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Mindfulness-based Interventions and effectiveness for Nurses: A Systematic Review Protocol
IIKURA Atsumi,TAMURA Haruka,MIYAMOTO Shohei 한국간호과학회 2021 한국간호과학회 학술대회 Vol.2021 No.10
Aims: Mindfulness is a state of focusing the mind on the “now” and is recognized for its effectiveness in activating the brain and reducing stress. Mindfulness programs have been adopted in various workplaces in recent years, and interventions have been provided for nurses. The purpose of this study is to confirm the actual mindfulness intervention and its effects on nurses and to clarify the circumstances by the description of the intervention, outcomes, and type of bias. Methods: We conducted a systematic review of randomized and non-randomized controlled trials published until June 2021. This search string will be used to search Web of Science, PubMed, Science Direct, CINAHL, Cochrane Central Register of Controlled Trials (CENTRAL), CiNii, Ichu-shi, and J-STAGE. The selected papers will be screened by title and abstract according to the inclusion and exclusion criteria by two independent reviewers. Three individual reviewers will screen the full-text papers using inclusion and exclusion criteria. After the full-text screening, articles undergo data extraction and risk of bias. The extracted data will be synthesized narratively. Discussion and Registration: This article presents the protocol for a systematic review describing the methods and effects of a mindfulness intervention for nurses. The results will systematically organize the mindfulness interventions that have been provided to nurses and will be useful in the future for implementing mindfulness in practice. This protocol is under submission in the PROSPERO database.
객관화된 구조화 임상시험의 학생평가와 교수자 평가 간의 차이 비교 및 영향 요인
이이쿠라아츠미 ( Iikura Atsumi ),서은영 ( Eun Young Suh ) 서울대학교 간호과학연구소 2014 간호학의 지평 Vol.11 No.2
Purpose: This study was aimed to compare and contrast the evaluation scores on students OSCE performance between the instructors and students according to the Bloom`s taxonomy. Methods: A total of sixty six students in a nursing college in Seoul, Korea and four instructors were recruited in the study. The 28 sophomore students were assigned to an OSCE on intravenous injection, whereas 38 junior students on tracheostomy care. Knowledge levels were measured by the students using the researcher developed knowledge questionnaires, and the attitudes and skills by the students and instructors by the modified clinical performance checklists. The data were analyzed by SPSS 22.0 program. Results: For knowledge, the higher GPA of the previous semester was only significant factor of higher knowledge scores. There were statistically significant differences in scores of total (t=-2.740, p=.008) and skill (t=-2.528, p=0.014), but not in attitude between the instructors and students` evaluations. The students evaluated their skill scores significantly higher than those of the instructors. For knowledge, the higher GPA of the previous semester was the only significant factor of higher knowledge scores. In attitude scores, the students in higher grade significantly overestimated themselves (t=3.076, p=.003). Conclusion: Clinical performance assessment requires methodological validity and reliability for student to attain necessary clinical skills properly and efficiently. The findings of this study mandate various assessment methods for nursing simulation evaluations to be valid.