Nurse educators are vital in the future of healthcare and deserve recognition and benefits for this role they play. Nurse educators who are exposed to clinical and community settings are facing challenges different from those in the classroom setting. They are evidently at risk of exposure to numerous hazards, perils of life, and physical hardships when they do preceptorship to students. In accordance with the Commission on Higher Education (CHED) Memorandum Order (CMO) 15, a nurse educator must supervise a maximum of 10 students in clinical and community settings to complete the corresponding number of Related Learning Experience (RLE) contact hours equivalent to 1836 hours in every student. It is crucial that reforms and regulations be made to recompense nurse educators. Risk welfare is a financial benefit for nurse educators performing preceptorship in intensive nursing practice or RLEs. It is a payment to cover actual or potential threats or dangers associated with carrying out RLE activities. Proposed rates for the benefit may depend on the area and number of days of actual exposure; however, hospital settings may be considered at greater risk, warranting higher payment.
Faculty, Nursing

PURPOSE: The purpose of this study was to investigate patient safety teaching competency of nursing faculty and the extent of teaching patient safety topics in the nursing curriculum. METHODS: A national survey was conducted with full-time nursing faculty in 4-year nursing schools. Regional quota sampling method was used. An online survey was sent to 1,028 nursing faculty and 207 of them were completed. Among the 207, we analyzed data from 184 participants. The revised Health Professional Education in Patient Safety Survey was used. Data were analyzed using descriptive statistics, independent t-test, one-way ANOVA, Pearson's correlation analysis, and multiple linear regression analyses. RESULTS: The faculty's self-confidence was lower than their perceived importance of patient safety education. The mean score of teaching patient safety was 3.52±0.67 out of 5, and the contents were mostly delivered through lectures. The extent of faculty's teaching varied depending on faculty's clinical career, teaching subjects, participation in practicum courses, and previous experience of patient safety education. The significant predictors of the extent of teaching patient safety were the faculty's self-confidence in teaching patient safety (β=.39) during clinical practicum, their perceived importance of patient safety education during lectures (β=.23), and the teaching subject (β=.15). CONCLUSION: To enhance the competency of nursing faculty for effective patient safety education, a patient safety education program tailored to faculty characteristics should be developed and continuously provided for faculty. In addition, it is necessary to improve patient safety curriculum, strengthen clinical and school linkages, and utilize various education methods in patient safety education.
Curriculum ; Education ; Education, Nursing ; Faculty, Nursing* ; Health Occupations ; Humans ; Lectures ; Linear Models ; Methods ; Nursing* ; Patient Safety* ; Preceptorship ; Professional Competence ; Schools, Nursing

This study aimed to assess the level of readiness of student nurses for self-directed learning and their learning styles. It also determined the relationship between the two factors and the relationship of each factor to the respondents' demographic profile. This descriptive- correlational study utilized the Autonomous Learner Index of Abu- Moghli, Khalaf, Halabi & Wardam (2005) to assess the students' level of readiness in self-directed learning, and the Learning Style Inventory of Kolb & Kolb (2005) to assess their learning style type. No sampling technique was used because total population was included covering all 103 regular nursing students of Centro Escolar University for First semester of academic year 2016-2017. The study underwent Ethics Review Board Approval before it was implemented. Results of the study revealed that most of the nursing students were independent learners (52%). There were no dependent learners but since there were several respondents who were uncertain (48%), it is the role of nurse educators to develop their independence in learning. Moreover, all the four types of learning styles namely: Accommodative, Convergent, Assimilative and Divergent; were present showing the variation in learning styles of nursing students. But it was found out that they mostly prefer the Convergent learning style, especially the junior and senior students. The study concluded that there was no relationship between the variables: demographic profile, self-directed learning readiness and learning style. However, the scores of convergent learning style were higher than that of divergent and accommodative in their self-directed learning readiness.

