Purpose Falls and medication errors are the most common patient safety incidents globally. Kolb’s experiential learning theory supports the application of cognitive learning in clinical settings. This study examined the effectiveness of Experiential Learning–Based Fall and Medication Error Prevention Education (EFMPE), utilizing virtual reality and room of errors.
Methods A randomized controlled trial was conducted with 28 fourth-year nursing students (15 experimental, 13 control). The experimental group participated in EFMPE from February 1 to 6, 2024, comprising six sessions of 2 hours each. The control group received traditional lectures. Safety control confidence and course interest were measured before and immediately after the intervention; safety control confidence was reassessed 6 weeks later.
Results Both groups showed immediate improvement; however, only the experimental group sustained increased safety control confidence after 6 weeks (Wald χ²=13.21, p<.001). Course interest was significantly higher in the experimental group post-intervention (Wald χ²=10.64, p=.001).
Conclusion These preliminary findings suggest that EFMPE potentially supports the prevention of falls and medication errors in clinical practice.
Purpose This study was a scoping review aimed at evaluating Simulation-Based Education for recognizing and responding to deteriorating patients within Korean nursing school curricula, and at developing educational strategies for these competencies. Methods A literature search was conducted from April 1 to April 30, 2024. The review followed the scoping review framework by Arksey and O’Malley and the manual by the Joanna Briggs Institute. Relevant studies were identified through databases such as the Korean Medical Database, Korean Studies Information Service System, DataBase Periodical Information Academic, Research Information Sharing Service, ScienceOn, and the Cumulative Index to Nursing and Allied Health Literature. Results Eleven studies published from 2010 to 2019 were reviewed. The simulations typically included several lectures and practice sessions on advanced cardiopulmonary life support before the simulation exercises, which were then repeated.
Cardiac arrest was frequently used as a scenario subject. The learning outcomes focused on the cognitive and psychomotor domains, as well as self-efficacy. Conclusion Although simulation for recognizing and responding to deteriorating patients was available in Korean nursing school curricula, it was infrequently incorporated as a regular part of the training. Future initiatives should include adding educational content to enhance nursing students' competencies in recognizing and responding to deteriorating patient simulations. Subsequent studies should assess the effectiveness of these educational methods.
Purpose This study aims to explore the relationship between the discharge process and two-year prognosis in patients with Heart Failure (HF) who were hospitalized because of HF exacerbation.
Methods Medical records were reviewed to identify patients admitted for HF exacerbation. Information regarding the following discharge processes was collected: follow-up visits, discharge educational contents, and the presence of family caregivers during patient education. HF-related events, including emergency department visits, readmissions, or death because of HF, were defined as a composite of events. A multivariate Cox proportional hazards regression model was used after adjusting for covariates to explore the association between the discharge process and HF-related events.
Results A total of 201 patients were included in this study. In the two-year follow-up periods, 41 patients (20.4%) experienced at least one HF-related event. Follow-up visits were scheduled at an average of 8.11±2.92 days after discharge. Approximately 95.0% of the patients received discharge education with an average of 1.66±1.04 topics, and 69.7% of the families participated in this educational activity. In the multivariate Cox regression model, not having family members during education was associated with a longer time to HF-related events (hazard ratio: 2.09; 95% confidence interval: 1.001~4.346). However, follow-up visits and the amount of educational content received were not associated with time to HF-related events.
Conclusion The presence of family caregivers during education appears to be a protective factor against adverse prognosis in patients with HF. Our results highlight the importance of family engagement during discharg
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Purpose This study aimed to review the effectiveness of delirium education programs for nurses in acute hospitals. Methods The inclusion criteria were studies on delirium education programs for nurses published in English and Korean from 2012 to 2022. A literature search was conducted in the RISS, KISS, DBpia, PubMed, CINAHL, PsycINFO, and Web of Science databases using the key words of "delirium", "nurse", and "education". Qualitative appraisal of studies was conducted using the revised Cochrane risk-of-bias tool for randomized trials (RoB 2) and the Risk of Bias in Non-randomized Studies of Interventions (ROBINS-I) tool translated by National Evidence-based Healthcare Collaborating Agency (NECA). For meta-analysis, the effect size of the intervention was calculated as standardized mean difference. Results Eighteen studies were selected for the systematic review. While the contents of the education programs were similar, the teaching methods were different. Interventions implemented included traditional learning, e-learning, and blended learning. Teaching methods of delirium education programs for nurses included lecture, discussion, practice, simulation, role-play, and coaching. The systematic review found that delirium education programs for nurses effectively increased post-intervention outcomes in 17 studies. Delirium education programs for nurses have benefits regarding delirium knowledge and performance. In four studies, delirium education program interventions improved delirium nursing performance (95% CI: 0.48~2.44, p=.003). Conclusion These results demonstrate the need for a standardized delirium education program. It is recommended that further studies evaluating the patient outcome effects of delirium education programs should be conducted.
