상급종합병원 신규간호사와 프리셉터 간호사의 근거기반실무에 대한 신념, 간호실무지침에 대한 중요도와 수행도

서주희,은영 병원간호사회 2023 임상간호연구 Vol.29 No.2

Purpose: This study was to investigate the belief in evidence-based practice, awareness of importance and performance of intravenous infusion and pressure ulcer evidence-based practice guidelines among nurses in a tertiary general hospital. Methods: The subjects of this study were 217 nurses working in a tertiary general hospital. Data collection was performed between February 11 and February 25, 2022. Data analysis was conducted descriptive statistics, t-test, hierarchical regression analysis, and Importance-Performance Analysis. Results: The mean score of belief for evidence-based practice among novice nurses was 3.34 out of 5, while preceptor nurses scored a mean of 3.41 out of 5. There was no significant difference in belief scores between novice nurses and preceptor nurses (t=-1.21, p=.227). The factors influencing the performance of evidence-based practice guidelines for intravenous infusion were belief in evidence-based practice (β=.14, p=.009) and importance of intravenous infusion (β=.51, p<.001), and the factors influencing the performance of evidence-based practice guidelines for pressure ulcer were belief in evidence-based practice (β=.15, p=.002) and importance of pressure ulcer (β=.65, p<.001). Importance-Performance Analysis of the evidence-based practice guidelines of two groups were used to identify common and different items. Conclusion: To improve the performance of evidence-based practice guidelines, it is necessary to enhance the evidence-based practice belief and importance of evidence-based practice guidelines. In particular, evidence-based practice should be provided to improve nursing quality through education on items of low-importance and low-performance and items of high-importance but low-performance guidelines identified through Importance-Performance Analysis.

근거기반실무 교육 프로그램을 활용한 시뮬레이션 실습의 효과

이선희(Lee Sunhee),조경아(Cho Kyongah) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.6

본 연구의 목적은 근거기반실무 교육 프로그램을 활용한 시뮬레이션 실습 교육이 간호대학생의 근거기반실무 지식, 근거기반실무 태도, 근거기반실무 역량, 근거기반 실무 적용의도 및 비판적 사고에 미치는 효과를 확인하기 위함이었다. 본 연구는 비동등성 대조군 전후설계의 실험연구이다. 연구 참여에 동의한 연구대상자는 근거기반실무 교육을 받은 경험이 없는 자로, 시뮬레이션 실습 교과목을 수강할 D대학교 간호학과 4학년 학생 48명이었다. 연구기간은 2019년 3월 2일부터 6월 10일까지였다. 근거기반실무 교육 프로그램을 활용한 시뮬레이션 실습 교육은 근거기반실무 5단계를 적용하는 것을 목표로 진행되었고, 1회기 당 4시간씩 총 6회기로 구성되었다. 프로그램의 효과는 t-test로 분석하였다. 연구결과, 근거기반실무 교육 프로그램을 활용한 시뮬레이션 실습 교육은 간호대학생의 근거기반실무에 대한 지식, 근거기반실무 태도, 근거기반실무 역량, 근거기반실무 적용의도, 비판적 사고를 유의하게 향상시켰다. 따라서 간호대학생의 근거기반실무 지식, 근거기반실무 태도, 근거기반실무역량과 근거기반실무 적용의도 및 비판적 사고를 증진시키기 위해 시뮬레이션 실습교육에 근거기반실무 교육 프로그램을 다각도로 활용할 것을 권장한다. The purpose of this study was to examine the effects of Evidence-Based Practice Education using Simulation Practicum program on the knowledge-based practical knowledge, attitude, competence, and intention of future use and critical thinking of nursing students. This study is an experimental study pretest-posttest design of inequality control. The study participants were the students who had no experience in the Evidence-based Practical Education, and 48 students in the fourth grade-nursing students from D University who will take simulation courses. The study was conducted from March 2, 2019 to June 10, 2019. The Evidence-Based Practice Education using Simulation Practicum program was conducted with the goal of applying five levels of evidence-based practice to itself, and it consisted of 6 sessions, 4 hours per session. The effects of the program were analyzed by t-test. Research results showed that the Evidence-Based Practice Education using Simulation Practicum program significantly improved student’s Evidence-Based Practice knowledge(t=4.854, p<.001), Evidence-Based Practice attitudes(t=8.227, p<.001), Evidence-Based Practice competency(t=17.572, p<.001), Evidence-Based Practice intention to future use(t=6.343, p<.001) and critical thinking(t=9.699, p<.001). Therefore, it is necessary to use the Evidence-based Practice in order to improve students Evidence-Based Practice knowledge, Evidence-Based Practice attitudes, Evidence-Based Practice competency, Evidence-Based Practice intention to future use and critical thinking through the Evidence-Based Practice Education using Simulation Practicum program in various ways.

