INTRODUCTIONThe Academic Medicine Education Institute (AM∙EI), jointly established by Duke-NUS Graduate Medical School (Duke-NUS) and Singapore Healthcare Services (SingHealth), is a newly formed health professions education academy designed to cultivate best education practices and create a community of health professions educators. To achieve the aims of AM∙EI, the needs of SingHealth educators have to be understood. Therefore, this study was carried out to assess educators' perceptions towards the current education climate and their academic needs.

MATERIALS AND METHODSA 28-item questionnaire consisting of free-response, Likert-type and ranking questions was developed. The questionnaire was electronically distributed to 200 medical and nursing educators, and made available to attendees of the 2012 Singhealth Duke-NUS Scientific Congress through hardcopies.

RESULTSA total of 150 completed questionnaires were received (94 from electronic survey and 56 from Congress). Five themes emerged from the analysis of responses to free-response questions: 1) faculty development, 2) development of a community of educators, 3) recognition for educational efforts, 4) institutional support, and 5) better communication about SingHealth educational activities. Respondents were in highest agreement with the statements (rating of 3.7 out of 5): "The SingHealth education programmes are high quality", "New learning or teaching methods are welcomed in this institution/hospital", and "An academic appointment is important to me". The competencies that respondents felt to be the most important were facilitating discussions, presentation skills, and providing feedback (respective means = 5.1, 5, 5 of 7).

CONCLUSIONThis needs assessment provided us with important insights regarding SingHealth medical educators' perceptions of their education environment and established key priorities for the AM∙EI's programming efforts.

Academies and Institutes ; Attitude of Health Personnel ; Education, Medical ; organization & administration ; Education, Nursing ; organization & administration ; Faculty, Medical ; organization & administration ; Faculty, Nursing ; organization & administration ; Humans ; International Cooperation ; Needs Assessment ; North Carolina ; Organizational Culture ; Schools, Medical ; organization & administration ; Singapore ; Surveys and Questionnaires

PURPOSE: This study identifies challenges to the first nurse training program for undergraduate nursing students at a nursing and midwifery school in Iran using a collaborative approach in order to improve the program. METHODS: Action research was used as a research strategy with qualitative content analysis and quantitative evaluation. The participants were 148 individuals from nursing academic and clinical settings, including administrators, faculty members, students, and staff nurses. We obtained approval from the research deputy and ethics committee of Shahid Beheshti University of Medical Sciences in Tehran, Iran for this study. RESULTS: Lack of coherence in the educational program and implementation of the program, inadequate communication between management inside and outside the organization, insufficient understanding of situations by students, and improper control of inhibitors and use of facilitators in teaching and in practice were among the major challenges in the first training process in the context of this study. After classification of problems, the educational decision-making authorities of the school developed an operational program with stakeholder cooperation to plan initial reforms, implementation of reforms, reflection about the actions, and evaluation. Comparison of student satisfaction with the collaborative learning process versus the traditional method showed that except for the atmosphere in the clinical learning environment (p > .05), the mean differences for all dimensions were statistically significant. CONCLUSIONS: The results confirm the overall success of the revised partnership program, but stressed the need for further modification of some details for its implementation in future rounds.
Attitude of Health Personnel ; Education, Nursing/*organization & administration ; Educational Measurement/methods ; Health Services Research/organization & administration ; Humans ; Iran ; Midwifery/*education ; Nurse's Role ; Nursing Education Research/organization & administration ; Personal Satisfaction ; Reproducibility of Results ; Students, Nursing/psychology ; Teaching ; Trust

