Outcomes-based Curriculum Development and Student Evaluation in Nursing Education

KIM,H.S. 한국간호과학회 2012 Journal of Korean Academy of Nursing Vol.42 No.7

Purpose: A curriculum development model is presented to examine the processes necessary to develop new programs or evaluate existing programs within the philosophy of outcomes-based education in nursing, especially in the context of accreditation. The philosophy of outcomes-based education is to produce individuals who can demonstrate the evidence of competencies in designated areas of education. For nursing education, this means competencies in performing the role of professional nursing as defined by the profession and social needs at the beginning level upon completing a nursing program. Methods: A curriculum development model has been developed analytically based on the literature and experiences. Results: A 10-step process framework incorporating the tenets of outcomes-based nursing education is illustrated. Conclusion: This curriculum development framework can be applied in developing new educational programs in nursing or to evaluate and revise existing programs in anticipation of the accreditation process that is moving with a full force in such countries as Korea. Purpose: A curriculum development model is presented to examine the processes necessary to develop new programs or evaluate existing programs within the philosophy of outcomes-based education in nursing, especially in the context of accreditation. The philosophy of outcomes-based education is to produce individuals who can demonstrate the evidence of competencies in designated areas of education. For nursing education, this means competencies in performing the role of professional nursing as defined by the profession and social needs at the beginning level upon completing a nursing program. Methods: A curriculum development model has been developed analytically based on the literature and experiences. Results: A 10-step process framework incorporating the tenets of outcomes-based nursing education is illustrated. Conclusion: This curriculum development framework can be applied in developing new educational programs in nursing or to evaluate and revise existing programs in anticipation of the accreditation process that is moving with a full force in such countries as Korea.

의료기관 종별 간호사의 임상간호교육 참여 현황과 보수교육 요구 분석

신수진,황은희,강영미,오현주 경희대학교 동서간호학연구소 2020 동서간호학연구지 Vol.26 No.2

Purpose: This study investigates the participation status in clinical nursing education and nurses’ continuing education needs to develop educational programs. Methods: Participants were 227 nurses working in medical institutions where nursing students practiced, and the selection criteria were nurses with more than two years of clinical education experience; data were collected using structured questionnaires. Results: More than half of the clinical nurses had completed a preceptor training program for clinical nursing education, and the subjects mainly educated by nurses were new graduate nurses and nursing students. The obstacles to clinical nursing education were lack of compensation, lack of manpower, lack of patient nursing time, excessive workload, and lack of knowledge as educators. The educational methods preferred in continuing education were small-group workshops and online education. The desired educational topics in continuing education were current nursing practice standards, simulation nursing education, and the role of clinical nursing educators. Conclusion: Based on our results, it is necessary to understand the importance of clinical nursing education, which is essential for clinical nurses, to prepare a specific system for them and to develop and operate a systematic education program according to medical institutions’ characteristics. 목적: 본 연구의 목적은 임상간호사를 위한 교육 프로그램을 개발하기 위해 임상간호사의 교육 참여 현황과 계속교육 요구를 확인하기 위한 것이다. 연구방법: 간호학생이 실습을 하는 병원에서 근무하는 간호사 중 2년 이상의 임상 교육 경험이 있는 228명의 간호사를 대상자로 선정하였으며, 구조화된 설문지를 이용하여 자료를 수집하였다. 결과: 절반 이상의 간호사가 임상 간호 교육을 위한 프리셉터쉽 교육을 이수하였고, 주요 교육 대상자는 신규간호사와 간호학생이었다. 임상간호교육의 장애 요인으로 이해 부족, 인력 부족, 환자간호시간의 부족, 과도한 업무부담, 그리고 교육자로서의 지식부족이 확인되었다. 간호사들은 소규모 집단 워크숍과 온라인 교육을 선호하였고, 희망하는 교육 주제는 현재 간호 술기 표준, 시뮬레이션 간호교육 그리고 임상간호 교육자의 역할로 나타났다. 결론: 이와 같은 결과를 토대로, 임상간호의 핵심인 임상 간호교육의 중요성을 이해하고, 교육을 위한 구체적인 시스템 마련, 그리고 병원 유형에 따른 교육 프로그램의 개발이 필요하다.