근거기반실천과 심리치료

임민경,이지혜,이한나,김태동,최기홍 한국심리학회 2013 한국심리학회지 일반 Vol.32 No.1

Evidence-based practice in psychology(EBPP) is defined as a “decision-making process of a therapist combining his/her clinical expertise and psychotherapy with best research evidence while keeping the client's needs, value and preference in mind”(APA Presidential Task Force on Evidence-Based Practice, 2006). This movement was suggested to increase the provision of effective psychological treatments and improve the quality of public health through an integrative approach covering key service dimensions such as psychometric evaluation, case formulation, and working alliance(APA, 2006). Following the paradigm of empirically supported treatments, there were criticisms and opinions calling for various important factors other than efficacy. As a result, a more integrative paradigm of evidence-based practice was introduced and now actively implemented in many countries including the U.S. and the U.K. This review article aimed to promote understanding on evidence-based practice and facilitate evidence-based practice in Korea by (1) introducing the widely accepted definition and components of evidence-based practice, (2) providing answers to common misconceptions about evidence-based practice, and (3) making suggestions to implement evidence-based practices in Korea. 심리학에서의 근거기반실천(Evidence-based practice)이란 “연구를 통해 증거가 확보된 심리치료를, 임상적으로 숙련된 치료자가, 환자의 필요, 가치와 선호 등의 맥락을 고려하여 내담자에게 적용하는”(APA Presidential Task Force on Evidence-Based Practice, 2006) 의사 결정 과정이며, 궁극적으로 증거를 기반으로 한 심리측정, 사례개념화, 치료관계와 개입 등 통합적 접근을 통해 심리학적 치료의 효과를 증진시키고 공중보건의 질을 높이기 위해서 제안되었다(APA, 2006). 경험적으로 지지된 심리치료(empirically supported treatments) 패러다임 이후, 최선의 심리치료를 제공하기 위해서는 치료의 효능(efficacy) 뿐 아니라 다른 요소들 (즉, 내담자의 선호 및 가치, 임상적 전문성)이 통합되어야 한다는 주장이 제기되었다. 그 결과, 더욱 통합적 패러다임인 증거기반실천 운동이 시작되었으며 현재 미국 및 영국을 비롯한 많은 나라들에서 근거기반실천으로의 이행이 활발히 이루어지고 있다. 본 개관 논문에서는 근거기반실천에 대한 이해를 증진하고, 한국에서의 근거기반실천 시행에 기여하기 위하여 (1) 근거기반실천의 정의 및 근거기반실천의 각 구성 요소를 소개하고 (2) 근거기반실천에 대한 흔한 오해를 개괄한 뒤 이에 대한 답변을 제시하며, 마지막으로 (3) 근거기반실천을 더욱 향상시키기 위한 방안을 소개하였다.

