중환자실 신규간호사 교육과정에 관한 연구 = A study on ICU Orientation Program of newly graduated nurses

다국어 초록 (Multilingual Abstract)

This study was to offer the basic data to formulate ICU Orientatin Program which was systemic and consistent. It also intended to improve newly graduated nurses's helping competency. The participants in the program were 63 ICU new nurses who were employed at a hospital in Seoul from January 1st 1995. The program was planned on the basis of Scales (1985) Nursing Curriculum and used from January 1st to March 31th 1995 for 3months.
1. The Program was as follow ;
It was based on the philosophy of nursing depatment, hospital and country which was a philosopy of 'love'. The conceptural framework was based on the Waston's theory of Human Caring. It's optimal purpose was to foster nurses' professionalism that is to help their customers.
Orientation period was 3 months ; composed by a week for hospital orientation in general, a week for lecturing and 10 weeks for practice training in intensive care unit. The program was divided into 3 sections ; In the levels, level 1 for the first 1 month, level 2 for the second month and the final stsge, level 3 for last month : the level 1, 2 were basic courses and the level 3 was advanced course. The reference book for the orientation was 'ICU Orientation Manual'. New nurses also had 'ICU Orientation Practice Guide Book' for their self study and were able to record contents of their learning in it. The recording helps them to organize their duties and responsibility. The educators for the new graduated nurses were nurse educators for lecturing, evaluating, the preceptor for practice training, the charge nurse for teaching about medical equipement and medical materials and the head nurse for managing about orientation. They had observation period of 5 weeks alongside their orientation and then were assigned one or two patients for the care.
The evaluation of their competency was carried 3 times ; the diagnostic evaluation was applied before begining of the orientation(at January 31th), the formative evaluation was applied in the middle of their course (at Fefrary 13th) and the summative evaluation was applied after the completion of the orientation(at May 31th). The evaluation tool was based on Kim's study (1995) and Carol's reference (1991). The datas were analyzed using percentages, frequency method.
2. The participants responded to the questionareas follows ;
1) ICU lecture periods were insufficent as 49.0% and sufficent as 48.0%.
2) It was good that ICU lecture period was applied in the middle of ICU ward orientation.
3) The peer nurses(preceptor) were regarded as a good teachers as 59.0%.
4) In ICU ward orientation, A profer educator was a peer nurse(preceptor) as 35.0% and charge nurse as 32.0%.
5) Within the ICU lecture, the most helpful area was 'medicine nursing' as 15.4%.
6) The area which required a better organization was reported to be 'practice ventilator' as 23.2%, 'anatomy of heart and EKG' as 23.2% and 'ICU medical equipment'as 17.0%.
7) After the training, the performance of ICU new nurses was improved from 57.1% the 87.8% and there was no difference in competence among the trainees whereever ICU they were appointed.
8) ICU new nurses's performance were changed from lmonth to 3months.
Fields of'patient education and care plan', 'physical assesment', 'EKG', 'mechanical ventilation' were decresed. Fields of 'structure of ICU', 'records', 'blood transfusion', 'management of C-line' and 'Arterial line' were increased. Fields of 'nursing administration', 'examination', 'using of medical equipment' were not changed, exactly were decresed continuously.
ICU new nurses experienced the difficulties in appling their knowledge from lectures to the practice. Therfore, ICU Orientation Program should be organized after the consideration of the above fact. Also, I suggested that The preceptors who educated new nurse should be trained prior to their assignment of taking new nurses for helping them.