한,중 간호교육제도 및 교육과정 비교연구

문희자 ( Heui Ja Moon ),김광주 ( Kwang Joo Kim ),박신애 ( Shin Ae Park ),김일원 ( Il Won Kim ),박화순 ( Hua Shun Park ) 경희대학교 동서간호학연구소 2002 동서간호학연구지 Vol.7 No.1

This study is a descriptive comparative investigated one to analyze nursing education system and curriculum of Korea and China trans-culturally. 1) Education System The basic level of nursing education in Korea consisted of 65 3-year-junior college of nursing (7379 students) and 48 4-year-bachelor of nursing college (2345 students) in 2000 showing more 3-year-junior college of nursing and its students. In China, western nursing as well as Chinese nursing education system were operating. In 2000, 501 western school of middle technical nursing, 29 school of middle technical nursing of middle level education, and 89 3-year western and 24 Chinese junior college of nursing, and 42 4-year western bachelor of nursing college and 10 Chineses of high level education have been established. The presence of Chinese school of middle technical nursing system seemed to be in slower development in nursing than Korea, but that of Chinese nursing education seemed to be advanced with its national identification prior to Korea. Post graduate continuous education for RN-Diploma and RN-BSN program has been opened as in Korea. The Hosa(護士) system in school of middle technical nursing in China reflects lower level of education than Korea. But it can be a merit, other than in Korea, without nurses aids, when they are acting under supervision of nurses and led by them, and there presents a special course for promotion up to high level education. Graduate school in Korea is divided into general type opening a curriculum for MS in 1960 and as of 2000, 21 general types for majoring in nursing. The PhD course in Korea was established in 1978, and after that the PhD courses have been opening in 14 universities at present. China established master degree course in 1991 and as of 7 colleges are ongoing, and the doctoral course is now under planning, resulting slower development than Korea. 2) Education of theory and clinical practice in Korea and Chine ① Korea`s 3-year junior nursing college have 51 subjects, 49 subjects in China, which was not different. China was following education of ideology and medical. 4-year Bachelor of Science College has 92 subjects in Korea with cultural subjects and essential major studies/elective in theory education in Korea, while 63 subjects in China, showed wider selection in Korea`s education. ② Korea`s 3-year and 4-year nursing colleges performed clinical practice education parallel with theoretical education for a certain period, block or theory/practice system. While China`s 3-year and 4 or 5-year-colleges educated the theory first and then practice for one year in the last grade, integrating each situation of the departments and the theory. ③ Korea`s oriental nursing theory in nursing education was performed in 28 colleges of 65 nationwide ones of 3-year junior nursing colleges, but only one school was educating clinical practice. In 4-year bachelor of nursing colleges, the oriental nursing theory was done in 14 among 48 investigated. And 1-4 subjects of them were doing, and 4 schools perfomed of clinical practice, showing more reinforced than the junior colleges. China`s 3-year and 4-5-year western nursing colleges taught two subjects of Chinese medicine nursing. China`s 3-year & 4-5-year College of Chinese medicine nursing, theory of Chines medicine nursing education taught eight subjects. ④ 5-year colleges of Chinese medicine·western integrated nursing, theory of Chinese medicine nursing education consisted of twelve Chinese medicine nursing subjects and two of Chinese medicine·western integrated nursing subjects. China was tempting a new development of a pattern of Chinese medicine nursing subjects reinforced. 3) The verification of Korean and Chinese nurse`s license. The verification test of Chinese nurses license is differentiated at the level of education other than in Korea. Expire date is 2 years and a qualified test must be done to a renewal. And the continuing education hours are 72 per year, which is more enforced than Korean nurses (10 hours a year). In accordance with WTO regulations, we should prepare for opening foreign hospital, educating oriental nursing subjects. And on this, it is recommendable to settle a basic frame research to run the oriental nursing practice ongoing. 1. It is desirable to develop the oriental nursing subjects to apply its idea to the western nursing and differentiate Korean nursing. 2. It is desirable to certify oriental nurse`s characters, to expand and develop the nursing areas to practice it, and to establish the oriental nursing system. 3. It is expectable to promote Korean nursing specialization to develop the oriental nursing as a professional and to create its demand.

