PURPOSE The purpose of this study was to identify the characteristics of nutritional status and its risk factors in patients with Chronic Obstructive Pulmonary Disease (COPD). METHODS Participants included 136 patients with COPD in Donga University hospital and Haeundae paik hospital in Busan city. The data, collected by a trained research assistant from January 10 to July 18, 2017, were analyzed using Fisher's exact test, the Mann-Whitney U test, and logistic regression analysis with SPSS/WIN 21.0. RESULTS Among the 136 patients with COPD, 31 (22.8%) had abnormal nutritional status. According to the results of the logistic regression analysis, gender (Odds Ratio [OR]=5.27, 95% Confidence Interval [CI]=1.18~23.49, p=.029), percent predicted forced expiratory volume in one second [FEV1%] (OR=1.04, 95% CI=0.92~0.99, p=.012), symptom experience (OR=16.19, 95% CI=3.08~85.00, p=.001), carbohydrate intake (OR=1.01, 95% CI=1.00~1.02, p=.037), protein intake (OR=1.06, 95% CI=0.90~0.99, p=.012), and fat intake (OR=1.04, 95% CI=1.01-1.08, p=.015) were associated with nutritional status in patients with COPD. CONCLUSION In order to improve the nutrutional status of COPD patients, nursing education is needed with intensive screen on female patients and patients with low lung function, managing symptoms and increasing protein intake.
PURPOSE Standardized patient-based simulation is known to be a useful tool in the training of nursing students; however, few studies have examined the use of this method in oncology nursing education. This study aimed to evaluate the effects of an oncology nursing simulation program that used standardized patients on knowledge, nursing performance ability, and satisfaction among nursing students. METHODS This study used a non-equivalent control group pretest-posttest design. The experimental group (n=25) participated in an 8-hour oncology nursing simulation program that consisted of a lecture (2 hours) and a four-session simulation program(6 hours). The control group (n=29) received case-based learning (6 hours) and a lecture (2 hours). Knowledge level was assessed with a 33-item knowledge assessment multiple-choice questionnaire. Nursing performance ability was assessed with a nursing performance ability checklist. Educational satisfaction was evaluated using the 12-item Course Satisfaction Evaluation tool. Data were collected from June to July of 2012 and were analyzed using descriptive statistics, independent t-test, and repeated measures analysis of variance. RESULTS The experimental group showed significantly higher nursing performance ability and satisfaction compared with the control group. Knowledge of oncology nursing increased in both the experimental and control groups. CONCLUSION An oncology nursing simulation program was more effective than case-based learning in improving nursing student performance and was found to produce high satisfaction.
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