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Purpose This study introduces information value chain analysis by identifying essential information for use in gout care management. Part I reviews the essential concepts of information value chain analysis first introduced by Porter. Part II applies the analysis to determine the information values of patient health information and explores ways in which health information technologies can be best utilized to provide that information to patients with gout.
Methods We combined value chain analysis with natural language processing and machine learning techniques to develop algorithms that can identify patients with gout flares using clinical notes. As one of the first signs that the disease was not being controlled, variables found to be associated with gout flares were considered valuable information for patients with gout.
Results The best performing model, in terms of both gout flare prediction and association identification, was the comprehensive model that not only included concepts from all stages of the value chain but also designated natural language processing concepts from every care stage as surrogate variables. Additionally, all administrative codes traditionally associated with gout and its treatment were included as surrogate outcome variables.
Conclusion This study introduced information value chain analysis and applied it to develop a computer-based method with theoretical underpinnings to identify the concepts associated with gout flares. The findings can be used as a starting point for filtering the vast amounts of information patients must go through and identifying the most valuable information for patient with gout to adequately manage their symptoms.
Purpose Information value is created by providing care for specific medical conditions. To assess the appropriate content and time of delivery, a research framework to examine information values at different stages of the care continuum is needed. This study identified essential information to recommend for different stages of Systemic Lupus Erythematosus (SLE) management. Methods Using Porter's value chain analysis, we conducted a content analysis of the research literature, clinical practice guidelines, and patient education materials in an education-enabled environment regarding patient with SLE. We also used a natural language processing technique to automatically map the essential information identified into authorized concepts in the National Library of Medicine’s Unified Medical Language Systems. Results The essential contents in the diagnosis stage pertained to a general understanding of disease manifestation such as SLE definition, pathophysiology, etiology, prognosis, and progress. The intervening stage highlights information about prominent spheres of therapeutic regimens and administration as well as diverse care providers with relevance to their specific roles. While screening information, such as self-awareness of SLE signs, is valued prior to a clinical visit, the monitoring information follows clinical visits to avoid flaring events. The key concepts identified were "butterfly rash" (C0277942), "anti-inflammatory drugs" (C0003211), "SLE" (C0024141), and "antinuclear antibodies" (C0151480). Conclusion Communication of essential information identified at appropriate care stages can increase patient knowledge and reduce anxiety levels to improve self-care.
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Purpose The aims of this study are to identify current problems of nursing education as perceived by nursing educators and nurses, and to suggest developmental strategies for effective undergraduate nursing education in Korea.
Methods: This study is a descriptive study to investigate how nursing education is perceived by nursing educators and nurses, including the performance of core competencies, and curriculum improvement points, and gaps between the two. We surveyed 71 faculties in nursing colleges, and 282 nurses with less than three years of clinical experience in general and tertiary hospitals. Statistical analyses were conducted using descriptive statistics, independent two-sample t-test, and Importance-Performance Analysis (IPA).
Results: According to the majority of nursing educators (91.4%), there is a necessity of curriculum reform toward an integrated curriculum based on concepts (58.9%), and the keywords for future nursing education are professionalism, leadership, and ethics. They also impressed upon the necessity of information technology as an additional field of education (73.2%). Nurses responded that the most helpful theoretical and practical subjects were adult nursing (35.5%), and simulation practicum (35.4%), respectively. Both nursing educators and nurses expressed the necessity of high-fidelity simulation. The IPA results showed that performance was low compared to importance in all items. The statistically significant gaps between nursing educators and nurses were core knowledge and technical skill.