증거기반실제의 특수교육 현장 정착 방안

김순진,정대영 한국정서행동장애학회 2018 정서ㆍ행동장애연구 Vol.34 No.2

The purpose of this study is to expand the settling methods for the practical application of Evidence-Base in special education field in order to promote the special educational performance of special education students and to establish the identity of special education. The focus group interview was conducted by selecting 7 special teachers who reported themselves to be practicing Evidence-Based Practice in Evidence-Based Practice. Through focus group interviews, the shared experience of research participants and the perception of Evidence-Based Practice in the field were discussed in depth and a total of three categories and eight sub-categories were derived. The three categories were (a) Settlement plan of Evidence-Based Practice in terms of special education policy, (b) The way of settling Evidence-Based Practice in terms of unit-school, and (c) The way of settling Evidence-Based Practice in terms of special school teachers. Based on the results of this study, it is suggested to develop Evidence-Based Practice manual of Evidence-Based Practice by evidence of disability area, improvement of special education curriculum, and operation of a professional school learning community at school level. And the self-learner about the Evidence-Based Practice of the special teachers. 본 연구는 증거기반실제를 실행하는 특수교사들이 특수교육 대상 학생들의 교육적 성과 증진과 특수교육의 정체성 확립을 도모하기 위하여, 특수교육 현장에서의 증거기반실제 적용에 대한 정착방안을 확장해 보고자 하는데 그 목적이 있다. 증거기반실제에 식견을 갖추고 있으며, 교육 장면에서 증거기반실제를 적용, 실행하고 있다고 스스로 보고한 특수교사 7명을 연구 참여자로 선정하여 포커스 집단면담을 실시하였다. 포커스 집단면담 과정을 통해서, 연구 참여자들의 공유된 경험과 증거기반실제의 현장 정착방안에 대한 인식이 심층적으로 논의되었으며, 총 3개의 범주와 8개의 하위 범주가 도출되었다. 연구 과정을 통해 도출된 3개의 범주로는 (ㄱ) 특수교육 정책 차원의 증거기반실제 정착방안, (ㄴ) 단위학교 차원의 증거기반실제 정착방안, (ㄷ) 특수교사 개별 차원의 증거기반실제 정착방안 등이 있었다. 본 연구에서는 이와 같이 도출된 결과를 바탕으로 하여 증거기반실제의 특수교육 현장 정착방안으로, 장애 영역별 증거기반실제의 데이터베이스화, 실천 매뉴얼 개발, 특수교육 교육과정의 개선, 학교 차원의 전문적 학습공동체의 운영, 그리고 특수교사 스스로의 증거기반실제에 대한 자기연찬 등을 포함하는 다양한 방안들이 논의되었다.

국내 근거기반간호의 현황과 발전 방향

최명애 ( Myoung Ae Choe ),방경숙 ( Kyung Sook Bang ),박연환 ( Yeon Hwan Park ),강현주 ( Hyun Ju Kang ) 서울대학교 간호과학연구소 2011 간호학의 지평 Vol.8 No.2

Purpose: The purpose of this study was to identify the current status of evidence-based research, education, and practice, and to suggest a directions for the future development of evidence-based nursing. Methods: To examine the current status of evidence-based nursing research, experimental research among studies published in the Journal of Korean Academy of Nursing from 2008 to 2010 were analyzed. We suggested a direction for the future development of evidence-based research based on the analysis and literature reviews. We also suggested a direction for the future development of evidence-based education and practice based on literature reviews. Results: The results showed that designs and methods of studies were insufficient to use evidences derived from the studies in terms of evidence-based research, and experimental studies consistent with themes were found to be deficient. In the future, the methods and rationale for the design of experimental studies need to be clearer In addition, a test for intervention effects through repetitive studies and a connection between the intervention effects and a protocol for clinical practice will be required. In terms of evidence-based education, curriculum revision and development of teaching methods including contents related to evidence-based practice and research methodology in undergraduate and graduate programs will be required. Evidence-based practice in Korea was less actively done than with that of foreign countries. Some large hospitals have recently attempted systemic activities to promote evidence-based nursing practice in clinical settings. To activate evidence-based practice, the perception of nurses for evidence-based practice needs to be changed and support for education and administration of the program is required. Also, evidence-based practice guidelines, protocols, and assessment tools need to be developed. Conclusion: Evidence-based nursing in Korea is in the process of evolving. To realize evidence-based nursing, we need to develop nursing science based on evidences of closer communication and cooperation in terms of nursing research, education, and practice.

