PURPOSE: The purpose of this study is to analyze the contents of disaster nursing education at universities in Korea and Japan, with focus on textbooks. METHODS: Disaster nursing contents from 11 Korean community health nursing textbooks and 3 Japanese disaster nursing textbooks were analysed. RESULTS: Three themes and 8 categories of disaster nursing content in the selected textbooks were analyzed. The themes classified include ‘understanding of disaster’, ‘disaster management’ and ‘disaster management system’. The theme of ‘understanding of disaster’ consists of such categories as ‘disaster concept/outline’, ‘classification of disaster’, ‘disaster management step’ and ‘disaster impact’. The theme of ‘disaster management activities’ consists of categories such as ‘disaster management activities’ and ‘disaster nursing’. The theme of ‘national disaster management system’ consists of categories like ‘national disaster management system’ and ‘international disaster relief’. From the comparison of disaster nursing education in the two countries, we found that themes were similar but there were differences between the two countries in content configuration. Korea and Japan have adopted the framework of International Council of Nurses for disaster nursing education. Korea stressed legal and ethical capabilities, while Japan included psychological support for disaster management service providers. CONCLUSION: Disaster education is an important factor in a nurse's ability for a disaster management. Development of a comprehensive disaster education program is necessary to enhance disaster care capacities.
Asian Continental Ancestry Group ; Community Health Nursing ; Disasters ; Education ; Education, Nursing ; Education, Nursing, Baccalaureate ; Humans ; International Council of Nurses ; Japan ; Korea ; Nursing ; Public Health Nursing

PURPOSE: This study examined the status of critical care nursing education in bachelor of science in nursing (BSN) to suggest future directions.METHODS: The target of the survey was 185 BSN programs that were certified by the Korean Accreditation Board of Nursing Education as of October 31, 2016. We structurally reviewed the curriculums and the course syllabi.RESULTS: Forty-eight courses of 42 BSN programs were analyzed. Only five programs offered both theoretical and practical courses in critical care nursing; 22 offered theoretical courses and 26 offered practical courses. Most courses were offered as electives with 1 or 2 credits, and were taught by faculty who were experts in adult health nursing.CONCLUSION: The results show that there is a quantitative shortage of critical care nursing education in the curriculum of BSN programs in Korea. The lack of knowledge and skills on critical care can lead to a burden of new intensive care unit nurses and is a threat to patients' health. It is necessary to develop a practical and integrative curriculum for critical care nursing education.
Accreditation ; Adult ; Critical Care Nursing ; Critical Care ; Curriculum ; Education ; Education, Nursing ; Education, Nursing, Baccalaureate ; Humans ; Intensive Care Units ; Korea ; Nursing ; Quality Improvement

PURPOSE: This study was conducted to examine effects of a learning portfolio by identifying the learning of nursing students taking a learning portfolio-utilized nursing management class. METHODS: A non-equivalent control group pretest-posttest design was used. Participants were 83 senior students taking the nursing management course in one of the Departments of Nursing at 2 Universities. Experimental group (n=42) received a learning portfolio-utilized nursing management class 15 times over 15 weeks (3 hours weekly). Self-directed learning abilities, approaches to learning and learning flow of the participants were examined with self-report structured questionnaires. Data were collected between September 2 and December 16, 2014, and were analyzed using chi-square test, Fisher's exact test, independent t-test and ANCOVA with SPSS/PC version 21.0. RESULTS: After the intervention the experimental group showed significant increases in self-directed learning abilities, deep approaches to learning and learning flow compared to the control group. However, no significant difference was found between groups for surface approaches to learning. CONCLUSION: Learning activities using the learning portfolios could be effective in cultivating the learning competency for growth of knowledge, technology and professionalism by increasing personal concentration and organization ability of the nursing students so that they can react to the rapidly changing environment.
Adult ; Education, Nursing, Baccalaureate ; Female ; Humans ; Male ; Personal Satisfaction ; *Problem-Based Learning ; Self Report ; Students, Nursing/*psychology ; Surveys and Questionnaires ; Young Adult