Conclusion: Based on the findings of this study, future undergraduate nursing education should consider a concept-based curriculum, field-oriented clinical practice, learner-centered education, competency-based curriculum, information technology education, and inter-professional education to respond preemptively to future healthcare environments.
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Purpose This study aimed to review the outcomes of nurse residency programs for new graduate nurses.
Methods: The inclusion criteria were peer-reviewed articles on the outcomes of nurse residency programs for new graduate nurses published in English from 2010 to 2019. A literature search was conducted in the PubMed, CINAHL, Science Direct, EMBASE, and PsycINFO databases using the search terms "nurse residency program," "new graduate nurse," and "transition to practice program." A qualitative appraisal of studies was conducted using the revised Cochrane risk-of-bias tool for randomized trials (RoB 2) and the Risk Of Bias In Non-randomized Studies of Interventions (ROBINS-I) tool.
Results: Twenty-five studies were selected. The systematic review found that nurse residency programs effectively increased the competence and confidence of new graduate nurses in 14 studies.
Job satisfaction, job stress and anxiety, and support showed different results, which were increased, decreased, or statistically insignificant after the programs. In three studies, institutional outcomes, including the retention rate in 16 surveys and hospital cost savings, were improved. Patient safety had different results depending upon the study.
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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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PURPOSE This study aimed to investigate the effects of a video-centered nursing education program on anxiety, uncertainty, and self-care in patients undergoing cataract surgery. METHODS A video-centered nursing education program was developed. The program consisted of a video and leaflet. The video was in 4 sections (introduction, pre-operation examination, operation, and post-operation self-care) for a total of 8 minutes. The leaflet included information on cataracts and self-care. The program was performed from January to April 2017. The participants were scheduled to undergo cataract surgery. The experimental group (n=26) underwent the program before the operation and the control group (n=30) received usual care at Bundang Jesaeng Hospital. In the pre-test, general characteristics, trait-state anxiety, and uncertainty were measured. The state anxiety, uncertainty, and self-care were evaluated as post-test. Data were analyzed using Kolmogorov-Smirnov, Shapiro-Wilk, χ2, Fisher's exact, t-, and Mann-Whitney U tests and covariance analysis. RESULTS In the post-test, there were significant differences between groups on uncertainty (F=8.10, p=.006) and self-care (F=11.06, p=.002). CONCLUSION The program was effective in reducing uncertainty and improving self-care in patients undergoing cataract surgery. These results will help to reduce nurse shortages and excessive workload and enable efficient clinical practice.
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PURPOSE This study aimed to assess the educational needs that should be considered while developing an occupational education program for nursing students. METHODS Participants included 200 nursing students and 40 nursing professionals. The data were analyzed with SPSS/WIN 24.0 and AMOS 24.0 program, using descriptive statistics, a paired t-test, Kendall's coefficient of concordance, and confirmatory factor analysis. The Borich's Needs Assessment Model, the Locus for Focus Model, and the Jo and Lee's Model also were used. Data were collected from May 1 to 30, 2017 using a structured self-report questionnaire. RESULTS A significant difference was found in scores on ‘important’ and ‘present’ levels of occupational education needs for both nursing students and professionals, on all items of occupational education needs. Results relative to the Borich's model indicated that ‘stress management in the nursing practice fields’ had the highest priority rating among both nursing students (5.65) and nursing professionals (6.40), and ‘establishing my career roadmap’ (6.04) had the highest priority rating in the Jo and Lee's Model. CONCLUSION The present results are expected to be used as baseline data for the development of an occupational education program for nursing students.