Influence of Job Crafting on Evidence-Based Practical Skills of Dental Hygienists

Min-ji Kim,Kyu-ri Kim,Yun-ji Kim,Seo-yeon Im,You-bin Cho,Ru-by Choi,Hee-jung Lim 한국치위생과학회 2023 치위생과학회지 Vol.23 No.4

Background: As the medical knowledge base grows at an accelerating rate, evidence-based clinical performance becomes increasingly important for providing quality care. Previous studies have highlighted the need to promote job crafting to actualize evidence-based practical skills in the medical field. This study aimed to investigate the degree of evidence-based practice among dental hygienists and assess the impact of job crafting on the evidence-based practical skills of dental hygienists.Methods: Dental hygienists working at dental hospitals and clinics in Seoul and Gyeonggi Province were surveyed between February 28 and April 6, 2023. The sample was comprised of 267 participants. The hypotheses were tested independent t-tests, one-way analysis of variance, Pearson’s correlation coefficients, and multiple regression analyses using SPSS 29.0. Results: The degree of job crafting by dental hygienists demonstrated significant differences based on educational attainment, workplace size, and workplace type. Evidence-based practical skills exhibited significant variations based on educational attainment and job position. All job crafting subfactors demonstrated positive correlations with evidence-based practical skills. The job crafting subfactors affecting the evidence-based practical skills of dental hygienists were ‘increasing structural job resources’ and ‘increasing challenging job demands,’ which together explained 38.7% of the variance in evidence-based practical skills. Conclusion: This study demonstrates that job crafting was positively and significantly correlated with evidence-based practical skills. To strengthen the job crafting ability of dental hygienists, improving environmental conditions and fostering an organizational culture that motivates continued participation in education is necessary. The development and promotion of programs that enable learning of the latest evidence should be actively pursued. Additionally, regular attendance at workshops and participation in organizational evidence-based practice education programs are necessary.

일 상급종합병원 임상간호사의 근거기반실무 수행 영향요인

이모영(Moyoung Lee),곽동현(Donghyeon Gwak),강문희(Moonhee Gang) 다문화건강학회 2024 다문화건강학회지 Vol.14 No.1

Purpose: This study sought to investigate the factors that influence the implementation of evidence-based practice by clinical nurses working at a tertiary hospital. Method: The study was a based on descriptive survey research design. All the participants were nurses working at a tertiary hospital in the D region. The collected data were analyzed using de-scriptive statistics, the t-test, ANOVA, Pearson’s correlation coefficient, and multiple regression analysis with the SPSS sta-tistics 22.0 program. Results: The results of the regression analysis showed that the factors influencing evidence-based practice implementation were patient-centered nursing (β=.16, p=.004), organizational culture for evidence-based practice (β=.14, p=.009), and a knowledge of evidence-based practice (β=.53, p<.001). The explanatory power of these varia-bles was 47.2% (F=21.53, p<.001). Conclusion: For clinical nurses to carry out evidence-based practice, it is essential that they first understand this practice well. Therefore, education on evidence-based practice must continue, and organ-izational efforts to support this are needed. Additionally, to implement evidence-based practice, individualized nursing services that consider the patient’s needs must be provided.

How to understand and conduct evidence-based medicine

강현 대한마취통증의학회 2016 Korean Journal of Anesthesiology Vol.69 No.5

Evidence-based medicine (EBM) is the conscientious, explicit, and judicious use of current best evidence in making decisions regarding the care of individual patients. This concept has gained popularity recently, and its applications have been steadily expanding. Nowadays, the term “evidence-based” is used in numerous situations and conditions, such as evidence-based medicine, evidence-based practice, evidence-based health care, evidence-based social work, evidencebased policy, and evidence-based education. However, many anesthesiologists and their colleagues have not previously been accustomed to utilizing EBM, and they have experienced difficulty in understanding and applying the techniques of EBM to their practice. In this article, the author discusses the brief history, definition, methods, and limitations of EBM. As EBM also involves making use of the best available information to answer questions in clinical practice, the author emphasizes the process of performing evidence-based medicine: generate the clinical question, find the best evidence, perform critical appraisal, apply the evidence, and then evaluate. Levels of evidence and strength of recommendation were also explained. The author expects that this article may be of assistance to readers in understanding, conducting, and evaluating EBM.