한국 간호교육의 현황과 과제

김윤희 ( Yoon Hee Kim ),김광주 ( Kwang Joo Kim ),조결자 ( Kyoul Ja Cho ) 경희대학교 동서간호학연구소 2000 동서간호학연구지 Vol.5 No.1

This study was intended to grasp the history of nursing education from the beginning to the present in Korea, and grip and look-out current diversified systems of nursing education on basis of February, 2000 through literatural review and investigation by close telephone interviews. The basic nursing educational institutions in the whole country were total 113, namely, 3 years course, 65 junior colleges of nursing, and 4 years course, 48 colleges of nursing. And there were 3 types of continuing nursing educational system: two of three were transferring to another college for gain bachelor`s degree in nursing; RN-BSN programs and university of broadcasting, and the other was the system of independent learning and then examination for BSN. Total nursing graduates from junior college of nursing courses and college of nursing courses were 7,564 on February, 1999. In general graduate school, the number of master courses were 21 and Ph.D courses were 13. And the number of special graduate schools were 21, i.e., graduate school of education were 7, graduate school of administration were 2, graduate school of public health were 11 and graduate school of industry was 1. As the perspective on nursing education, we overviewed changing nursing organizational environment, increasing the system of continuing education, making standards in nursing education and systemization of nursing educational accreditation, specialization of nursing, information system in nursing education and education of graduate school. The summary of the above overviewed subjects were as follows; Every nursing educational institution needed to educate by educational criteria and standard and characteristically run BSN and graduate courses. Specialization in nursing has to develop more and more, therefore advanced education and law should be prepared appropriately. According to the age`s and social needs, we have to establish counter-plan for fundamental educational environment. We have to sensitive to rapidly changing information in the era of globalization. In the level of university education, each university needs characterization of educational objectives, goals and contents, and has to replace the shortage of the number of professor. And the regulation of thesis and dissertation examinations need to be reinforced. Education in nursing should consists with specialization. Collaboration among universities will bring efficiency in the nursing education.

