Pub Date : 2021-11-30DOI: 10.5977/jkasne.2021.27.4.359
Young-Sun Kim, Hyun-Ju Lee
Purpose: The purpose of this study was to investigate the mediating effect of self-leadership on the relationship between media literacy and learning agility in nursing students based on their experiences in online classes during the Coronavirus Disease-19 pandemic.Methods: A descriptive survey was conducted among 165 nursing students from four universities in Busan. Data were collected from June 2 to 13, 2021, and was analyzed using a t-test, one-way ANOVA, Pearson’s correlation coefficients, and stepwise multiple regression with SPSS/WIN 26.0.Results: Significant relationships were found between learning agility and media literacy (r=.62,p<.001), between learning agility and self-leadership (r=.58, p<.001), and between media literacy and self-leadership (r=.53, p<.001). Additionally, self-leadership had a partial mediating effect on the relationship between media literacy and learning agility (Z=4.30, p<.001); its explanatory power was 46.0%.Conclusion: These results indicate that interventions to increase the level of media literacy, along with self-leadership, are necessary to improve the level of learning agility of nursing students who will be essential human resources in a rapidly changing healthcare field.
{"title":"The mediating effect of self-leadership on the media literacy and learning agility of nursing students based on the experiences of online classes during the COVID-19 pandemic","authors":"Young-Sun Kim, Hyun-Ju Lee","doi":"10.5977/jkasne.2021.27.4.359","DOIUrl":"https://doi.org/10.5977/jkasne.2021.27.4.359","url":null,"abstract":"Purpose: The purpose of this study was to investigate the mediating effect of self-leadership on the relationship between media literacy and learning agility in nursing students based on their experiences in online classes during the Coronavirus Disease-19 pandemic.Methods: A descriptive survey was conducted among 165 nursing students from four universities in Busan. Data were collected from June 2 to 13, 2021, and was analyzed using a t-test, one-way ANOVA, Pearson’s correlation coefficients, and stepwise multiple regression with SPSS/WIN 26.0.Results: Significant relationships were found between learning agility and media literacy (r=.62,p<.001), between learning agility and self-leadership (r=.58, p<.001), and between media literacy and self-leadership (r=.53, p<.001). Additionally, self-leadership had a partial mediating effect on the relationship between media literacy and learning agility (Z=4.30, p<.001); its explanatory power was 46.0%.Conclusion: These results indicate that interventions to increase the level of media literacy, along with self-leadership, are necessary to improve the level of learning agility of nursing students who will be essential human resources in a rapidly changing healthcare field.","PeriodicalId":36262,"journal":{"name":"Journal of Korean Academic Society of Nursing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45851519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-30DOI: 10.5977/jkasne.2021.27.4.447
D. Jeong, S. Kim
Purpose: The present study utilizes a descriptive research design to investigate the moderating effect of resilience on the relationship between the experience of traumatic events and turnover intention among intensive care unit (ICU) nurses.Methods: The participants were 161 hospital nurses who voluntarily agreed to participate in this study. Traumatic event experience, turnover intention, and resilience were assessed. The data were analyzed with hierarchical multiple regression using the SPSS 26.0 software program.Results: The experience of traumatic events had a statistically significant positive correlation with turnover intention (r=.17, p=.037), whereas it had a statistically significant negative correlation with turnover intention and resilience (r=-.37, p<.001). Resilience had a moderating effect on the relationship between the experience of traumatic events and turnover intention (β=-.20, p=.007).Conclusion: The results of this study found that the experience of traumatic events among ICU nurses was a significant factor in turnover intention and that resilience moderated the strength of the relationship between such experiences and turnover intention. Therefore, to prevent ICU nurses’ experience of a traumatic event from leading to their leaving nursing, it is necessary to formulate preventive measures and interventions for traumatic events, while enhancing resilience among ICU nurses.
