4점 만점에 2.88점이었다. 대상자들의 지식은 교육 수준, 직업, 암성 통증관리지침 존재 여부 인식에 따라 차이가 있었다. 수행에서는 교육 수준, 직종, 병상 수, 암성 통증관리지침 존재 여부 인식, 암성통증 임상실무지침서 비치 여부에 따라 차이가 관찰되었다. 지식은 수행과 정적 상관관계를 보였으며, 수행에 영향을 미치는 요인은 지식, 병상 수, 암성통증 임상실무지침서 비치 여부였다. 향후 요양병원 간호사와 간호조무사의 암성 통증관리에 대한 교육 프로그램을 실시할 때 이러한 변수들을 고려해야 할 것이다.

• 여성건강간호학회지
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• 제25권3호
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• pp.345-358
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• 2019

Purpose: This study was conducted to develop an empowering education program for Maternal-Fetal Intensive Care Unit (MFICU) nurses who provide intensive care to high-risk mother and fetus at hospitals, to test effects of the education program on nursing care confidence and nursing knowledge, and to examine program satisfaction. Methods: This study comprised of 2 phases: program development and evaluation. First, we have followed a process of program development to develop and refine an empowering education program for MFICU nurses through collaborative works among clinical obstetrics and gynecology doctors and nurses and academic nursing professors. Second, the empowering education program was provided to 49 nurses and evaluated from July 5 to 6, 2019. Levels of MFICU nursing care confidence and knowledge were measured. Results: The empowering education program included 18 hours of lectures, discussion, and Q & A, which continued for 2 days. This program significantly improved high-risk maternal-fetal nursing care confidence and knowledge of nurses. The program was well met with nurses' education need and goals, and found to be highly satisfactory. Conclusion: The empowering education program was observed to be effective in terms of improve nursing care confidence and knowledge of nurses in MFICU. It is proposed that this program should be open regularly for nurses to obtain and improve their clinical knowledge, confidence, and competency. Further study is needed to develop and run 2-levels of education such as basic and advanced levels based on nurses' clinical background and competency.