간호교육 4년 학제 일원화를 위한 ｢고등교육법｣ 개정의 주요 내용 및 현재적 의의

차유경(Cha, Yu Kyung) 대한교육법학회 2020 敎育 法學 硏究 Vol.32 No.3

과거 우리나라 간호교육 과정은 3년제 전문대학 간호과와 4년제 대학 간호학과로 이원화 되어 있었다. 2006년 ｢고등교육법｣ 개정안 발의를 기점으로 간호교육 4년 학제 일원화를 위한 움직임이 시작되었으며, 제17대~제19대 국회에 걸쳐 ｢고등교육법｣과 ｢의료법｣ 개정안 제출이 이루어졌고, 2011년~2016년 ｢고등교육법｣ 및 ｢의료법｣ 개정을 통해 마침내 제도의 일원화가 이루어졌다. 2011년 ｢고등교육법｣ 개정을 통해, 전문대학 내 의료인 양성을 위한 4년 수업연한의 과를 설치할 수 있도록 하고, 본 과정을 이수한 자들에게는 학사학위를 수여할 수 있는 법적 근거를 마련하였다. 4년제 간호과를 운영하고자 하는 전문대학은 교육여건 등의 기준을 갖추고 평가인증기구를 통해 지정 받도록 하였다. 또한, 전문대학 전공심화과정 입학조건으로 동일계열 전문대학 졸업 후 관련분야 재직 경력이 요구되었으나, 간호과에 한해 산업체 재직 경력이 없어도 입학이 가능하도록 함으로써 심화 교육 과정 선택의 자율성이 확대 되었다. 2012년 ｢의료법｣ 개정을 통해, 간호사 국가시험 응시자격을 평가인증기구의 인증을 받은 간호학을 전공하는 전문대학이나 대학을 졸업한 자로 제한하였다. 마지막으로, 2016년 ｢고등교육법｣은 전문대학에 개설된 수업연한 4년 교육과정의 명칭을 ‘과’에서 ‘학과’로 개정되어, 두 교육 과정이 모두 ‘학사학위’를 취득하는 동일한 과정 임에도 불구하고 명칭의 차이로 인해 유발될 수도 있는 차별 및 불이익을 방지코자 하였다. 상기 법률 개정으로 간호교육을 4년제로 일원화하고, 간호교육의 표준화를 위한 법적 토대를 마련하게 되었다. 현재 미국･독일 등 주요 서구 국가에서 간호 인력의 학사학위 과정 이수 필요성이 강조되고 있는 흐름에 비추었을 때, 이미 10여 년 전, 우리나라에서 이루어진 4년제 학사학위 과정으로의 간호교육 일원화는 제도적 차원의 선제적 선진화로 평가될 수 있다. 그러나, 일찍이 구축된 4년 학제를 통해, 우수한 인력들을 간호사로 배출하고 있음에도 불구하고, 의료 현장의 서비스 질 향상으로 이어지지 못하고 있다. 열악한 근로조건 등으로 인해 졸업생들이 간호사로서의 취업 포기나 해외 취업 등을 선택함으로써 일선 병원들은 간호사 부족 문제를 겪고 있다. 따라서, 간호사 처우 및 근무환경 개선을 통해 양질의 교육을 받은 인력이 노동시장으로 유입될 수 있도록 간호사법 제정 등과 같은 보다 적극적인 조치를 취할 필요가 있다. 한편, 개정 ｢고등교육법｣상 의료인 양성을 위한 전문대학 수업연한 및 학위에 관한 특례 규정은 현재 임의규정으로 되어 있다. 이로 인해, 자발적으로 신청하지 않은 전문대학들은 3년 학제 간호과로 남아 있어 4년제 일원화를 완전하게 이루지 못한 상태로 남아 있게 되었다. 또한, 간호사 면허 시험 응시자격 요건이 여전히 간호학을 전공하는 대학이나 전문대학을 졸업한 자로 규정되어 있어, 학사학위 취득이 간호사 면허 취득의 필수 조건으로 규정되어 있지 않다. 따라서, 의료인 양성을 위한 전문대학 수업연한 4년 규정을 강행규정화 하고, 간호사 면허 시험 응시자격 요건을 학사학위 취득자로 제한하는 등 제도의 통일성을 강화하는 방향으로 본 제도를 내실화 할 필요가 있다. In the past, the nursing curriculum in Korea was divided into a three-year junior college nursing department and a four-year university nursing department. The proposal to unify for the four-year school system of nursing education began with a legislative bill of amendment to the ｢HIGHER EDUCATION ACT｣ in 2006, and amendments to the ｢HIGHER EDUCATION ACT｣ and the ｢MEDICAL SERVICE ACT｣ were submitted in the 17th to 19th National Assembly. The system was finally unified through the revisions of the ｢HIGHER EDUCATION ACT｣ and the ｢MEDICAL SERVICE ACT｣ from 2011 to 2016. Through the revision of the ｢HIGHER EDUCATION ACT｣ in 2011, a four-year course in junior colleges designed to train medical personnel may be established, and a legal basis for conferring a bachelor s degree to those who completed this course was established. Junior colleges which want to operate a four-year course nursing department should have satisfied standards such as educational circumstances and should been designated through an accrediting institution. In addition, the prerequisite for admission to the advanced major course in junior colleges is that graduated from a junior college in the same department and has experience in the related field shall become eligible to apply for an advanced major course. Whereas the autonomy of choosing an advanced major course of been expanded by allowing the nursing department to be admitted even without a same career. Through the revision of the ｢MEDICAL SERVICE ACT｣ in 2012, nurse was restricted to those who has graduated from a university, college, or junior college with a major in nursing which is certified by an accrediting institution. Finally, in 2016 the amendment of ｢HIGHER EDUCATION ACT｣ was that the name of departments having a four-year course in junior colleges was revised from ‘Department’ based on junior colleges to ‘Department’ based on university, in order to prevent discrimination and disadvantages that may be caused by differences in names even though both curriculums are the same courses for obtaining a ‘Bachelor s degree’. With the revision of the law, nursing education was unified on a four-year school system basis and provides a legal basis for standardizing nursing education. In light of the current emphasis on the necessity of completing a bachelor s degree program for nursing personnel in major Western countries such as the United States and Germany, the unification of nursing education into a four-year bachelor s degree course in Korea more than 10 years ago can be evaluated as a proactive advancement at the institutional level. Nevertheless, despite the fact that the excellent workforce is produced as a nurse through the four-year school system established earlier, it has not led to improvement of service quality in the medical field. Due to poor working conditions, graduates are choosing to give up their jobs as nurses or to work overseas, leading hospitals are facing the problem of lack of nurses. Therefore, it is necessary to take more active measures such as enactment of the Nurses Act so that the personnel who have received high quality education can enter the labor market through the treatment of nurses and improvement of working environment. On the other hand, under the revised ｢HIGHER EDUCATION ACT｣, ‘Special Cases concerning Duration of Courses and Degree of Courses for Training Medical Personnel’ is currently non-mandatory provision. As a result, junior college that did not voluntarily apply remain in the three-year school system nursing department and have not fully achieved four-year unification. In addition, the qualification requirements for taking the nurse license exam are still defined as those who have graduated from a university or junior college majoring in nursing, so obtaining a bachelor s degree is not prescribed as a prerequis