PURPOSE: An emerging trend in Asian higher education is English-medium instruction (EMI), which uses English as the primary instructional language. EMI prepares domestic students for international leadership; however, students report difficulty in learning, and educators have raised questions concerning the effectiveness of EMI. The flipped learning model (FLM), in which lecture and homework activities for a course are reversed, was applied to an English-medium course offered by a college of nursing in Korea. The aims of this study were to: 1) revise an existing English-medium nursing course using the FLM; 2) explore students' learning experiences and their acceptance of the FLM; and 3) identify key factors in the success of FLM. METHODS: We used a descriptive, cross-sectional, mixed-methods design and the participants were students at one nursing school in Korea. A series of course development meetings with faculties from the nursing school and the center for teaching and learning were used to develop the course format and content. We conducted course evaluations using the Flipped Course Evaluation Questionnaire with open-ended questions and focus group interviews. RESULTS: Students (N=75) in a 15-week nursing course responded to a survey after completing the course. Among them, seven students participated in one of two focus groups. Overall, students accepted and favored the flipped learning strategy, and indicated that the method enhanced lecture content and their understanding of it. Factors associated with effective instruction included structured monitoring systems and motivational environments. CONCLUSION: The FLM requires sufficient preparation to facilitate student motivation and maximize learning outcomes.
Cross-Sectional Studies ; Curriculum ; *Education, Nursing, Baccalaureate ; Female ; Focus Groups ; Humans ; Interviews as Topic ; Male ; *Models, Educational ; Republic of Korea ; Students, Nursing/psychology ; Surveys and Questionnaires ; Young Adult

PURPOSE: This methodological study was conducted to develop and test a cultural competence scale for nursing students. METHODS: Based on the five constructs of cultural competency identified in the conceptual analysis of Suh, 76 items for the tool were derived initially. These items were reduced to 58 items after content validity tests (two times) by 6 multicultural experts. Data collected from 526 nursing students were utilized to test the validity and reliability of the preliminary tool. Item analysis, factor analysis, Pearson correlation coefficients, and Cronbach's alpha were used for the analysis. RESULTS: Twenty-seven items were selected for the final scale, and categorized into 5 factors explaining 62.1% of the total variance. Cronbach's alpha was .91 and the reliability of the subscales ranged from .76 to .91. Criterion validity between the developed tool and empathy (r=.26, p <.001) was significant. CONCLUSION: The results show that this scale can provide scientific and empirical data when evaluating the effectiveness of school curriculums or multicultural empowerment programs regarding cultural competence of nursing students.
*Cultural Competency ; Cultural Diversity ; Education, Nursing, Baccalaureate ; Empathy ; Female ; Humans ; Male ; Program Development ; Students, Nursing/*psychology ; Surveys and Questionnaires ; Young Adult

PURPOSE: This study was conducted to develop a simulation-based education program for newborn emergency care based on most needed topics found from the needs assessment. This study consisted of two phases: developing the program and evaluating its effectiveness. METHODS: The effectiveness of the program was tested in July, 2012, with 49 junior nursing students from C Nursing College in Seoul, who did not have any clinical experience in newborn care. The experimental group was given a three-hour lecture, three hours of clinical training, and a two-hour simulation program, whereas the control group only had the three-hour lecture. RESULTS: There was significant improvement in knowledge in both groups, but no significant differences according to educational methods. The experiment group was more confident of their care (4.32+/-.29) than the control group (3.60+/-.29) with the difference being significant (t=8.85, p<.001), and the experimental group was also more satisfied with the program (chi2=4.60, p=.032). CONCLUSION: As the results indicate 'the neonatal emergency care program' increased learners' knowledge, confidence and satisfaction with the program, it should be integrated into clinical training in pediatric nursing curriculum and in-service programs for nurses. To increase generalization further verification studies with various learner groups are needed.
Adult ; Education, Nursing, Baccalaureate ; Educational Measurement ; *Emergency Medical Services ; Female ; Health Knowledge, Attitudes, Practice ; Humans ; Infant, Newborn ; Male ; *Pediatric Nursing ; Personal Satisfaction ; *Program Development ; *Program Evaluation ; Questionnaires ; Students, Nursing/*psychology ; Young Adult

