• Journal of Korean Academy of Nursing
• /
• v.22 no.3
• /
• pp.337-351
• /
• 1992

Nursing as it is practiced and taught, historically has been viewed as natural science. There are new movements to create a paradigm of nursing in the human sciences. A natural science methodologies elicit quantitative data from observable phenomena and reveal causal relationships. Human science methodology is the study of Unitary Man's participative experience in a situation, the simultaneity paradigm. In a theory of nursing rooted in human science assumptions about man and health are synthesized, and the practice of nursing is continuously expanded through research. To find independent nursing interventions especially cognitive nursing intervention models it has been necessary to consult a multitude of journals and text sources for references, and no one nursing textbook can be used in help patients achieve nursing goals. The goals of nursing in the simultaneity paradigm focus on the quality of life from the person's perspective. Cognitive interventions based on the person's perspective were selected from those that colleagues deemed appropriate to nursing and those that were identified in the nursing literature. They were supportive nursing care, reminiscence, meditation, relaxation and imagery. Nurses have been reluctant to make diagnoses, implement actions, and assume responsibility for this actions and this is of concern but can be understood because nurses have had little exposure to action and lack an intervention armamentarium from with which to choose actions to achieve nursing goals. Efforts in nursing education and nursing service are required to remedy this problem. Nurses must be convinced of the challenge and excitement associated with autonomous functioning. It is a characteristic of the true professional. Traditionally, nursing has prescribed one method for handling a situation. Fundamental nursing texts usually only present one way to handle a situation, because alternative interventions to achieve a client goal may be available. Considerably more research is necessary before these can be prescribed. However, unless a first step is taken, progress will not be made. The quality of health care or nursing care is enhanced when nurses transform dilemas into commited action. This is apparent from widespread experiences of nurses.

• Research in Community and Public Health Nursing
• /
• v.19 no.2
• /
• pp.300-309
• /
• 2008

Purpose: The purpose of this study was to review research trends and show the developmental direction of studies on dementia and nursing interventions for demented elders. Methods: This study analyzed 104 articles on dementia and 23 on nursing interventions for demented elders published until 2007. Results: These dementia studies increased in quantity after 1996, mainly in studies on demented elders and their families and in quantitative studies, Nursing intervention methods were music, light, horticultural therapy, reminiscence and complex therapeutic program, etc. There were experimental studies after 1996, but non-equivalent control group pretest-posttest design was 8(34.8%) of 23(100,0%). The medium sample size was 16.6 for experimental groups, 13 for control groups. The experimental time range was 10-120 minutes a day, frequency was 1-18 a week, and the total frequency was 4-72. The result variables were cognitive function, dementia behavior, emotion, depression, ADL, social behavior, etc. Conclusion: The findings of this review suggest that studies on dementia have been improved in quantity since 1996, but various and effective research methods should be developed as a way to further improve the quality of studies.

• Journal of Korean Academy of Nursing
• /
• v.53 no.2
• /
• pp.177-190
• /
• 2023

Purpose: This study aimed to evaluate the effects of health interventions using virtual reality (VR) on improving knowledge, attitudes, and skills; and inducing behavioral change among adolescents. Methods: This study is a systematic review and meta-analysis following PRISMA guidelines. We searched Cochrane, MEDLINE, Embase, CINAHL, Scopus, Web of Science, and Korean databases between database inception and April 10, 2021. Based on heterogeneity, a random- or fixed-effects model was used, as appropriate, to calculate effect sizes in terms of the standardized mean difference (SMD) and odds ratio (OR). Studies were selected if they verified the effects of health education using VR on adolescents; there was an appropriate control group; and if the effects of education were reported in terms of changes in knowledge, attitudes, skills, or behaviors. Results: This analysis included six studies (n = 1,086). The intervention groups showed greater responses in knowledge and attitudes (SMD = 0.57, 95% confidence interval (CI) [0.12 to 1.02]), skills related to health behavior (SMD = - 0.45, 95% CI [- 0.71 to - 0.19]), and behavioral change after 12 months (OR = 2.36, 95% CI [1.03 to 5.41]). Conclusion: The results confirm the effectiveness of health interventions using virtual reality (VR). Although the analysis include a small number of studies, a case can be made for health interventions using VR to be utilized as educational methods and strategies to prevent risky behaviors among adolescents.

