PURPOSE: The purpose of this study was to identify and assess from nursing students and nurses in the clinical field what constitute good instruction, through the review of nursing students' opinions and clinical field demands.METHODS: The study design was used Creswell's exploratory sequential design by collecting and analyzing qualitative data obtained from interviews and then analysis of quantitative data. The participations were 79 seniors in nursing schools and 85 nurses with less than three years of clinical experience. The data were collected through individual interviews and analyzed based on Elo and Kyngäs's content analysis method. The quantitative data were collected using the questionnaire developed based on qualitative results and analyzed by SPSS 23.0 program and Importance Performance Analysis (IPA).RESULTS: The results showed that IPA extracted seven items with high importance but low satisfaction: “nursing fads and trends,” “teacher-learner communication and reflection,” “materials used in clinical settings such as monitoring results and test results,” “special presentations by experienced practitioners,” “instruction assures learners' comprehension,” “accurate and detailed evaluation standards” and “feedback on homework and exam.”CONCLUSION: The factors comprising good instruction were verified, and the necessity for additional efforts to improve high importance and low performance factors was noted. Therefore, this study can serve as a guide for nursing education facilities and educators in developing of a thorough education system with excellent instruction designed to achieve an ideal nursing education.
Education ; Education, Nursing ; Flavin-Adenine Dinucleotide ; Humans ; Methods ; Nursing ; Schools, Nursing ; Students, Nursing

PURPOSE: This study was conducted to update the existing evidence-based nursing clinical practice guideline in management of pressure injury in South Korea. METHODS: The update process underwent the 22 steps according to the update method based on the international standards. RESULTS: The updated nursing practice guideline for pressure injury consists of 4 domains and 436 recommendations. The numbers of recommendations in each domain were 25 for hospital policies, 51 for assessment, 350 for prevention and management, and 10 for education. There were 2.5% of A, 13.3% of B, 84.2% of C in terms of grading of recommendations. Among these, the major revision was done in 32 recommendations (7.4%). A total of 299 recommendations (68.6%) were added newly. Minor revisions, such as change or addition of some words, were also made in 25 recommendations(5.7%). No change was made in 80 recommendations (18.3%) compared to the previous ones. CONCLUSION: The nursing practice guideline for pressure injury has been updated. This updated guideline can be used as educational materials for both healthcare workers and patients with pressure injury.
Delivery of Health Care ; Education ; Evidence-Based Nursing ; Humans ; Korea ; Methods ; Nursing ; Pressure Ulcer

PURPOSE: The purpose of this study was to explore the experiences of perception of nursing students' rights participating in clinical practice.METHODS: This descriptive study carried out purposeful sampling. The participants were 17 nursing students, who had experience of participating in clinical practice for more than 12 weeks. Data were collected through focus group interviews. Twelve subjects were in their third year and five in their fourth year. All were practicing in secondary general and tertiary university hospitals. The data were analyzed using classical content analysis method.RESULTS: The researchers extracted 23 codes representing the nursing students' rights of clinical practice, which were grouped into 4 categories and 11 subcategories. The 4 categories were ‘deep disappointment as an alienated person in a clinical field’, ‘clinical practice experience that cannot be given up despite difficulties’, ‘need for a practice environment that takes care of nursing students’, and ‘hope for support, advocacy and respect’.CONCLUSION: Nursing students cannot claim rights at this time, but expressed the desire to build a support system so that these parts can be improved in the future. Therefore, nursing education institutions and clinical fields should maintain diverse efforts through reciprocal relationships.
Education, Nursing ; Emigrants and Immigrants ; Focus Groups ; Hospitals, University ; Human Rights ; Humans ; Methods ; Nursing ; Students, Nursing