{"title":"The moderating effect of resilience in the relationship between traumatic event experience and turnover intention of nurses in intensive care units","authors":"D. Jeong, S. Kim","doi":"10.5977/jkasne.2021.27.4.447","DOIUrl":"https://doi.org/10.5977/jkasne.2021.27.4.447","url":null,"abstract":"Purpose: The present study utilizes a descriptive research design to investigate the moderating effect of resilience on the relationship between the experience of traumatic events and turnover intention among intensive care unit (ICU) nurses.Methods: The participants were 161 hospital nurses who voluntarily agreed to participate in this study. Traumatic event experience, turnover intention, and resilience were assessed. The data were analyzed with hierarchical multiple regression using the SPSS 26.0 software program.Results: The experience of traumatic events had a statistically significant positive correlation with turnover intention (r=.17, p=.037), whereas it had a statistically significant negative correlation with turnover intention and resilience (r=-.37, p<.001). Resilience had a moderating effect on the relationship between the experience of traumatic events and turnover intention (β=-.20, p=.007).Conclusion: The results of this study found that the experience of traumatic events among ICU nurses was a significant factor in turnover intention and that resilience moderated the strength of the relationship between such experiences and turnover intention. Therefore, to prevent ICU nurses’ experience of a traumatic event from leading to their leaving nursing, it is necessary to formulate preventive measures and interventions for traumatic events, while enhancing resilience among ICU nurses.","PeriodicalId":36262,"journal":{"name":"Journal of Korean Academic Society of Nursing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45941514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-30DOI: 10.5977/jkasne.2021.27.4.412
J. Seo, H. Kim
Purpose: The purpose of this study was to analyze the factors influencing the health promoting behavior(s) of office worker males in the COVID-19 pandemic by applying Pender’s health promotion model.Methods: The participants in this study were 149 male office workers at companies located in S, G and S cities. The collected data were analyzed using descriptive statistics, t-test, ANOVA, Pearson’s correlation coefficient and a stepwise multiple regression using the SPSS Window 25.0 program.Results: The subject’s health promoting behaviors and prior related behaviors (r=.58, p<.001), perceived benefits of action (r=.41, p<.001), self-efficacy (r=.53, p<.001), social support (r=.39, p<.001), self-esteem (r=.47, p<.001) and commitment to a plan of action (r=.67, p<.001) showed a high positive correlation. The factpors affecting the subjects’ health promoting behaviors were the commitment to a plan of action (β=.35, p<.001), self-esteem (β=.27, p=.005), prior related behavior (β=.26, p<.001), health status (good) (β=.20, p=.001) and self-efficacy (β=.14, p=.047). These variables explained 63.0% of the subjects’ health promoting behaviors.Conclusion: During the COVID-19 pandemic, subjects are more likely to be exposed to disease due to reduced outdoor activity time and irregular eating habits due to the strengthening of social distancing. Health promoting behaviors are an important concept that can maintain health and prevent diseases. To improve the health promoting behaviors of men engaged in office work, it is necessary to develop and operate a health promotion behaviors program considering those variables.