간호대학에서의 인권교육 실태 및 필요성 연구

이경희 ( Kyung Hee Lee ),정상우 ( Sang Woo Chong ) 한국법교육학회 2013 법교육연구 Vol.8 No.1

이 연구는 간호대학 인권교육의 내용을 체계화하기 위한 전제로서 인권교육의 실태와 필요성을 살펴보고자 한 것이다. 간호학과 교과과정 중 인권교육의 현황과 간호학과 학생의 인권의식에 대한 실태를 조사하여 간호대학에서의 인권교육 필요성을 밝히고자 하였다. 특히 사회적 소수자로서 환자인권의 내용, 간호대학에서 이루어지는 인권교육의 사례, 그리고 간호대학생의 인권의식을 조사하고자 하였다. 이를 위하여 제Ⅱ장에서 환자의 인권이 보다 강조되어야 하는 이유와 간호대학에서의 인권교육 필요성을 제기하고, 제Ⅲ장에서는 예비 간호사의 교육과정이라고 할 수 있는 간호학과에서의 인권교육의 현실과 내용을 분석하였다. 제Ⅳ장에서는 간호대학에서의 인권교육 필요성에 대한 설문조사를 통하여 간호대학에서의 인권교육의 방향을 제시하고자 하였다. 설문조사의 경우 인천시 소재 대학 간호학과 2학년과 4학년 학생 129명을 대상으로 설문조사를 실시하였다. 연구결과 최근 환자인권에 대한 관심이 증가하고 있지만 간호대학에서의 교육은 환자인권보다는 간호윤리를 중심으로 교육되고 있음을 알 수 있었다. 간호윤리는 윤리적 가치 판단의 문제가 다루어지지만 직업적 윤리 판단이 중심이 되기 때문에 환자인권은 부차적인 것으로 다루어짐을 확인할 수 있었다. 또한 설문조사 결과 전문성과 특수성을 강조하는 의료 현장에서 의료진 위주의 환경으로 인하여 간호윤리 교육만으로는 환자의 인권을 이해하고 보호하기에는 한계가 있다고 판단하였다. 따라서 간호윤리 중심으로 전개되는 윤리교육이 환자 중심의 인권교육으로 체계적으로 재구성될 필요가 있다고 보았다. This Study intends to explore the status and necessity of human rights education prior to systemization of human rights education content for nursing college. This Study investigated the status of human rights education in nursing department curriculums and the status of human rights consciousness among nursing students, discussing the necessity of human rights education for nursing professionals. In particular, this Study explored the content of patient`s human rights in social minorities, as well as individual cases of human rights education at nursing colleges, and human rights consciousness among nursing college students. For this, Chapter II of this Study discusses why patient`s human rights should be emphasized more fully, and why nursing professionals should protect such human rights. Chapter III analyzes the reality and content of human rights education conducted at nursing departments, which is the curriculum of nursing professionals. In addition, Chapter IV intends to suggest the direction of human rights education for nursing professionals through a survey on the necessity of human rights education for nursing professionals. This survey was conducted among 129 sophomores and seniors in nursing departments at universities located in Incheon. The results of this Study showed that recently, interest in patient`s human rights has been increasing, but education for nursing professionals is more focused on nursing ethics than on patient`s human rights. The Study revealed that nursing ethics deals with ethical value judgments in nursing ethics, but treats patient`s human rights as a secondary matter, focusing more upon ethical judgment. In addition, the results of this survey indicate difficulty in fully guaranteeing the human rights of patients using only nursing ethics education in medical staff-oriented environments where expertise and specialties are so emphasized. Therefore, it is deemed necessary to re-organize existing ethical education centered on nursing ethics into human-rights education.

