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간호학생의 임상실습 교육을 위한 임상지도자 활용 모델 적용 효과에 관한 연구
김조자,이원희,김소선,유해라,한신희,김기연,노영숙,Kim, Cho-Ja,Lee, Won-Hee,Kim, So-Sun,Yoo, Hye-Ra,Han, Shin-Hee,Kim, Gi-Yon,Rho, Young-Sook 대한간호협회 1997 대한간호 Vol.36 No.4
This study examined effect of preceptorship on clinical education of 39 senior nursing students. Competency scores and satisfaction with preceptors scores were investigated. Competency scores of the students before the clinical education (pre-competency scores) were compared with the competency scores after the clinical education (post-competency scores), and satisfactory scores were also examined after the clinical education. Study results showed that the total post-competency scores were increased compared to the total pre-competency scores, and this increment was statistically significant. However, analyzing sub-domains of the competency scores indicated only the nursing-skill domain scores were increased while the scores of interpersonal domain and management domain were increased but statistically insignificant. Satisfaction with preceptors scores were also more than the average scores reflecting the students were satisfied with their preceptors generally. The students, However, grade low in the preceptors' intellectual ability while their professional and interpersonal ability were rather satisfied. This study indicated preceptors should make more efforts to teach interpersonal and management skill and increase their intellectual ability. This study recommended a systematic reward system for the preceptors to increase the motivation to teach students is needed.
김조자,강규숙,백희정 연세대학교 교육대학원 2000 연세교육과학 Vol.48 No.-
A home care educational system was established in 1970 when home care nursing was included as one of the professional nurse groups. Nurses could be certified as home care nurses by the Ministry of Hearth and Welfare. There are, now, eleven educational institutes of firing home care education programs. The home care education program constitutes of a total of 600 hours of which, 352 are class hours and 248 hours are practicum. Since 1990, when the home care educational programs begat there have been no revisions in the program and each of institute has modified their own program. This study was conducted to identify an adequate home care educational program for home care services and to adjust the present program by analyzing one institution's home care education program. The purposes of this study were to analyze the home care educational program with regards to class content and clinical practicum, and to define connections, overlapping, and integration between subjects as presented in the home care education program at Y university, and plan far a revised home care education program. During in 1796, the curriculum was analyzed and a revised program was established based by content coordinators and students and evaluation of the clinical practicum by students and preceptors. In class education, there were three problems; 'too many lecturers', 'overlapping of subject content', and 'inadequate printouts'. Resolution of these problems was done through adjusting the lectures requesting the coordinators to show the whole curriculum to the lecturers, and by supporting the coordinators to develop adequate printouts. The subjects were group into ten basic and exclusive subjects and sixteen problem-based nursing subjects. Clinical practicum was revised as 'visits to community institutions', 'laboratory practice', 'hospital practice', 'discharge planning and home care practice', and 'home care specialty practice'. Problems in these are as were 'lack of opportunity for individual practice', and 'inadequate theoretical preparation for practice'. For these problems the basic nursing skills laboratory was opened and could be used freely by the home care students, and practice could be done after the theoretical lectures. Using a preceptorship, five days fur hospital practice and six days fur discharge planning and home care practice and ten days for specialty practice were included in the course.