• Journal of muscle and joint health
• /
• v.2 no.2
• /
• pp.197-208
• /
• 1995

The purpose of this study is to describe specific system manifestations and suggested nursing interventions in patients with lupus. Lupus is a chronic, inflammatory, multisystemic disorder of the immune system. Antibodies are formed which react against the person's own normal tissue. This abnormal response can be very damaging and leads to the many manifestations of the lupus. Lupus can affect any part of the body, and patients experience symptoms in organs involved. So lupus patients have integumentary, blood, central nervous system, eye, gastrointestinal, musculoskeletal, kidney, heart and lining membranes, reproductive system involvement. The courses are unpredictable and very individualized. Lupus varies greatly in severity from mild cases requiring minimal interventions to those in which significant damage occurs to vital organs such as the lungs, heart, kidney and brain which ultimately can be fatal. In addition to direct physical care, the nursing professional has an excellent position from which to support the lupus patient. Patients need assistance with receiving current, accurate information about the disease process and also to be helped in developing realistic expectations and goals. Nursing interventions for the patient with lupus is challenge drawing on at the resources, knowledge and strengths the nursing teams have to offer. Because of the unpredictable, highly individualized and frequently changing the nature of the disease itself as well as the intricacy of the patient's needs. The nurse has a key role in its management. The patient and nurse, working together, have much to offer each other. These are of inestimable value to the patient. As the nurse listens to the patient and learns what problems the patient perceives, can guide the patient in a self-help program that allows to adapt to living with a chronic illness.

• Quality Improvement in Health Care
• /
• v.30 no.1
• /
• pp.88-104
• /
• 2024

Purpose: This study explored the suitability of interventions for medication interruption and intervention preferences. Methods: Two rounds of Delphi surveys were conducted with 18 expert panels comprising staff (or charge) nurses, nursing managers, and Quality Improvement (QI) team nurses working in a tertiary general hospital. For 47 situations involving the location of interruption, medication step, and source of interruption, the suitability of three interventions (no-interruption zone, medication safety vest, and education) was evaluated using a 5-point scale. Results: A total of 51 interventions for each situation were found appropriate by satisfying the degree of convergence and consensus. Patients or caregivers, peer nurses, doctors, telephones, and call bells were sources of interruption and were identified as appropriate for the application of interventions. 'Responding to requests and inquiries' by patients or caregivers showed high overall suitability. The nurses' preferred color for the intervention design (no-interruption zone, medication safety vest) is blue text on a yellow background. The priority groups for education related to medication interruptions were patients or caregivers, nurses, and non-nursing staff, in that order. Conclusion: Effective implementation of tailored intervention strategies that consider the specific characteristics of medication interruptions is crucial for mitigating interruptions and enhancing patient safety. Comprehensive educational programs aimed at reducing medication interruptions by improving awareness are necessary. Moreover, future research should evaluate these strategies in clinical settings to ensure their effectiveness in enhancing patient safety.

• Women's Health Nursing
• /
• v.19 no.2
• /
• pp.119-128
• /
• 2013

Purpose: The purpose of this study was to identify the relationships between life style, menstrual attitude and premenstrual syndrome in nursing students. Methods: The study participants were 246 nursing students of a university in Gyeunggi province. Data were collected by a self-administered questionnaire from May to June, 2012. Collected data were analyzed using the SPSS/WIN 20.0 program with descriptive statistics, Pearson correlation coefficient, t-test, one-way ANOVA and Scheffe test. Results: Students who had undesirable alcohol habits (r=.15, p=.020) and negative menstrual attitude (r=.17, p=.009) experienced more a severe premenstrual syndrome (PMS). Students with dysmenorrhea had more severe PMS (F=12.41, p<.001) and a negative menstrual attitude (F=6.18, p<.001). Conclusion: These finding suggest that PMS would be alleviated by nursing interventions to improve alcohol habits and decrease negative menstrual attitudes, and nursing interventions for dysmenorrhea would be helpful in PMS management in nursing students. Further studies on the development of nursing interventions related to these factors are needed for PMS management.

