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RISS 인기검색어
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- 저자 : Yi-Ping Tseng (검색결과 2 건)
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Tseng, Chih-Yin,Asada, Keiichi,Nakamura, Masanori,Pu, Hung-Yi,Algaba, Juan-Carlos,Lo, Wen-Ping American Astronomical Society 2016 The Astrophysical journal Vol.833 No.2
<P>The structure of the NGC 6251 jet on the milliarcsecond scale is investigated using images taken with the European VLBI Network and the Very Long Baseline Array. We detect a structural transition of the jet from a parabolic to a conical shape at a distance of (1-2) x 10(5) times the Schwarzschild radius from the central engine, which is close to the sphere of gravitational influence of the supermassive black hole (SMBH). We also examine the jet pressure profiles with the synchrotron minimum energy assumption to discuss the physical origin of the structural transition. The NGC 6251 jet, together with the M87 jet, suggests a fundamental process of structural transition in the jets of active galactic nuclei (AGNs). Collimated AGN jets are characterized by their external galactic medium, showing that AGN jets interplay with the SMBH and its host galaxy.</P>
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Suh-Ing Hsieh,Li-Ling Hsu,Hui-Ling Lin,Chen-Yi Kao,Yi-Ping Tseng,Li-Yun Szu,Ching-Yun Lee,Lun-Hui Ho,Shu-Ling Yeh,Shu-Hua Kao,Yen-Fang Chou,Tzu-Hsin Huang 한국성인간호학회 2021 성인간호학회 학술대회 Vol.2021 No.8
Aim(s): Clinical nurses are facing patients’ biopsychosocial and spiritual problems at diverse clinical settings, but they are lack of knowledge, skills, and confidence on providing spiritual care. However, no studies adopted simulated educational program and objective structure clinical examination (OSCE) to educate nurses and to assess the outcomes. Therefore, this study was to validate the effect of a scenario-based spiritual care course on spiritual care competence in clinical nurses. Methods: This non-equivalent quasi-experimental study with a pre-test and two post-tests (end of the intervention and three months later) was conducted between August 2019 and February 2021 (11 sessions). The recruitment posters with a QR code were distributed to different units at three branches of a large medical institute for recruiting clinical nurses, who provided direct patient care. The attendees of one-day scenario-based spiritual care course are the experimental group (n=53) and the control group (n=85) was matched with the experimental group (1:1-3 ratio) by similar units, ages, working experience, and clinical ladder. Instruments include basic information, self-evaluated and head nurses evaluated spiritual care competence scale (SCCS), spiritual perspective scale (SPS), and spiritual care perspective scale-revised (SCPSR) for both groups and reflective log, course satisfaction scale, OSCE checklist, and standardized patient feedback scale for the experimental group. The data were analyzed using descriptive statistics, repeated measures ANOVA, linear regression, and paired t test. Results: After controlling for pre-test scores and interest in attending spirituality/spiritual care, the experimental group showed significant higher SPS (p=0.012) and self-evaluated SCCS (p=0.002) and lower SCPSR (p=0.015) than the control group at the 2nd post-test. Repeated measure ANOVA also showed significant within-subject effects across three time points of the experimental group on SPS (p<0.001), SCPSR (p<0.001), and self-evaluated SCCS (p<0.001), but paired t test showed non-significant differences on SPS, SCPSR, and self-evaluated SCCS between pre-test and post-test with an exception of head nurse evaluated SCCS (p=0.035). The mean overall course satisfaction of the experimental group was 4.34±0.62. The mean global performance of OSCE was 3.40±0.91 and the majority of experimental group was pass (43.4%) and good (35.8%). 64.5% and 26.1% of standardized patients were partial and strongly agreed with examinees’ performance in spiritual care assessment respectively. Conclusions: The scenario-based spiritual care course is effectively to enhance clinical nurses’ spiritual care competence. It may cultivate clinical preceptors with better spiritual care pedagogy through simulation and OSCE for bedside teaching of nurse post-graduate year.
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