PURPOSE: Purpose of this study was to examine effects of Motivational Interviewing(MI) training for nurses. METHODS: In this quasi-experimental study with before and after tests, evaluation of a 7-session workshop was done. Participants were 36 nurses enrolled in a graduate nursing program. They completed a questionnaire which included assessment of motivational interviewing skills as measured by Helpful Response Questionnaire (HRQ) and confidence (5 items) in using MI. Two coders independently and blinded rated the before and after HRQ self-reported responses. Data were analyzed using paired t-test, descriptive analysis. RESULTS: The results showed increasing use of open-ended questions (score range of 0.94~2.67, p<.001), reflection (3.17~5.83, p<.001), and decreasing use of closed-ended questions (3.31~1.10, p<.001) and road blocks (4.79~2.63, p<.001), but did not show significant changes in confidence to use MI. Preferred training options, in order of priority, were DVD, written exercise, real play, role play and lecture. CONCLUSION: Results of this study suggest the following: a) further research on developing and refining MI training programs as a leading strategy for actual increasing communication ability b) training trainers who can provide systematic feedback, supervision and evaluation c) developing standardized patients, clinical scenarios, training examples for clinical use in communication training.
Communication ; Education ; Evidence-Based Practice ; Humans ; Motivational Interviewing* ; Non-Randomized Controlled Trials as Topic ; Nursing ; Organization and Administration

PURPOSE: The World Health Organization identifies spiritual care as a component of health and thus nursing care. There is a need to identify how self-esteem, communication and existential well-being affects spiritual care competence in nurses. METHODS: The participants were 189 nurses in G metropolitan city. The survey was conducted from March 21 to April 8, 2016, with a self-report questionnaire. Data were analyzed using descriptive statistics, independent t-test, one-way ANOVA, Scheffé test, Pearson correlation coefficient and stepwise multiple regression analysis using SPSS version 21.0. RESULTS: Differences in spiritual care competence were statistically significant according to education level, work department, position, having received spiritual care education, experience of providing spiritual care, experience of asking religionist to provide spiritual care for a patient and recognition of need for spiritual care. The spiritual care competence of nurses showed a significantly positive correlation with self-esteem, communication and existential well-being. Factors influencing spiritual care competence were communication, experience of providing spiritual care and existential well-being which explained about 37.5% of spiritual care competence. CONCLUSION: It's necessary for nurses to develop intervention programs to strengthen spiritual care competence through improving communication, providing opportunities for spiritual care and existential well-being.
Clinical Competence ; Education ; Humans ; Mental Competency* ; Nursing Care ; Self Concept ; World Health Organization

PURPOSE: The purpose of this study was to determine characteristics of nursing science and identify expected outcomes from baccalaureate graduates, and to develop accreditation standards and criteria reflecting the characteristics of the nursing profession. METHODS: A methodological research design was utilized in this study. Related literature reviews and the nursing education program goals and objectives of the 99 nursing schools in Korea were analyzed. A cross-sectional survey research design was utilized to test the validity of the developed characteristics of the nursing profession and their accreditation criteria and standards. The face validity was from the advisory committee and public committee hearing. RESULTS: The characteristics of nursing science were defined with five concepts including humanity, scientific knowledge, professionalism, therapeutic relationship, and facilitating well-being. The expected outcomes from graduates were identified as providing holistic nursing, critical thinking, establishing professionalism and leadership, construction of a therapeutic relationship, and skilled nursing practice. Finally6 standards and 14 criteria reflecting the unique characteristics of the nursing profession were developed for accreditation. These proposed accreditation standards and criteria are a challenge to promote the quality of nursing science.
Accreditation/organization & administration/*standards ; Cross-Sectional Studies ; Curriculum/standards ; Education, Nursing, Baccalaureate/organization & administration/*standards ; Humans ; Nursing Methodology Research ; Organizational Objectives