한국 간호윤리교육의 현황 및 고찰

황혜영 한국의료윤리학회 2017 한국의료윤리학회지 Vol.20 No.3

Although nursing ethics education in South Korea continues to expand quantitatively in terms of number of courses offered, the quality and satisfaction of the education remains low due to the lack of a systematic curriculum. Many nursing colleges offer lectures on nursing ethics as a modules in other courses instead of as an independent subject. The purpose of this study is to contribute to the development of nurses’ sense of professional ethics by examining the present state and problems of nursing ethics education in Korea and to suggest directions in which to expand and strengthen nursing ethics education. There are three types of problems with nursing ethics education in Korea: a lack of recognition of nursing ethics; imprecise definitions of nursing ethics; and a lack of nursing ethics experts. This study proposes an evaluation plan as follows. First, it is necessary for a deeper reflection and understanding on the nature of nursing ethics. Second, it is necessary to set the goals of nursing ethics education as an independent subject and to develop a standardized curriculum according to these established educational goals. Third, it is necessary to hire nursing ethics specialists who can accurately grasp the academic characteristics of nursing ethics. Finally, it is necessary to link ethics education between nursing colleges and the work of practitioners in the clinical field. 간호윤리교육의 효과와 필요성이 증명되었음에도 불구하고 한국의 간호윤리교육은 양적으로만 확 산되고 있는 추세를 보인다. 체계적인 간호윤리교육 과정의 부재로 교육에 대한 질과 만족도는 여전 히 낮은 실정이다. 대부분의 간호대학에서는 간호윤리 과목을 독립 교과목으로 개설하지 않고, 타 교과 목 강의 시간을 일부 할애하여 간호윤리 강의를 진행하고 있다. 이에 본 연구에서는 한국 간호윤리교육 의 현황 및 문제점을 살펴보고 앞으로 간호윤리교육이 나아가야 할 방향을 제안함으로써 간호사의 올 바른 윤리의식 함양에 기여하고자 한다. 국내 간호윤리교육의 문제점은 첫째, 간호윤리에 대한 인식 부 족, 둘째, 간호윤리 본질에 대한 정의 미흡, 셋째, 간호윤리 전문가 부족의 세 가지로 구분될 수 있으며, 향후 간호윤리교육의 개선방안은 다음과 같다. 첫째, 간호윤리 자체의 고유한 본질에 대한 깊이 있는 성찰과 이해가 필요하다. 둘째, 독립과목으로서의 간호윤리학 학습목표 제정과 이에 따른 표준화된 교 육 내용의 개발이 필요하다. 셋째, 간호윤리학의 학문적 특성을 정확하게 파악하고 있는 간호윤리 전문 가의 양성이 필요하다. 마지막으로 간호대학과 임상현장 간 간호윤리교육의 지속적인 연계가 필요하다.

