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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.
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김조자,이향련,송지호,이숙자,강현숙,박성애,이정섭,전경자 한국보건의료인국가시험원 2004 보건의료교육평가 Vol.1 No.1
The purpose of this study is to develop a classification framework for the test elements of the National Registered Nurse' s License Examination and to divide the test items into standard and basic core on the basis of the RN' s job descriptions. And the adequa to proportion of the basic core test items is going to be identified. Method and results: In order to develop the classification framework of the National Registered Nurse' s License Examination, RN' s job descriptions, nursing standards, and the specific learning objectives of nursing courses were reviewed. And a survey was used to identify which entity would be appropriate for a reference to the basic core test items. 146 of professors from schools of nursing and members of each division of Korean Academic Society of Nursing(KASN) were participated in the survey. The study showed the 98% of respondents agreed to use RN' s job descriptions in selecting the basic core test items and 30% for the basic core test would be appropriate. And the contents, the selection criteria, and the proportion of the basic core test items were developed by the members of this research, the members of the National RN' s License Examination subcommittee, and the presidents of each division of KASN. The total of 1990 standard test items were selected among 3524 items, that 3 out of 7 members in the research team agreed to choose. Duplicated items in the standard items were deleted. 205 items out of the 1990 standard items were selected as the basic core test items. And 14 items were added in Medical Laws and Ethics which leads the total of 219 basic core test items. In conclusion, the 99 items, 30% of total current examination items were chosen as the final basic core test items using the delphimethod. Further studies are needed to validate the current National License Examination for RN on the basis of the 99 basic core test items.
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이종경,김조자 성인간호학회 1997 성인간호학회지 Vol.9 No.3
The purposes of this study were to label nursing intervention activities performed by Korean nurses working in medical-surgical units by using Nursing Intervention Classification, and to compare nursing intervention classification in Korea with that in Iowa, and to link nursing interventions to nursing diagnoses. This research was done in two steps. At the first step, list nursing intervention activities were used by koran nurses working in medical-surgical units and categorize and label by using Nursing intervention Classification. The 142 nursing interventions were identified. The nursing interventions had a three-tiered taxonomic structure composed 6 domains, 27 classes, and 142 nursing interventions. At the second step, 142 interventions were linked to 57 nursing diagnosis ad validated by the following 27 experts : 6 nursing professors, 11 graduate nursing students who have specialty of medical-surgical nursing, 10 head nurses who have clinical experiences over 10 years. The method of expert survey was used to establish the content validity of linking nursing diagnoses and nursing interventions. Questionaire was distributed to experts. In questionaire, the intervention labels for each of 57 nursing diagnoses were listed. Experts were asked to rate each diagnosis according to the extent to which it was validated and to identify any interventions they believed needed to be deleted or added. The analysis of results indicated that the taxonomy was well developed. More than 80% of the respondents rates as either very validate or validate on 44 nursing diagnoses. Only 13 diagnoses were rated as validate by less than 80% of respondents. Based on validity results, revisions were made by adding 60 interventions and deleting 1 intervention. Therefore, total 201 of nursing interventions for 57 nursing diagnoses were identified. The use of standardized classifications in the areas of nursing diagnoses and interventions facilitates communication and allow us to build large computerized databases which, in turn, through their accessibility will facilitate research and clinical decision making. A common nursing language will unite nurses and make nursing care an identifiable essence of health care. Also this study adds to the growing body work that uses nursing interventions to enhance quality of nursing care and build a unique body of knowledge in nursing.
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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.
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