PURPOSE: The present research was done to examine the fundamental significance and structure of conflict experience of nurses in hospital nursing organizations.METHODS: This qualitative research was conducted by analyzing data collected through in-depth interviews based on Colaizzi's (1978) method of analysis, one of the phenomenological methods of analysis.RESULTS: Statements from the 12 study participants demonstrate two key topics “accumulation of conflicts” and “manifestation of new conflicts” as well as seven sub-topics including “being forced to comply”, “Lack of respect and consideration”, “unsatisfactory conflict management by the leaders”, “continuous and overwhelming vicious cycle”, “prevalence of self-defensive egotism”, “difficult to accept differences”, and “incapable of responding to the structural changes of nursing workforce”.CONCLUSION: Resolving the dysfunctional conflicts in hospital nursing organizations requires not only improvement in the organizational culture of individuals and nursing organizations, but also legal and institutional measures in addition to new attempts to integrate education and research findings from relevant fields of studies.
Education ; Methods ; Nursing ; Organizational Culture ; Qualitative Research

PURPOSE: The purpose of this mixed-method study was to identify the demand for mental health nursing education and work of nurses at a private psychiatric hospital.METHODS: The survey of demand for mental nursing education was conducted by including 231 nurses at a private psychiatric hospital from November to December, 2017. Qualitative research by two focus groups was conducted from October to November, 2018.RESULTS: The mean of mental health nursing education demands according to major category were the therapeutic environment (4.27±0.76), substancerelated and addictive disorders (4.18±0.68), therapeutic relationship and communication (4.17±0.64), respect for human (4.11±0.74), and neurocognitive disorders (4.07±0.74). The qualitative research participants’ demands for mental health nursing education were classified into five categories: ‘discrimination power’, ‘communication techniques’, ‘psychiatric drugs’, ‘coping method’, and ‘legal issues’.CONCLUSION: Nurses with less psychiatric careers have strong need to learn a therapeutic environment and alcoholism, and nurses with more experience in psychiatry have education of humanities. Nurses at private psychiatric hospitals have high demand for continous education of updated mental nursing to expand their extensive experience required for becoming more professional nurses in future.
Alcoholism ; Education ; Education, Nursing ; Focus Groups ; Hospitals, Psychiatric ; Humanities ; Humans ; Mental Health ; Methods ; Neurocognitive Disorders ; Nursing ; Psychiatric Nursing ; Qualitative Research

PURPOSE: The purpose of this study was to investigate the factors impacting the posttraumatic growth (PTG) factors during chemotherapy in gynecologic oncology patients.METHOD: The data were collected at six hospitals at a university hospital, general hospital, women's hospital, and 3 oncology hospitals in D metropolitan city. The participants of the study were 135 female patients undergoing chemotherapy for their gynecologic oncology. To identify the factors that influence PTG, we used the questionnaires for the family support, sexual distress, health promoting behavior, and PTG.RESULTS: There was a significant positive correlation between family support and health promoting behavior and PTG. There was significant negative correlation between sexual distress and PTG. Factors impacting the PTG of gynecologic oncology women undergoing chemotherapy were age, recurrence, family support, sexual distress, and health promoting behavior. These factors accounted for 47.0% of PTG.CONCLUSION: It is necessary to develop and apply programs that include sexual distress management education, and health promotion with families. PTG programs for gynecologic oncology patients undergoing chemotherapy should be approached considering these results.
Drug Therapy ; Education ; Female ; Health Promotion ; Hospitals, General ; Humans ; Methods ; Oncology Nursing ; Recurrence

PURPOSE: The purpose of this study was to understand the essence and meaning of the experience of cancer patients receiving spiritual nursing. METHODS: Data were collected by in-depth individual interviews with participants from April to June, 2019. Eight patients from a single Christian hospital participated in this study. Cyclical data collection and analysis were conducted by Collaizzi's phenomenological method. RESULTS: The experience of cancer patients receiving spiritual nursing consisted of four themes: strange spiritual nursing faced with longing, unexpected changes in me, spiritual sympathy leading to trust, and transition to spiritual recovery. CONCLUSION: This study provided an in-depth understanding of the changes cancer patients experience through spiritual nursing interventions. Efforts should be made to verify the effectiveness of this study by developing and applying education programs that can enhance the spiritual nursing capabilities of nurses to better approach cancer patients.
Data Collection ; Education ; Hospitals, General ; Humans ; Methods ; Nursing Care ; Nursing ; Qualitative Research ; Spirituality