{"title":"Factors affecting the health promoting behaviors of office male workers during the COVID-19 pandemic: Using Pender’s health promotion model","authors":"J. Seo, H. Kim","doi":"10.5977/jkasne.2021.27.4.412","DOIUrl":"https://doi.org/10.5977/jkasne.2021.27.4.412","url":null,"abstract":"Purpose: The purpose of this study was to analyze the factors influencing the health promoting behavior(s) of office worker males in the COVID-19 pandemic by applying Pender’s health promotion model.Methods: The participants in this study were 149 male office workers at companies located in S, G and S cities. The collected data were analyzed using descriptive statistics, t-test, ANOVA, Pearson’s correlation coefficient and a stepwise multiple regression using the SPSS Window 25.0 program.Results: The subject’s health promoting behaviors and prior related behaviors (r=.58, p<.001), perceived benefits of action (r=.41, p<.001), self-efficacy (r=.53, p<.001), social support (r=.39, p<.001), self-esteem (r=.47, p<.001) and commitment to a plan of action (r=.67, p<.001) showed a high positive correlation. The factpors affecting the subjects’ health promoting behaviors were the commitment to a plan of action (β=.35, p<.001), self-esteem (β=.27, p=.005), prior related behavior (β=.26, p<.001), health status (good) (β=.20, p=.001) and self-efficacy (β=.14, p=.047). These variables explained 63.0% of the subjects’ health promoting behaviors.Conclusion: During the COVID-19 pandemic, subjects are more likely to be exposed to disease due to reduced outdoor activity time and irregular eating habits due to the strengthening of social distancing. Health promoting behaviors are an important concept that can maintain health and prevent diseases. To improve the health promoting behaviors of men engaged in office work, it is necessary to develop and operate a health promotion behaviors program considering those variables.","PeriodicalId":36262,"journal":{"name":"Journal of Korean Academic Society of Nursing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42632989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-30DOI: 10.5977/jkasne.2021.27.4.381
H. Jeon, G. An
Purpose: This study aimed to identify the influence of learning presence and self-directed learning ability on nursing students’ learning satisfaction according to the online learning method.Methods: The participants of this study were 167 nursing students attending three universities in different cities. The data were collected from July 16 to July 23, 2021, via an online self-reported questionnaire. Using SPSS WIN 27.0, data were analyzed by descriptive statistics, Pearson’s correlation coefficient and a multiple regression analysis.Results: The most effective online learning method experienced by nursing students was asynchronous online learning according to 58.2% of the respondents, while 30.3% of the respondents answered synchronous online learning. The main merit of asynchronous online learning was that it was possible to listen repeatedly (61.7%) to lectures, and the top advantage of synchronous online learning was that the location of the class was free (53.3%). In asynchronous online learning, the factors that significantly affected nursing students’ learning satisfaction were cognitive presence (β=.60, p<.001) and emotional presence (β=.25, p<.001). These variables accounted for 56% of their learning satisfaction (F=54.12, p<.001). Similarly, cognitive presence (β=.64, p<.001) and emotional presence (β=.21, p=.001) in synchronous online learning, were the factors cited for significantly affecting learning satisfaction. The explanatory power was 62% (F=69.19, p<.001).Conclusions: In conclusion, it was found that cognitive and social presence from the learning presence factors in both asynchronous and synchronous online learning influence and enhance nursing students’ learning satisfaction. Therefore, these results provide important data for future online class design in nursing education.
{"title":"The influence of learning presence and self-directed learning competency of nursing students on learning satisfaction in major subjects for online distance learning","authors":"H. Jeon, G. An","doi":"10.5977/jkasne.2021.27.4.381","DOIUrl":"https://doi.org/10.5977/jkasne.2021.27.4.381","url":null,"abstract":"Purpose: This study aimed to identify the influence of learning presence and self-directed learning ability on nursing students’ learning satisfaction according to the online learning method.Methods: The participants of this study were 167 nursing students attending three universities in different cities. The data were collected from July 16 to July 23, 2021, via an online self-reported questionnaire. Using SPSS WIN 27.0, data were analyzed by descriptive statistics, Pearson’s correlation coefficient and a multiple regression analysis.Results: The most effective online learning method experienced by nursing students was asynchronous online learning according to 58.2% of the respondents, while 30.3% of the respondents answered synchronous online learning. The main merit of asynchronous online learning was that it was possible to listen repeatedly (61.7%) to lectures, and the top advantage of synchronous online learning was that the location of the class was free (53.3%). In asynchronous online learning, the factors that significantly affected nursing students’ learning satisfaction were cognitive presence (β=.60, p<.001) and emotional presence (β=.25, p<.001). These variables accounted for 56% of their learning satisfaction (F=54.12, p<.001). Similarly, cognitive presence (β=.64, p<.001) and emotional presence (β=.21, p=.001) in synchronous online learning, were the factors cited for significantly affecting learning satisfaction. The explanatory power was 62% (F=69.19, p<.001).Conclusions: In conclusion, it was found that cognitive and social presence from the learning presence factors in both asynchronous and synchronous online learning influence and enhance nursing students’ learning satisfaction. Therefore, these results provide important data for future online class design in nursing education.","PeriodicalId":36262,"journal":{"name":"Journal of Korean Academic Society of Nursing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47050257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-30DOI: 10.5977/jkasne.2021.27.4.423