PURPOSE: The purposes of this study were to develop a PBL program for continuing nurse education and to evaluate the program after its implementation. METHODS: The PBL program was developed in the core cardio-pulmonary nursing concepts through a collaborative approach with a nursing school and a hospital. The PBL packages with simulation on ACLS were implemented to 40 clinical nurses. The entire PBL program consisted of six 3-hour weekly classes and was evaluated by the participants' subjective responses. RESULTS: Two PBL packages in cardio-pulmonary system including clinical cases and tutorial guidelines were developed. The 57.5% of the participants responded positively about the use of PBL as continuing nurse education in terms of self-motivated and cooperative learning, whereas 20.0% of the participants answered that the PBL method was not suitable for clinical nurses. Some modifications were suggested in grouping participants and program contents for PBL. CONCLUSION: The PBL method could be utilized to promote nurses' clinical competencies as well as self-learning abilities. Further research is needed in the implementation strategies of PBL-based continuing education in order to improve its effectiveness.
Adult ; Attitude of Health Personnel ; Cardiology/education ; *Clinical Competence ; Computer Simulation ; Curriculum ; Education, Nursing, Continuing/*organization & administration ; Health Services Needs and Demand ; Heart Diseases/nursing ; Hospitals, University ; Humans ; Lung Diseases/nursing ; Manikins ; Middle Aged ; Nursing Education Research ; Nursing Methodology Research ; Nursing Staff, Hospital/*education/psychology ; Organizational Objectives ; Pilot Projects ; Problem-Based Learning/*organization & administration ; Program Development ; Program Evaluation ; Pulmonary Medicine/education

PURPOSE: The purpose of this study is to identify the role adaptation process experienced by head nurses. METHODS: Data were collected from 10 head nurses with in-depth interviews about their actual experiences. All the interviews were recorded and transcribed. The collected data were analyzed by the grounded theory methodology of Strauss and Corbin. RESULTS: The core category was identified as "weighing and balancing," and the role adaptation process was divided into six stages by time sequence: inquiring, approaching to others, bringing people into their fold, working with conviction, avoiding conflicts, and settling. CONCLUSION: The results of this study yield useful information for top mangers of nursing to identify, by stages, the demands of the head nurses in their role adaptation process. The findings of this study contributes to developing programs that facilitates the head nurses' role adaptation.
*Adaptation, Psychological ; Adult ; *Attitude of Health Personnel/ethnology ; Avoidance Learning ; Conflict (Psychology) ; Female ; *Hospitals, General/organization & administration ; Humans ; Interprofessional Relations ; Korea ; Leadership ; Models, Nursing ; Models, Psychological ; Needs Assessment ; Nurse Administrators/education/organization & administration/*psychology ; *Nurse's Role ; Nursing Methodology Research ; Nursing Staff, Hospital/organization & administration/psychology ; Nursing, Supervisory/organization & administration ; Philosophy, Nursing ; Power (Psychology) ; Professional Competence/standards ; Qualitative Research ; Questionnaires ; Self Efficacy

PURPOSE: This study developed a web-based wound care course for undergraduate nursing students and evaluated the course's content, system, and student-satisfaction. METHODS: This study was done in three stages, the development of the web-based wound care course, the implementation and evaluation of the course. The course was developed based on the ARCS model. 80 undergraduate nursing students to Y University in Korea used the web-based wound care program during four weeks. After that, they completed questionnaires, evaluating the contents, system, and their satisfaction. RESULTS: Eighteen learning objectives were used to create the web-based wound care course and the course was developed with 7 chapters and 20 subsections. The analysis of the questionnaires showed a mean score for content and system-related items of 3.04 each, out of a possible 4 points. Student satisfaction items had a mean score of 2.89. CONCLUSIONS: The web-based course allowed students access to the course anytime and anywhere, and according to their own learning abilities. However this advantage would only be possible when nurse educators develop qualitative web-based course to meet the demand of a complex health care system as well as the needs of the students and the effectively incorporate it into traditional lectures.
*Attitude of Health Personnel ; Attitude to Computers ; Causality ; Computer-Assisted Instruction/*methods ; Curriculum ; Education, Nursing, Baccalaureate/*organization & administration ; Humans ; Internet/*organization & administration ; Korea ; Models, Educational ; Needs Assessment ; Nursing Assessment ; Nursing Diagnosis ; Nursing Education Research ; Patient Care Planning ; Practice Guidelines as Topic ; Program Development ; Program Evaluation ; Questionnaires ; Skin Care/nursing ; Students, Nursing/*psychology ; Wound Healing ; Wounds and Injuries/etiology/*nursing