• Journal of Korean Academy of Nursing
• /
• v.36 no.1
• /
• pp.144-150
• /
• 2006

Purpose: This study was conducted to 1) find out the characteristic of smoke related characteristics of nurses. 2) find out the frequency of Smoking cessation intervention delivered by nurses. 3) compare the differences in mean scores of smoking cessation interventions by general characteristics. Method: The survey questionnaire was mailed out to nurses who were working at the randomly selected hospitals throughout the country from November 28, 2003 to February 15, 2004. Result: $0.6\%$ of nurses were current smokers $40.7\%$ of nurses have attended smoking cessation education. Nurses who were older, had masters degree, had oncology experience, higher position, participated in smoking cessation education, and had smoking related disease among family members were variables related to higher frequencies in delivering tobacco interventions. Conclusion: Although nurses are in an important position in delivering tobacco interventions and provide resources, their participation in consistent delivery of an intervention is less than desirable. To help nurses to participate in the assessment of tobacco use and interventions for cessation, the development of educational program is necessary.

• Journal of Korean Academy of Nursing
• /
• v.44 no.4
• /
• pp.446-457
• /
• 2014

Purpose: This study was done to evaluate the effects of psychosocial interventions on cortisol and immune response in adult patients with cancer. Methods: MEDLINE via PubMed, Cochrane Library CENTRAL, EMBASE, CINAHL and domestic electronic databases were searched. Twenty controlled trials (11 randomized and 9 non-randomized trials) met the inclusion criteria with a total of 862 participants. Methodological quality was assessed using the Cochrane's Risk of Bias for randomized studies and the Risk of Bias Assessment tool for non randomized studies. Data were analyzed using the RevMan 5.2.11 program of Cochrane library. Results: Overall, study quality was moderate to high. The weighted average effect size across studies was -0.32 (95% CI [-0.56, -0.07], p=.010, $I^2 $=45%) for cortisol concentration, -0.62 (95%CI [-0.96,-0.29], p<.001, $I^2 $=0%) for T lymphocyte (CD3) and -0.45 (95%CI [-0.74, -0.16], p=.003, $I^2 $=0%) for Th lymphocyte (CD4) numbers. Psychosocial interventions were not effective for Tc lymphocyte (CD4), NK cell, monocyte, and cytokine response. Conclusion: Although these results provide only small evidence of successful immune modulation, they support the conclusion that psychosocial interventions can assist cancer patients in reducing emotional distress and improving immune response.

• Asian Oncology Nursing
• /
• v.12 no.4
• /
• pp.257-266
• /
• 2012

Purpose: The purpose of this study was to evaluate the effectiveness of patient education interventions on distress, self-care knowledge and self-care behavior in cancer patients. Methods: A total of 1,102 studies were retrieved from 6 electronic databases in Korea. From these studies, 18 studies met the inclusion criteria with a total of 850 participants. Two authors independently assessed the methodological quality by Cochrane's Risk of Bias and Methodological Items for Non Randomized Studies. The data were analyzed by the RevMan 5.1 program of Cochrane library. Results: Overall effect size of education interventions on anxiety was -2.12 (95% CI:-3.90, -0.34) (p<.001). The effects on self-care knowledge and self care behavior were -1.08 (95% CI:-1.73, -0.43) (p=.001), and -1.41 (95% CI:-2.13, -0.68) (p<.001), respectively. Publication bias was detected as evaluated by funnel plot, but the fail-safe number was moderate. Conclusion: This study suggests that patient education interventions can relieve anxiety and self-care. Further randomized controlled trials studies are needed to evaluate the effects of patient education intervention on depression.

• Korean Journal of Adult Nursing
• /
• v.17 no.4
• /
• pp.529-538
• /
• 2005

Purpose: This study was conducted to 1) find out the frequency of tobacco control intervention, barriers, and facilitators. 2) compare the differences in tobacco control intervention, barriers, and facilitators between oncology nurses and general nurses. Method: A sample was composed of 96 oncology nurses and 284 general nurses. The survey questionnaire was mailed out to nurses who were working at the randomly selected hospitals throughout the country. The questionnaire was adopted from the study of national survey on oncology nurse's tobacco interventions in United States by Sarnar, et al.(2000). Results: Oncology nurses were found to provide tobacco control interventions more frequently comparing to the general nurses. "Patient not motivated to quit smoking", "Lack of time", "Lack of recognition/rewards", were the most commonly identified barriers. "Patient wants to quit", "Adequate time", "Confidence in ability help people to stop smoking", were the most commonly identified facilitators. Conclusions: Although oncology nurses are in an important position in delivering tobacco interventions and providing resources, their participation in consistent delivery of a tobacco control intervention was less than desirable. To help nurses participate in the assessment of tobacco use and interventions for cessation, the development of educational program is necessary.