간호보수교육 내용 개발을 위한 요구도 분석 : ‘간호 교육’과 ‘간호관리 및 리더십’을 중심으로

김명랑,장선영 고려대학교 교육문제연구소 2021 敎育問題硏究 Vol.34 No.1

The purpose of this study is to determine the priority of continuing nurse education required for nursing education and nursing management and leadership. To this end, nine nursing education contents and 12 nursing management and leadership contents were derived, and 837 nurses were surveyed to diagnose the importance and current level of education contents. The data collected through the survey were analyzed using the t test, Borich's need analysis, and the Locus for Focus model. As a result of the synthesis, fosterage, impact, mentoring, and educational data development were determined in nursing education. The priority of nurses working in general wards handling, self regulation, Resource Utilization, interdisciplinary collaboration, performance management capability to achieve nursing goals, and leadership was high in nursing management and leadership. This study presented the necessary procedures for determining the training program's content, reflecting the needs of nurses. It is also meaningful in that it reasonably derived the contents needed to improve nursing education and nursing management and leadership. It is expected to contribute to establishing an continuing education system for the development of nursing competencies in the future. 본 연구의 목적은 간호 교육과 간호관리 및 리더십 교육을 위해 요구되는 간호 보수교육내용의 우선순위를 결정하는 것에 있다. 이를 위해 9개의 간호 교육 내용과 12개의 간호 관리와 리더십 내용을 도출하고, 교육내용의 중요도와 현재 수준을 진단하기 위해 간호사 837명에게 설문조사를 실시하였다. 설문조사를 통해 수집된 자료는 T검정, Borich 요구도, The Locus for Focus 모델을 활용하여 분석하였다. 종합한 결과 간호 교육에서는 타인육성, 영향력, 멘토링, 교육자료개발이 결정되었고, 간호관리 및 리더십에서는 병동업무처리력, 자기조절, 관리능력, 다학제간 협력, 간호목표달성을 위한 성과관리 능력, 지도력이 결정되었다. 본 연구의 결과는 간호보수교육 프로그램 개발에 있어 현직 간호사들의 의견을 반영하고, 체계적인 요구조사 프로세스의 과정을 제시했다는 점에서 의미가 있으며 추후 간호 역량 개발을 위한 보수교육체계 수립에 기여할 것으로 사료된다.

한국 간호사의 윤리적 이슈 경험 정도와 간호윤리교육 요구도 : 서술적 조

전희정,김상희 한국간호윤리학회 2023 한국간호윤리학회지 Vol.3 No.1

Nursing ethics, which is an ethical norm of nursing practice, is basic to the professionalism of nurses, and ethical education is important in building the professional virtues. The study aimed to identify the needs of nursing ethics education targeting a group of nursing professionals in South Korea. This study adopted descriptive survey design via online survey. The questionnaire items consisted of the experience of ethical issues and the needs related to the subject of ethics education in nursing. 53 questionnaires were finally analyzed by descriptive statistics and correlation coefficients. The results showed that 40 of the study participants had more than 5 years of total clinical experience(69.8%). 48 of them previously participated in nursing ethics education(90.6%). The most frequently experienced ethical issues were ‘conflicts between colleagues’, ‘protecting of patient rights’ and ‘informed consent’. In relation to nursing ethics education, ‘ethical decision making and moral distress’, ‘shared decision making’ and ‘end-of-life care’ showed high needs for education. Overall, the higher the level of experience on ethical issues, the more educational needs for nursing ethics education(r=.360, p<.01). In addition, satisfaction with previous nursing ethics education was statistically significant positive correlation with the needs for the overall nursing ethics education topic(p.<01). In conclusion, the high level of experience on ethical issues shows the demands for continuity of ethical education and systematic improvement to improve the working environment of clinical nurses, and to meet the needs of nursing ethics education, a venue for discussion and education using case-based method should be provided.

Metaverse in Nursing Education: A Scoping Review

Park, Sunah,박다혜 전남대학교 간호과학연구소 2024 Nursing and Health Issues(NHI) Vol.29 No.1

Purpose: This study aimed to comprehensively analyze the current state of research and identify existing knowledge gaps in metaverse-based nursing education using a scoping review methodology. Methods: The inclusion criteria for this review were based on the PCC framework: Participants(nursing students or nurses), Concept(3D-based immersive nursing education using virtual reality, augmented reality, mixed reality, and artificial intelligence), Context(development of metaverse nursing education and the measurement of educational effectiveness). A systematic electronic literature search was conducted on April 29∼30, 2023, using six electronic databases: Medline, CINAHL, Embase, Scopus, Eric, and Cochrane. The synthesis of the extracted data was conducted using the Patterns, Advances, Gaps, Evidence for practice, and Research recommendations (PAGER) framework, which enabled a structured and comprehensive approach to synthesis in this scoping review. Results: The final review comprised 19 articles following the PAGER framework. Synthesis of the results of this review was four main themes: “The Growth of Nursing Education Utilizing Metaverse,” “Metaverse Nursing Education Focused on Enhancing Nursing Skills,” “Expanding Content in Metaverse Nursing Education,” and “The Learning Experience Effects of Metaverse Nursing Education”. Conclusion: The results of this study indicated a consistent increase in the use of metaverse-based nursing education. There is a notable deficiency in education focusing on clinical judgment, problem-solving, teamwork, communication, and other interactive skills. Future metaverse nursing education should focus on developing programs integrating various metaverse technologies such as AR, MR, and AI to facilitate interactive and personalized learning experiences