PURPOSE: Simulation-based learning has become a powerful method to improve the quality of care and help students meet the challenges of increasingly complex clinical practice settings. The purpose of this study was to identify the learning effects using high-fidelity SimMan and multi-mode simulation. METHODS: Participants in this study were 38 students who were enrolled in an intensive course for a major in nursing at R college. Collected data were analyzed using Chi-square, t-test, and independent t-test with the SPSS 18.0 for Windows Program. RESULTS: There were no statistically significant differences in learning effects between high-fidelity SimMan and multi-mode simulation group. However, skills in clinical performance in the high-fidelity SimMan group were higher than in the multi-mode group (p=.014), communication in clinical performance in multi-mode simulation group was higher than in the high-fidelity SimMan group (p<.001). CONCLUSION: Multi-mode simulation with a standardized patient is an effective learning method in many ways compared to a high-fidelity simulator. These results suggest that multi-mode simulation be offered to students in nursing colleges which cannot afford to purchase a high-fidelity simulator, or offered as an alternative.
Adult ; Education, Nursing, Baccalaureate ; Emergency Medical Services ; Female ; Heart Arrest/*nursing ; Humans ; Learning ; Male ; Manikins ; *Patient Simulation ; Students, Nursing/psychology

PURPOSE: This study was done to examine the effects of a multicultural education program on nursing students' cultural competence, empathy, and self-efficacy. METHODS: In this quasi-experimental study, the participants were assigned to an experimental group (n=40) or a control group (n=40). The data were analyzed using independent t-test, Chi-square or Fisher's exact test, and paired t-test with the SPSS windows 18.0 program. RESULTS: After receiving the multicultural education program, the levels of cultural competence and self-efficacy in the experimental group were higher than in the control group. The level of empathy increased slightly in the experimental group while it decreased in the control group. CONCLUSION: The results of this study indicate that multicultural education is effective in raising the level of cultural competence and self-efficacy in nursing students. Thus, there is a need for continuous effort to integrate multicultural education programs in the nursing curriculum. Repeated study to test effects of these multicultural education programs should be also necessary.
Adolescent ; *Cultural Competency ; Education, Nursing, Baccalaureate ; Educational Measurement ; Empathy ; Female ; Humans ; *Program Evaluation ; Questionnaires ; Self Efficacy ; Students, Nursing/*psychology ; Translating ; Young Adult

PURPOSE: The purpose of this study was to examine effects of enneagram group counseling program on self-identification and depression in nursing college students. Three groups, categorized by how the students solve their conflicts, were selected to identify changes from the program. METHODS: A quasi-experimental study with a non-equivalent control group and pre posttest design was used. Participants were assigned to the experimental group (n=30) or control group (n=33). The experimental group participated in enneagram group counseling program for 38 hours through eight sessions covering four different topics. Collected data were analyzed using Chi-square test, Fisher's exact test, t-test, and Wilcoxon signed rank test. RESULTS: Total self-identity score for the experimental group was significantly higher than the control group. However, there was no significant difference between the two groups for depression scores. The Assertive and Compliant groups demonstrated significant change in self-identification while the Withdrawn groups did not reveal any change. CONCLUSION: Results indicate that the enneagram group counseling program is very effective in establishing positive self-identification for nursing college students who face developmental crisis and stressful situations. It is also expected that this program would be useful to enhance the students' confidence through a deeper understanding and acceptance of themselves.
Counseling ; *Depression ; Education, Nursing, Baccalaureate ; Female ; Humans ; Male ; *Program Evaluation ; *Self Concept ; Students, Nursing/psychology ; Universities ; Young Adult

PURPOSE: To examine geographical imbalances by analyzing new graduate nurses' migration patterns among regions where they grew up, attended nursing school, and had their first employment and to identify factors related to working in non-metropolitan areas. METHODS: The sample consisted of 507 new graduates working in hospitals as full-time registered nurses in South Korea. Migration patterns were categorized into 5 patterns based on sequential transitions of "geographic origin-nursing school-hospital." Multiple logistic regression analysis was conducted to identify factors associated with working in non-metropolitan hospitals. RESULTS: Nurses who grew up, graduated, and worked in the same region accounted for the greatest proportion (54%). Sixty-five percent had their first employment in the region where they graduated. Nurses tended to move from poor to rich regions and from non-metropolitan to metropolitan areas. Working in non-metropolitan hospitals was related to older age, the father having completed less than 4 years of college education, non-metropolitan origin, non-capital city school graduation, and a diploma (vs. baccalaureate) degree. CONCLUSION: Admitting students with rural backgrounds, increasing rural nursing school admission capacities, and providing service-requiring scholarships, particularly for students from low-income families, are recommended to address geographical imbalances.
Adult ; Attitude of Health Personnel ; Education, Nursing, Baccalaureate ; Employment ; Female ; Hospitals, Rural ; Hospitals, Urban ; Humans ; Logistic Models ; Male ; Nursing Staff, Hospital/*psychology ; Poverty ; Professional Practice Location