S. Jang, Sinwoo Hwang, Yoomi Jung, Eun Jung
Purpose: The purpose of this study is to identify the educational needs of a severe trauma treatment simulation program based on mixed reality which combines element of both virtual reality and augmented reality.Methods: Focus group interviews were conducted with ten military hospital nurses on February 4 and 5, 2021. The collected data were analyzed using a qualitative content analysis. As a framework for data analysis, the educational needs were clustered into the following four categories: teaching contents, teaching methods, teaching evaluation, and teaching environment.Results: The educational needs for each category that emerged were as follows: three subcategories including “realistic education reflecting actual clinical practice” and “motivating education” for teaching contents; five subcategories including “team-based education,” “repeated education that acts as embodied learning,” and “stepwise education” for teaching methods; six subcategories including “debriefing through video conferences,” “team evaluation and evaluator in charge of the team,” “combination of knowledge and practice evaluation” for teaching evaluation; six subcategories including “securing safety,” “similar settings to real clinical environments,” “securing of convenience and accessibility for learners,” and “operating as continuing education” for teaching environment.Conclusion: The findings of this study can provide a guide for the development and operation of a severe trauma treatment simulation program based on mixed reality. Moreover, it suggests that research to identify the educational needs of various learners should be conducted.
{"title":"Educational needs of severe trauma treatment simulation based on mixed reality: Applying focus group interviews to military hospital nurses","authors":"S. Jang, Sinwoo Hwang, Yoomi Jung, Eun Jung","doi":"10.5977/jkasne.2021.27.4.423","DOIUrl":"https://doi.org/10.5977/jkasne.2021.27.4.423","url":null,"abstract":"Purpose: The purpose of this study is to identify the educational needs of a severe trauma treatment simulation program based on mixed reality which combines element of both virtual reality and augmented reality.Methods: Focus group interviews were conducted with ten military hospital nurses on February 4 and 5, 2021. The collected data were analyzed using a qualitative content analysis. As a framework for data analysis, the educational needs were clustered into the following four categories: teaching contents, teaching methods, teaching evaluation, and teaching environment.Results: The educational needs for each category that emerged were as follows: three subcategories including “realistic education reflecting actual clinical practice” and “motivating education” for teaching contents; five subcategories including “team-based education,” “repeated education that acts as embodied learning,” and “stepwise education” for teaching methods; six subcategories including “debriefing through video conferences,” “team evaluation and evaluator in charge of the team,” “combination of knowledge and practice evaluation” for teaching evaluation; six subcategories including “securing safety,” “similar settings to real clinical environments,” “securing of convenience and accessibility for learners,” and “operating as continuing education” for teaching environment.Conclusion: The findings of this study can provide a guide for the development and operation of a severe trauma treatment simulation program based on mixed reality. Moreover, it suggests that research to identify the educational needs of various learners should be conducted.","PeriodicalId":36262,"journal":{"name":"Journal of Korean Academic Society of Nursing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49579504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-30DOI: 10.5977/jkasne.2021.27.4.436
Eun Nam Lee, N. Kim
Purpose: The purpose of this study was to identify the influences of nursing students perfectionism tendencies and their perception of instructor caring on incivility experienced by nursing students during clinical practice.Methods: A descriptive correlational study was conducted. The participants were 244 nursing students from five universities in B city. Data were analyzed using an independent t-test, ANOVA, Pearson’s correlation coefficient, Scheffé test and a stepwise regression analysis.Results: The mean score for incivility in nursing students was 2.61 out of 5 points. The explanatory power of the model for incivility was in nursing students 52.8% of the variance in training in student’s university hospital (β=-.15, p=.002), total period of clinical practice (β=.17, p<.001), confidence through caring (β=-.23, p<.001), respectful sharing (β=-.15, p=.005), supportive learning climate (β=-.15, p=.005), self-oriented perfectionism (β=.14, p=.004), and socially prescribed perfectionism (β=.18, p<.001).Conclusion: The research results suggest that instructor caring is an important factor in regard to the incivility of nursing students. Organizational efforts and institutional devices will be needed to improve the incivility in clinical environments. By communicating with students and showing them respect, clinical nurses will help nursing students cope with incivility and recognize the clinical practice education environment positively.