This study aimed to assess the level of readiness of student nurses for self-directed learning and their learning styles. It also determined the relationship between the two factors and the relationship of each factor to the respondents' demographic profile. This descriptive- correlational study utilized the Autonomous Learner Index of Abu- Moghli, Khalaf, Halabi & Wardam (2005) to assess the students' level of readiness in self-directed learning, and the Learning Style Inventory of Kolb & Kolb (2005) to assess their learning style type. No sampling technique was used because total population was included covering all 103 regular nursing students of Centro Escolar University for First semester of academic year 2016-2017. The study underwent Ethics Review Board Approval before it was implemented. Results of the study revealed that most of the nursing students were independent learners (52%). There were no dependent learners but since there were several respondents who were uncertain (48%), it is the role of nurse educators to develop their independence in learning. Moreover, all the four types of learning styles namely: Accommodative, Convergent, Assimilative and Divergent; were present showing the variation in learning styles of nursing students. But it was found out that they mostly prefer the Convergent learning style, especially the junior and senior students. The study concluded that there was no relationship between the variables: demographic profile, self-directed learning readiness and learning style. However, the scores of convergent learning style were higher than that of divergent and accommodative in their self-directed learning readiness.

PURPOSE: The purpose of this qualitative study was to evaluate the experience of role adaptation from nurse to member of the nursing faculty. METHODS: Data were collected from 13 members of a nursing faculty through in-depth interviews. The main question asked was "Could you describe your experience from being a nurse to becoming a member of the nursing faculty?" Qualitative data from the field and transcribed notes were analyzed using Strauss and Corbin's grounded theory methodology. RESULTS: The core experiential category of role adaptation from nurse to member of the nursing faculty was 'striving for survival from culture shock'. The participants used the following three interactional strategies: 'recognizing everything and entering the school environment', 'self-reflection on being a professor and integration of experiences', and 'finding a way of adapting'. CONCLUSION: The participants tried to adapt to life as a professor and reflected on and integrated their experiences into their new life on the faculty. College faculty need to understand the impact of changes and challenges faced by new professors during role adaptation and to support this adaptation through mentorship and organized orientation programs.
Adaptation, Psychological ; Faculty, Nursing* ; Humans ; Mentors ; Nursing* ; Qualitative Research

PURPOSE: The current challenges faced by nurses in providing high quality and evidence-based practice (EBP) supported care require profound changes in nursing education. To understand the changes needed to strengthen EBP education, the researchers examined EBP self-efficacy, course needs, barriers, and facilitators for academic faculty and clinical nurse preceptors to teach EBP in undergraduate nursing curricula. METHODS: For this study, mixed-method approach was used with survey data collected from 73 academic faculty members from 54 universities. Further, 17 clinical nurse preceptors in three academic hospitals provided qualitative data for exploration of barriers and facilitators to teaching EBP. Data analysis used SPSS/WIN 21.0 and content analysis. RESULTS: Quantitative data showed that although the overall level of self-efficacy among faculty was moderate, the implementation levels were relatively low. Most faculty members agreed with the need to integrate EBP courses into undergraduate nursing curricula. The qualitative data showed that the barriers to teaching EBP were lack of knowledge, skill, and initial investment for teaching EBP; hierarchical, rules-oriented nursing culture; potential learner overloads in processing EBP; limited research dissemination and application. Facilitators were identified as the importance of EBP to the profession of nursing; collaboration in schools and hospitals; and continuing education in teaching/utilizing EBP. CONCLUSION: The findings indicate that for successful integration of EBP ni nursing education there is a need for faculty training and integrated EBP courses.
Cooperative Behavior ; Curriculum ; Education ; Education, Continuing ; Education, Nursing ; Evidence-Based Practice* ; Faculty, Nursing ; Humans ; Investments ; Methods* ; Nursing ; Statistics as Topic

PURPOSE: This study is a quasi-experimental study to investigate the effect of case-based learning (CBL) on critical thinking disposition, communication ability, problem solving ability and self-directed learning ability of nursing students in a pathophysiology course. METHODS: The development of 3 CBL scenarios of pathophysiology were conducted by nursing faculties & clinical nurses before CBL began. Among the sophomore nursing students who were taking a pathophysiology course, the intervention group (n=43) was the nursing students who hope to participate in an extra-CBL program with usual pathophysiology lessons and the control group (n=36) was the nursing students who wanted to receive the usual pathophysiology lessons. The intervention group received additional CBL using 3 different scenarios for 1 hour per week during 4 weeks from May to June, 2016. Data were analyzed by a chi-square test, t-test and ANCOVA using SPSS WIN 18.0 RESULTS: The mean score of critical thinking disposition (F=11.60, p=.001), communication ability (F=4.24, p=.043), and self-directed learning ability (F=4.75, p=.032) were significantly higher in intervention group than those in control group. But there was no significant difference between the two groups in problem solving ability (F=1.59, p=.211). CONCLUSION: The application of a CBL program during a pathophysiology course was effective in improving the critical thinking disposition, and the self-directed learning ability of sophomore nursing students.
Communication* ; Faculty, Nursing ; Hope ; Humans ; Learning* ; Non-Randomized Controlled Trials as Topic ; Nursing* ; Problem Solving* ; Students, Nursing* ; Thinking*