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PURPOSE The aim of the study was to examine effects of a fall prevention education program among inpatients over 65 years old. METHODS A quasi- experimental study with two intervention groups and a comparison was used. One hundred and forty-three participants recruited from one university hospital were assigned to one of three groups: Video-only education (n=49), video plus leaflet education (n=45), and a comparison group who received a routine education (n=49). The data collection period was from March to August 2016. RESULTS The two intervention groups reported higher scores in fall prevention behaviors than the comparison group (F=19.83, p < .001). Participants who viewed the video and received the leaflet education reported higher scores than those with video only education. The scores of attitudes toward falls (F=16.05, p < .001), and satisfaction with education (F=40.02, p < .001) in both intervention groups were also significantly higher than the comparison group, with no significant difference between the two intervention groups. CONCLUSION The fall prevention program was effective in improving fall-related attitude and satisfaction among elderly inpatients. Since the video plus leaflet education was most effective in improving prevention behaviors, it might be included in routine orientation on admission for the elderly.
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PURPOSE The aim of this study was to verify the effect of simulation and examine the effect of within-team debriefing for cardiac arrest emergency nursing education. METHODS A non-equivalent control group quasi-experimental design was used. The participants in this study were 199 senior nursing students from one nursing school in Daegu, Korea. Data were analyzed using χ² test, t-test, Fisher's exact test with SPSS 22.0 program. RESULTS Developed simulation protocol in this study increased the learning immersion (t=12.19, p < .001, t=5.07, p < .001), learning confidence (t=−10.36, p < .001, t=−5.99, p < .001) and clinical performance ability (t=−10.88, p < .001, t=−3.84, p=.002) among nursing students. In addition to this, learning immersion (t=2.66, p=.008), learning confidence (t=−2.78, p=.006), simulation satisfaction (t=−3.15, p=.002) and clinical performance (t=−3.02, p=.005) were significantly higher in the experiment group using within-team debriefing. CONCLUSION The results indicate that simulation using within-team debriefing was an effective educational method for nursing students.
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PURPOSE This study was designed to describe the effects of a nursing simulation focused on patients with cardiac arrest. The study was designed to measure knowledge, self-confidence, critical thinking, and clinical performance ability of nursing students. METHODS A non-equivalent control group quasi-experimental design was used. Thirty students in the experimental group received two hours of pre-learning and three hours of skill and simulation practice. Another thirty students in the experimental group received a two hour conventional lecture and three hours for skill practice. The post survey was completed by both groups. RESULTS Students in the experiemetal group scored significantly higher than students in control group. The critical thinking disposition was not significantly different between the two groups of students. CONCLUSION The results indicate that a simulation education program is more effective in a number of areas including knowledge, self-confidence, and clinical performance. It is recommended that simulation education should be expanded to various clinical situations.
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PURPOSE Knowledge, clinical reasoning, and self-confidence are the basis for undergraduate education, and determine students\' level of competence. The purpose of this study was to assess the effects of the addition of a one-time simulation experience to the didactic curriculum on nursing students' knowledge acquisition, clinical reasoning skill, and self-confidence. METHODS Using a quasi-experimental crossover design consisted of intervention and wait-list control groups. Participants were non-randomly assigned to the first intervention group (Group A, n=48) or the wait-list control group (Group B, n=46). Knowledge level was assessed through a multiple choice written test, and clinical reasoning skill was measured using a nursing process model-based rubric. Self-confidence was measured using a self-reported questionnaire. RESULTS Results indicated that students in the simulation group scored significantly higher on clinical reasoning skill and related knowledge than those in the didactic lecture group; no difference was found for self-confidence. CONCLUSION Findings suggest that undergraduate nursing education requires a simulation-based curriculum for clinical reasoning development and knowledge acquisition.
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PURPOSE This study was conducted to test the impact of simulation-based education program for emergency airway management on self-efficacy and clinical performance ability. METHODS A quasi-experimental non-equivalent control group pre-post test design was used. A total of 60 nurses, 30 nurses assigned to the simulation-based education group and 30 nurses to a traditional lecture group. The treatment group received a lecture, small group workshop and team simulation whereas the comparison group received lectures. RESULTS The participants in the simulation-based education group reported significantly higher self-efficacy of emergency airway management compared to participants in the lecture only group (t=5.985, p<.001). The simulation-based education group showed significantly higher clinical performance ability of emergency airway management compared with the lecture group (t=5.532, p<.001). CONCLUSION Simulation-based education was verified to be an effective teaching method to improve the self-efficacy, clinical performance skills of nurses in the learning of emergency airway management.
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