{"title":"The influence of nursing students’ perfectionism tendency and perception of instructor caring on incivility experienced by nursing students","authors":"Eun Nam Lee, N. Kim","doi":"10.5977/jkasne.2021.27.4.436","DOIUrl":"https://doi.org/10.5977/jkasne.2021.27.4.436","url":null,"abstract":"Purpose: The purpose of this study was to identify the influences of nursing students perfectionism tendencies and their perception of instructor caring on incivility experienced by nursing students during clinical practice.Methods: A descriptive correlational study was conducted. The participants were 244 nursing students from five universities in B city. Data were analyzed using an independent t-test, ANOVA, Pearson’s correlation coefficient, Scheffé test and a stepwise regression analysis.Results: The mean score for incivility in nursing students was 2.61 out of 5 points. The explanatory power of the model for incivility was in nursing students 52.8% of the variance in training in student’s university hospital (β=-.15, p=.002), total period of clinical practice (β=.17, p<.001), confidence through caring (β=-.23, p<.001), respectful sharing (β=-.15, p=.005), supportive learning climate (β=-.15, p=.005), self-oriented perfectionism (β=.14, p=.004), and socially prescribed perfectionism (β=.18, p<.001).Conclusion: The research results suggest that instructor caring is an important factor in regard to the incivility of nursing students. Organizational efforts and institutional devices will be needed to improve the incivility in clinical environments. By communicating with students and showing them respect, clinical nurses will help nursing students cope with incivility and recognize the clinical practice education environment positively.","PeriodicalId":36262,"journal":{"name":"Journal of Korean Academic Society of Nursing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46132848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-31DOI: 10.5977/jkasne.2021.27.3.261
Da-Ae Shin, K. Bang
Purpose: This study used a descriptive investigative design to identify educational needs for developmental supportive care for the purpose of establishing a developmental supportive care education program for nurses in neonatal intensive care units. Methods: A survey was conducted on 93 nurses working in neonatal intensive care units located in a metropolitan area, and the collected data were analyzed using descriptive statistics and a paired t-test with the SPSS 25.0 program. For the purpose of analyzing educational needs, we further analyzed data through an importance-performance analysis (IPA) and the Borich needs assessment and the locus for focus models. Results: The average importance of the developmental supportive care of nurses in neonatal intensive care units was 3.74±0.78 out of 5, and the average performance was 3.46±0.81 out of 5. A t-test on the difference between the IPA and Borich needs assessment showed the highest educational need in the categories of ‘individualized care’, and ‘I serve on the Developmental Care Committee at my institution’. In addition, according to the results of deriving the priorities of educational needs using the Borich needs assessment and the locus for focus model, the highest priority was ‘I provide appropriate pain management when noxious procedures are necessary’. Conclusion: These findings can be used as basic data to design a developmental supportive care program suitable for nurses in neonatal intensive care units to meet the educational needs for developmental supportive care.