PURPOSE: To examine the effect of Taegyo-focused prenatal classes on maternal-fetal attachment and self-efficacy related to childbirth. METHODS: Over 4 weeks, 49 women, 20 to 36 weeks of gestation participated in a prenatal program led by the nurse who developed it. In addition to Lamaze content it included; understanding ability of fetus to respond, sharing motivation, purpose of pregnancy, and preconceptions of experiencing childbirth, training in maternal- fetal interaction, writing letters and making a declaration of love to unborn baby. Using a pre- experimental design, data were collected by self-report, before and after program, using Cranley's Maternal-Fetal Attachment Scale (1981), and Shin's (1997) Labor Self-Efficacy Measurement. RESULTS AND CONCLUSION: Paired t-test showed significant changes in scores of maternal-fetal attachment (t=6.91. p<.001) and self-efficacy related to childbirth (t=10.19, p<.001). Taegyo opens the possibility of integrating Western ideas with Korean traditional health behavior. Incorporation of Taegyo into existing prenatal classes is recommended.
Adult ; Attitude to Health/ethnology ; Curriculum ; Female ; Health Education/organization & administration ; Health Knowledge, Attitudes, Practice ; Humans ; Love ; Maternal-Child Nursing/organization & administration ; Maternal-Fetal Relations/*ethnology ; *Medicine, East Asian Traditional ; *Mothers/education/psychology ; Motivation ; Nurse Midwives/organization & administration ; Nursing Evaluation Research ; Nursing Methodology Research ; Object Attachment ; Parturition/*ethnology ; Pregnancy ; Prenatal Care/*organization & administration ; Program Evaluation ; Questionnaires ; *Self Efficacy ; Writing

PURPOSE: To determine and compare the perception among nurses and doctors of the roles and tasks of critical care advanced practice nurses (APNs) in order to establish standardized and formally agreed role criteria for such critical care APNs. METHOD: This study measured and analyzed the necessity of each of the roles and tasks of critical care APNs, as perceived by nurses and doctors, through a survey of 121 participants: 71 nurses in 7 intensive care units (ICUs) at a general hospital in Seoul, and 50 doctors who used ICUs. Data collection utilized a questionnaire of 128 questions in the following fields: direct practice (79), leadership and change agent (17), consultation and collaboration (15), education and counseling (11), and research (6). RESULTS: Both the nurses' and the doctors' groups confirmed the necessity of critical care APNs, with doctors who frequently used ICUs indicating a particularly strong need. As for the priority of each role of critical care APNs, the nurses considered direct practice to be the most critical, followed by education and counseling, research, consultation and collaboration, and leadership and change agent. The doctors also considered direct practice to be the most critical, followed by education and counseling, consultation and collaboration, research, and leadership and change agent. There was a statistically significant difference between how the two groups regarded all the roles, except for the consultation and collaboration roles. As for the necessity of each role of critical care APNs, the nurses considered research to be the most necessary, followed by education and counseling, consultation and collaboration, leadership and change agent, and direct practice. The doctors, on the other hand, considered education and counseling to be the most necessary, followed by research, consultation and collaboration, leadership and change agent, and direct practice. The responses of the two groups to all the roles, except for education and counseling roles, were significantly different. CONCLUSION: Nurses and doctors have different perceptions of the roles and tasks of critical care APNs. Thus, it is necessary for the combined nursing and medical fields to reach an official agreement on a set of criteria to standardize for the roles and tasks of critical care APNs.
Adult ; Attitude of Health Personnel ; Cooperative Behavior ; Counseling ; *Critical Care/organization & administration ; Cross-Sectional Studies ; Education, Nursing, Graduate ; Female ; Humans ; Korea ; Leadership ; Male ; Medical Staff, Hospital/*psychology ; Middle Aged ; Nurse Clinicians/education/*organization & administration ; Nurse Practitioners/education/*organization & administration ; *Nurse's Role ; Nursing Methodology Research ; Nursing Staff, Hospital/*psychology ; Practice Guidelines as Topic ; Professional Autonomy ; Questionnaires