증거기반교수의 개념과 연구적 타당성에 관한 이론적 고찰

홍성두 ( Sung Doo Hong ),여승수 ( Seung Soo Yeo ) 한국특수아동학회 2011 특수아동교육연구 Vol.13 No.1

증거기반교수(Evidence-Based Instruction or Evidence- Based Practice)는 특수교육분야에서 최근 가장 많은 관심을 받고 있는 주제 중 한가지이다. 하지만 아직까지 현장전문가들과 연구자들은 어떤 교수를 증거기반교수로 정의할 수 있는지와 증거기반교수를 결정하기 위한 체계적인 절차는 무엇인지에 대한 구체적인 내용을 제공하지 못하고 있다. 이에 본 연구에서는 증거기반교수에 대한 이해를 돕기 위해 특수교육뿐만 아니라 의학과 심리학 분야에서 증거기반이라는 개념을 어떻게 조작화하는지에 대해서 살펴보고, 증거기반과 관련된 핵심주제 중에 한 가지인 연구적 증거 확보에 관한 몇 가지 논쟁점을 cook 등(2009)의 연구를 중심으로 이론적으로 고찰하였으며, 관련된 시사점 등을 제시하였다. There has been increased attention in the view of applications of research based practice in the area of special education. However, surprisingly, teachers and researchers have continued to debate both the definition of evidence-based practices and processes of identifying evidence-based practices. Considering these issues mentioned above, the main purpose of this review was to investigate the way of defining evidence-based practices in other areas of medicine, clinical psychology, and general education in order to improve the understanding of evidence-based practice. In addition, this study focused on some issues on verifying research evidence that is one of important topics in evidence-based practice. Implications for practice and suggestions are discussed.

시뮬레이션 실습을 연계한 근거기반실무 교육 수업모형 개발 및 효과

양현주,박미라,제남주 사단법인 인문사회과학기술융합학회 2019 예술인문사회융합멀티미디어논문지 Vol.9 No.6

This study was conducted to provide basic data for evidence-based practical training of nursing university students and to improve their ability of evidence-based practice. The developed instructional model is about applying the 5 steps of the evidence-based practice linked with simulation practice. The model is a program consisting of 8 sessions(total 32 hours) in which theoretical & practical classes about evidence-based practice and situation-specific simulation practices are cross-designed and applied. In order to verify the effective teaching time of the instructional model, group 1 was instructed to conduct a evidence-based practical training after the simulation practice, and group 2 was instructed to conduct a simulation practice after the evidence-based practical training. The results of this study showed that group 1 had higher level of knowledge and capacity in evidence-based practice than group 2, but there was no statistically significant difference in beliefs. Therefore, in order to enhance the effectiveness of the evidence-based practical training, it is more effective to carry out the evidence-based practical training after the clinical & simulation training experience or repeat the education. This study has limitations due to not being able to observe the persistence of educational effect and the lack of a pure control group. Thus, a follow-up study is needed. 본 연구는 간호대학생의 근거기반실무 교육을 위한 기초자료 제공 및 근거기반실무에 관한 역량 증진을 위해 시행되었다. 개발된 수업모형은 시뮬레이션 실습을 연계한 근거기반실무 5단계를 적용하는 내용으로, 근거기반실무에 관한 이론 및 실기수업과 상황별 시뮬레이션 실습을 교차 설계하여 적용하는 8회기(총 32시간)로 구성된 프로그램이다. 수업모형의 효과적인 교육시기 확인을 위해 그룹 1은 시뮬레이션 실습 후 근거기반실무 교육, 그룹 2는 근거기반실무 교육 후 시뮬레이션 실습을 진행하도록 하였다. 본 연구결과 그룹 1은 그룹 2보다 근거기반실무에 대한 지식수준과 역량이 높았으나, 신념은 통계적으로 유의한 차이가 없음을 확인하였다. 따라서 근거기반실무 교육의 효과를 높이기 위해서는 임상 및 시뮬레이션 실습 경험 후에 근거기반실무 교육을 시행하거나 반복 교육하는 것이 효과적일 것으로 생각된다. 본 연구는 순수 대조군을 두지 못한 것과 교육효과에 대한 지속성을 확인하지 못한 제한점이 있어 후속연구가 필요하다.