{"title":"Analysis of the educational needs of nurses in the neonatal intensive care unit for developmental supportive care","authors":"Da-Ae Shin, K. Bang","doi":"10.5977/jkasne.2021.27.3.261","DOIUrl":"https://doi.org/10.5977/jkasne.2021.27.3.261","url":null,"abstract":"Purpose: This study used a descriptive investigative design to identify educational needs for developmental supportive care for the purpose of establishing a developmental supportive care education program for nurses in neonatal intensive care units. Methods: A survey was conducted on 93 nurses working in neonatal intensive care units located in a metropolitan area, and the collected data were analyzed using descriptive statistics and a paired t-test with the SPSS 25.0 program. For the purpose of analyzing educational needs, we further analyzed data through an importance-performance analysis (IPA) and the Borich needs assessment and the locus for focus models. Results: The average importance of the developmental supportive care of nurses in neonatal intensive care units was 3.74±0.78 out of 5, and the average performance was 3.46±0.81 out of 5. A t-test on the difference between the IPA and Borich needs assessment showed the highest educational need in the categories of ‘individualized care’, and ‘I serve on the Developmental Care Committee at my institution’. In addition, according to the results of deriving the priorities of educational needs using the Borich needs assessment and the locus for focus model, the highest priority was ‘I provide appropriate pain management when noxious procedures are necessary’. Conclusion: These findings can be used as basic data to design a developmental supportive care program suitable for nurses in neonatal intensive care units to meet the educational needs for developmental supportive care.","PeriodicalId":36262,"journal":{"name":"Journal of Korean Academic Society of Nursing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41687456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-31DOI: 10.5977/jkasne.2021.27.3.306
Seonghee Jeong, Jeonghae Hwang, Doonam Oh
Purpose: This study was a systematic review to assess the contents and effects of an intervention program for family caregivers of the elderly with dementia in Korea. Methods: A literature search was done using Medline, CINAHL, RISS, KISS, and DBpia to identify studies reported in English or Korean from 2000 to 2021. Results: A total of 1,162 articles were searched; finally, 23 articles were used in the analysis based on the inclusion and exclusion criteria. The most applied intervention contents were knowledge provision and emotional support. Fourteen articles (60.9%) reported on complex interventions, including emotional, social support, relaxation, and various activities. The most frequently measured outcome variable in the reviewed literature was “burden,” followed by “depression” and “coping strategy.” Conclusion: The review results can provide basic data for establishing evidence and suggesting directions of interventions for family caregivers of the elderly with dementia.
{"title":"A systematic review of interventions for family caregivers of the elderly with dementia in Korea","authors":"Seonghee Jeong, Jeonghae Hwang, Doonam Oh","doi":"10.5977/jkasne.2021.27.3.306","DOIUrl":"https://doi.org/10.5977/jkasne.2021.27.3.306","url":null,"abstract":"Purpose: This study was a systematic review to assess the contents and effects of an intervention program for family caregivers of the elderly with dementia in Korea. Methods: A literature search was done using Medline, CINAHL, RISS, KISS, and DBpia to identify studies reported in English or Korean from 2000 to 2021. Results: A total of 1,162 articles were searched; finally, 23 articles were used in the analysis based on the inclusion and exclusion criteria. The most applied intervention contents were knowledge provision and emotional support. Fourteen articles (60.9%) reported on complex interventions, including emotional, social support, relaxation, and various activities. The most frequently measured outcome variable in the reviewed literature was “burden,” followed by “depression” and “coping strategy.” Conclusion: The review results can provide basic data for establishing evidence and suggesting directions of interventions for family caregivers of the elderly with dementia.","PeriodicalId":36262,"journal":{"name":"Journal of Korean Academic Society of Nursing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43253320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-31DOI: 10.5977/jkasne.2021.27.3.227
Eun Hye Lee, So Young Ryu
Purpose: This study used an exploratory sequential approach (mixed methods) design to explore essential meaning through comparing and analyzing the experiences of nursing students in virtual simulation practice and high fidelity simulation practice education in parallel. Methods: The study participants were 20 nursing students, and data were collected through focus group meetings from July 17 to August 5, 2020, and via online quantitative data from November 10 to November 15, 2020. The qualitative data were analyzed using Giorgi's phenomenological method, and the quantitative data were analyzed using descriptive statistics, the Mann-Whitney U test, Kruskal–Wallis H test analysis of variance and Spearman’s ρ correlation. Results: The comparison between the two simulation training experiences was shown in five contextual structures, as follows: (1) reflection of the clinical field, (2) thinking theorem vs. thinking expansion, (3) individual-centered learning vs. team-centered learning, (4) attitudes toward participating in practical training, (5) metacognition of personal competency as a prospective nurse, and (6) revisiting the method of practice training. There was a positive correlation between satisfaction with the practice and the clinical judgment ability of high fidelity simulation, which was statistically significant (r=.47, p=.036). Conclusion: Comparing the experiences between virtual simulation practice training and high fidelity simulation practice training, which has increased in demand due to the Coronavirus Disease-2019 pandemic, is meaningful as it provides practical data for introspection and reflection on in-campus clinical education.