PURPOSE: With the ever-changing cultural makeup of society, the ability to deliver culturally appropriate healthcare is essential. An educational method aimed at increasing cultural knowledge and sensitivity in the education of healthcare professionals is cultural immersion, which creates opportunities for transformational learning through direct interactions with culturally diverse populations. The purpose of this systematic review was to examine the qualitative effects of cultural immersion experiences on graduate-level healthcare professional students. METHODS: A search of the CINAHL (Cumulative Index to Nursing and Allied Health Literature) and ERIC (Education Resources Information Center) databases was performed, utilizing search terms including cultural immersion, cultural sensitivity, educational outcomes, and healthcare professionals. The search was limited to publications within the last 10 years. The articles were screened according to title, abstract, and full-text following the application of inclusion/exclusion criteria. Themes identified within each article were collected and categorized, using a qualitative methodology, into 5 overarching domains to assess the educational experiences. Studies were scored for quality using the qualitative portion of the McGill Mixed Methods Appraisal Tool–2011. RESULTS: Nine studies incorporating a total of 94 participants with experiences in 14 culturally diverse environments revealing 47 individually identified themes were included in the review. The results indicated that all cultural immersion experiences stimulated increased cultural awareness and sensitivity. CONCLUSION: Cultural immersion experiences produced a positive, multi-domain effect on cultural learning in students of the health professions. The results of this review provide support for implementing cultural immersion experiences into the education of healthcare professionals with the goal of increasing cultural sensitivity.
Delivery of Health Care ; Education ; Health Occupations ; Humans ; Immersion ; Learning ; Methods ; Nursing

PURPOSE: This article is a comprehensive review for concept clarification of critical thinking, clinical reasoning, and clinical judgment, which still lack a consensus and are of mixed use. METHODS: Norris's method of concept clarification was used to review concepts that have no clear definition or conceptualization yet. RESULTS: This review summarized literature from various disciplines, classified each concept based on similarities and differences, and provided hypothetic conceptual schema. CONCLUSION: Clinical reasoning and clinical judgment are clinical situation specific concepts, while critical thinking is a concept applied in general situations. Critical thinking is a broader concept and serves as a foundation for clinical reasoning and clinical judgment. Clinical reasoning precedes clinical judgment. Clinical judgement implies the end point or conclusion of clinical reasoning. Each of critical thinking, clinical reasoning, and clinical judgment is a cognitive and affective process not a psychomotor process. The concept of clinical competency involves action taken after the cognitive processes of clinical reasoning and clinical judgment.
Clinical Competence ; Consensus ; Education, Nursing ; Judgment ; Methods ; Nursing ; Thinking

PURPOSE: There has been a growing recognition that person-centered care enhances the quality of life of nursing home residents with dementia. This study was conducted to develop a person-centered dementia care online education program for direct care staff in long-term care facilities. METHODS: Delphi method with expert group was used to validate contents. We developed 61 draft items based on literature review. Twenty experts participated in consecutive three round surveys including 5-point Likert scale questions and open-ended questions. Based on experts' opinions, the content validity ratio for content validity and the coefficient of variation for stability were calculated. RESULTS: Three-round Delphi surveys and additional feedback from the expert panel established a consensus of core contents: 1) dementia (7 categories), 2) person-centered care (6 categories), 3) communication (8 categories), and 4) behavioral and psychological symptoms of dementia (6 categories). Specific sub-categories in each category were differentiated according to the job qualifications (65 sub-categories for registered nurses, 64 sub-categories for nursing aids, and 41 sub-categories for personal care workers). CONCLUSION: This delphi study identified person-centered dementia education curricula, in which the person-centered approach should be a key policy priority in Korean long-term care system. Now it is urgently needed to develop education programs utilizing online platforms that enable efficient and continuous learning for long-term care staff, which can contribute to behavior changes in the person-centered dementia care approach and improvement of care quality in long-term care facilities.
Caregivers ; Consensus ; Curriculum ; Delphi Technique ; Dementia ; Education ; Humans ; Learning ; Long-Term Care ; Methods ; Nurses ; Nursing ; Nursing Homes ; Quality of Life