PURPOSE: This study aimed at identifying if there is a relevance of content of the Korean Nursing Licensing Examination (KNLE) revised in 2014 to nursing job. It will be able to provide the validity of revised content of the KNLE. METHODS: From October 13 to November 13, 2015, print version of 8 duties with 49-tasks, 155-job item questionnaires were distributed to 1,305 hospital nurses and 202 nursing faculties in Korea. Results were treated by descriptive statistics and comparison analysis. There were responses from 946 nurses or professors (72.5%). RESULTS: The relevance of test content of KNLE to nursing job was shown to be valid with over 3 points out of 4 point Likert scale in all items: from 3.23 at lowest to 3.64 at top. CONCLUSION: Above results showed that the revised version of KNLE in 2014 was valid to test the nursing students' knowledge for job performance.
Faculty, Nursing ; Humans ; Korea ; Licensure* ; Licensure, Nursing ; Nursing* ; Students, Nursing ; Work Performance

PURPOSE: The purpose of this study was to identify the learning style, learning efficacy, transfer of learning, and confidence in performance competence of Core Basic Nursing Skills (CBNS) and factors influencing confidence in performance competence of CBNS by nursing students. METHODS: A descriptive study design was used. Participants were 148 nursing students. Data were analyzed using SPSS 20.0 for descriptive statistics, ANCOVA, correlation and regression. RESULTS: Learning styles of the participants were assimilator 33.11%, accommodator 26.35%, diverger 23.65%, and converger 16.89%. Learning efficacy was significantly different according to learning styles, however, transfer of learning and confidence in performance competence of CBNS were not significantly different according to learning styles. Confidence in performance competence of CBNS positively correlated with transfer of learning and learning efficacy. Transfer of learning was a significant predictor of confidence in performance competence of CBNS. CONCLUSION: The findings of this study indicate that transfer of learning influences confidence in performance competence of CBNS. Thus, nursing faculty should develop educational strategies to enhance and improve transfer of learning, and development of effective confidence in performance competence of CBNS programs.
Clinical Competence ; Faculty, Nursing ; Humans ; Learning ; Mental Competency* ; Nursing* ; Students, Nursing* ; Transfer (Psychology)

PURPOSE: This study was done to evaluate the Lasater Clinical Judgement Rubric for use with Korean nursing students. METHODS: A methodological study was used to validate the rubric developed by Lasater to assess clinical judgment during nursing simulation. Participants were 34 nursing students at K University in Seoul. Between February and May, 2012, analysis was done of 91 video clips recording performance during simulation. RESULTS: Findings showed reliability and validity of the rubric. For internal consistency, Cronbach's alpha score was .884 and intraclass correlation coefficient was .839, which established reliability. The rubric was validated using the exploratory factor analysis and content validity. The content validity score was 83%, establishing the appropriateness and readiness of the tool. Factor analysis showed that noticing, responding, and reflecting domains had Eigen values of 2.669, 1.991, and 2.912, respectively and were bound, but unlike the original tool in which four factors noticing, interpretation, responding, and reflecting domains were bound. CONCLUSION: Results of the study indicate that the rubric shows acceptable reliability and validity in Korean nursing students. This evaluation tool for nursing simulation allows nursing faculty to objectively evaluate students' clinical judgment as well as students to reflect on their clinical judgment process during simulation.
Faculty, Nursing ; Humans ; Judgment ; Methods ; Nursing ; Patient Simulation ; Reproducibility of Results* ; Seoul ; Students, Nursing*