{"title":"Analysis of the virtual simulation practice and high fidelity simulation practice training experience of nursing students: A mixed-methods study","authors":"Eun Hye Lee, So Young Ryu","doi":"10.5977/jkasne.2021.27.3.227","DOIUrl":"https://doi.org/10.5977/jkasne.2021.27.3.227","url":null,"abstract":"Purpose: This study used an exploratory sequential approach (mixed methods) design to explore essential meaning through comparing and analyzing the experiences of nursing students in virtual simulation practice and high fidelity simulation practice education in parallel. Methods: The study participants were 20 nursing students, and data were collected through focus group meetings from July 17 to August 5, 2020, and via online quantitative data from November 10 to November 15, 2020. The qualitative data were analyzed using Giorgi's phenomenological method, and the quantitative data were analyzed using descriptive statistics, the Mann-Whitney U test, Kruskal–Wallis H test analysis of variance and Spearman’s ρ correlation. Results: The comparison between the two simulation training experiences was shown in five contextual structures, as follows: (1) reflection of the clinical field, (2) thinking theorem vs. thinking expansion, (3) individual-centered learning vs. team-centered learning, (4) attitudes toward participating in practical training, (5) metacognition of personal competency as a prospective nurse, and (6) revisiting the method of practice training. There was a positive correlation between satisfaction with the practice and the clinical judgment ability of high fidelity simulation, which was statistically significant (r=.47, p=.036). Conclusion: Comparing the experiences between virtual simulation practice training and high fidelity simulation practice training, which has increased in demand due to the Coronavirus Disease-2019 pandemic, is meaningful as it provides practical data for introspection and reflection on in-campus clinical education.","PeriodicalId":36262,"journal":{"name":"Journal of Korean Academic Society of Nursing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48032852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-31DOI: 10.5977/jkasne.2021.27.3.240
Seungmi Park, Jung Lim Lee
Purpose: The aim of this study is to analyze the research trends of articles on just graduated Korean nurses during the past 10 years for exploring strategies for clinical adaptation. Methods: The topics of new graduate nurses were extracted from 110 articles that have been published in Korean journals between January 2010 and July 2020. Abstracts were retrieved from 4 databases (DBpia, RISS, KISS and Google scholar). Keywords were extracted from the abstracts and cleaned using semantic morphemes. Network analysis and topic modeling were performed using the NetMiner program. Results: The core keywords included ‘education’, ‘training’, ‘program’, ‘skill’, ‘care’, ‘performance’, and ‘satisfaction’. In recent articles on new graduate nurses, three major topics were extracted by Latent Dirichlet Allocation (LDA) techniques: ‘turnover’, ‘adaptation’, ‘education’. Conclusion: Previous articles focused on exploring the factors related to the adaptation and turnover intentions of new graduate nurses. It is necessary to conduct further research focused on various interventions at the individual, task, and organizational levels to improve the retention of new graduate nurses.
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