Purpose The purpose of this study was to examine the experiences of nurse managers in clinical nursing education during an emerging infectious disease outbreak. Methods: Individual semi-structured interviews were conducted with 12 nurse managers from seven general or tertiary hospitals, each with 300 or more beds, in South Korea. Data were collected between February 17 and June 10, 2023, and analyzed using qualitative content analysis. Results: Four themes and 11 subthemes were identified. Nurse managers faced significant challenges in departmental management during the infectious disease outbreak, encountered a wide range of student attitudes toward learning, adapted their teaching methods flexibly in response to changing infectious disease conditions, and ultimately found meaning in the irreplaceable value of clinical practice education. Conclusion: During the emerging infectious disease outbreak, nurse managers not only encountered substantial difficulties but also experienced professional growth as clinical nursing educators. To enhance clinical nursing education in such challenging environments, it is essential to minimize uncertainty caused by infectious diseases and foster positive perceptions among nursing students regarding clinical practice education under restrictive circumstances. Institutional support is also necessary to reduce the work burden on nurse managers.
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.
Conclusion: This study's results can provide evidence for the necessity of a standardized nursing education program and for developing a system for evaluating its effectiveness to improve the quality of nursing education.
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Purpose Since anticancer medication nursing is an evaluation area for accreditation by medical institutions in Korea, all clinical nurses are required to attend an annual classroom lecture. However, it is necessary to reconsider the methods and effects of this requirement. This study was conducted to develop a web-based anticancer chemotherapy nursing course for clinical nurses and to examine its effectiveness in terms of job knowledge, self-efficacy, and nursing performance. Methods A randomized controlled design using random selection was utilized. The content was developed into 5 modules featuring basic and advanced learning, and the total learning time was 80 minutes. To test the effect of the multimedia contents, a randomized control group pretest-posttest study design was adopted. Clinical nurses with less than five years of experience were recruited from a university-affiliated hospital and randomly assigned to an experimental (n=28) or control (n=28) group. The experimental group autonomously learned web-based anticancer chemotherapy nursing for two weeks through a website. Results There was a statistically significant increase in the job knowledge of the experimental group receiving the classroom lecture (p=.001). However, there were no statistically significant differences between the two groups in self-efficacy (p=.055) and nursing performance (p=.359). Conclusion This study found that web-based self-learning could be a useful learning strategy for the anticancer chemotherapy and nursing education that clinical nurses must complete annually. However, it is necessary to verify the effect on self-efficacy and nursing performance through repeated studies.
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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 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 This study was conducted to test whether Health Communication Assessment Tool (HCAT) developed by Campbell et al. in 2013 can be applied to assess Korean nursing students' communication skills in simulation education. METHODS The content validity of the Korean version of HCAT (K-HCAT) was evaluated through expert's assessment and a principal component analysis was conducted for testing construct validity. The convergent validity was tested by measuring relationship between the K-HCAT and those of existing communication assessment tool for standardized patient instruction. The evaluation was done by surveying 154 senior students from four different nursing colleges. RESULTS The K-HCAT was condensed into 15 items from the original 22 HCAT items. Four factors were extracted from the principal component analysis; factor loadings ranged from .50 to .83; cumulative explained variance was 62.65%. Four factors were entitled as 'relationship building', 'empowering', 'empathy/response', and 'education/feedback'. Cronbach's α for sub-dimensions ranged from .73 to .84. An evaluation of convergent validity showed that the scores of the K-HCAT were moderately correlated with those of an assessment tool for standardized patient instruction. CONCLUSION The K-HCAT can be used as an effective tool for assessing nursing students' communication skills in various kinds of simulation educations Further research is needed to test the consistency of the K-HCAT.
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PURPOSE This study was aimed to develop frequently-used clinical scenarios and scoring rubrics to assess core basic nursing skills in adult health nursing clinical practice for clinical evaluation based on program learning outcomes (PO). METHODS This study was a methodological research combining focus group interviews and questionnaires to select and construct scenarios. Data were collected from clinical practitioners, adult health nursing professors, and new nurses from November, 2013 to April, 2014. The developed scenarios and rubrics were applied to nursing students by way of showing an example. RESULTS The 12 frequently-used clinical scenarios were developed. The proportion of the evaluation rubrics were 30% for clinical instructors where as 70% for college instructors. In order for students to achieve the important learning outcomes from the courses for clinical practice, four program outcomes (POs) were selected as well as a rubric for each POs was developed. Students who had situation-based clinical practices showed higher levels of satisfaction on mastery of core basic nursing skills and communication skills. CONCLUSION This findings of the study suggested the strategies for complementing pitfalls in clinical setting and achieving PO during students' clinical practicum.
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PURPOSE The purpose of this study was to examine the effects of delirium care training program on the nurses' knowledge of delirium, self-confidence and performance levels in caring patients with delirium. METHODS The study was used a quasi-experimental design. The participants were 131 nurses in general nursing units in B and J hospitals. Sixty four nurses in B hospital were allocated into the experimental group and 67 nurses from J hospital into the control group. The delirium care training program was composed of lecture and clinical practice. Clinical practice of delirium care was applied everyday for 4 consecutive weeks starting from the admission day of the older adults(> or =70 years old), using 'short CAM' and 'nursing checklist for delirium prevention'. RESULTS The knowledge of delirium, self-confidence in caring patients, and performance levels of nursing care were significantly increased in the experimental group compared to the control group. CONCLUSION The findings of this study provided the evidence for the potential utility of the delirium care training program and underscored the needs of broader application of the training program of delirium care for nurses in general nursing units.
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