Purpose: The purpose of this study is to understand the actual status of fundamentals of nursing practice (FNP) education at nursing colleges, and the difficulties of FNP operation in the early stages of the COVID-19. Methods: This study used a descriptive design. Data collection was conducted from December 9, 2020 to January 31, 2021 using the self-report questionnaire method for a total of 95 nursing colleges. The questionnaire consisted of characteristics related to FNP, changes in FNP education, difficulties in operating FNP, and countermeasures in the COVID-19 situation. Results: Changes in FNP due to COVID-19 were distribution of practice places, reduction of the number of students, short-term intensive classes, and reduction of face-to-face practice. Most colleges conducted FNP face-to-face, but some schools showed that FNP was conducted non-face-to-face. The difficulties of operating FNP that instructors experienced induced concerns about a decrease in student competency due to lack of face-to-face practice and an unofficial increase in the number of teaching hours and physical demands on instructors due to the expansion of the division. Conclusion In order to develop the capabilities of nursing students in other pandemic situations in the future, it is necessary to find systematic coping strategy to reduce the burden of FNP instructors, and to develop non-face-to-face online practice contents and consumables for online practice.

Purpose: This study was done to investigate the experience of physical and emotional safety in nursing students during fundamentals of nursing practicum. Methods: A descriptive cross-sectional study was conducted from March to September 2019. A total of 553 nursing students, who had completed fundamental nursing laboratories, participated in this study. Data were collected using self-report questionnaires which included questions about general characteristics, physical and emotional safety during fundamental nursing laboratories along with an informed consent given prior to the practicum. Results: Of the students, 26 experienced physical safety accidents, and 18 reported emotional safety accidents. Students' mean stress score for physical safety was 1.95, and the mean score for emotional safety was 1.92. Of the students, more than 59.1% agreed to volunteer as practice models in certain nursing procedures’ training. Of the students, 55.8% were satisfied with using their bodies to train fundamental nursing skills. 61.8% of students reported that informed consent was obtained during the nursing laboratory, and 88.6% of students thought that informed consent needs to be obtained. Conclusion To prevent safety accidents during the fundamentals of nursing practicum and systematically manage accidents, standardized safety guidelines for nursing practicum should be developed. Establishing various training strategies using advanced models or simulators to increase education efficiency and satisfaction is necessary.

PURPOSE: The purpose of this study is to investigate the safety of nursing students during fundamentals of nursing practicum in Korea. METHODS: This study used a descriptive design. A total of 106 nursing instructors teaching fundamentals of nursing longer than one year participated in this study. Data were collected using self-report questionnaires from July 24 to August 28, 2018. The questionnaires consisted of general characteristics, characteristics of fundamentals of nursing course, physical and emotional safety issues during fundamentals of nursing practicum, and obtaining an informed consent prior to practicum. RESULTS: The average number of physical safety accidents during practicum of fundamentals of nursing in the past 5 years was 1.12±2.44. The most common safety accident was punctured wound. The mean score of the participants' stress on physical safety accidents was 3.53±1.12 out of 5. The average number of emotional safety accidents of fundamentals of nursing practicum in the past 5 years was 1.05±2.72. The mean score of stress on emotional safety accident was 3.00±1.09 out of 5. We found that 47.2% of the participants obtained an oral consent or a written consent for safety of fundamentals of nursing practicum. CONCLUSION: The results of this study indicate that it is necessary to establish safety strategies for fundamentals of nursing practicum for nursing students.
Human Body ; Humans ; Informed Consent ; Korea ; Nursing ; Students, Nursing ; Wounds and Injuries

PURPOSE: In the nursing profession, it is imperative that students are able to transfer their undergraduate knowledge and skills into practice to become competent nurses. The aim of this study was to illuminate how infection prevention and control (IPC) education would be conducted in undergraduate nursing programs. METHODS: A qualitative design utilizing focus group interviews as its data collection method was employed. Twelve professors from twelve South Korean universities that have undergraduate nursing programs were recruited as research participants and divided into two focus groups. RESULTS: Focus group interview analysis showed that IPC education in undergraduate nursing programs for fostering IPC competency was composed of two categories: a pre-clinical course and a clinical course. Each included three subcategories-education contents, education strategies, and considerations of how infection control is taught to students as they continue from beginning to advanced-and the themes of each subcategory were derived. CONCLUSIONS: The findings of this study can provide an overview of how nursing professors should teach IPC education to undergraduates. As IPC education for nurses is very important, more in-depth discussions that include educators, clinical mentors, and nursing students regarding IPC education are needed to ensure patients' safety in clinical settings.
Data Collection ; Education ; Focus Groups ; Foster Home Care ; Humans ; Infection Control ; Korea ; Mentors ; Nursing ; Students, Nursing

PURPOSE: Fundamental nursing is a major course in which student nurses learn core and basic theories and nursing skills needed to solve patients' nursing problems before students starts clinical practicum. METHODS: The 10 textbooks under review were selected as the most recent textbooks since 2013. As the first in a series of textbook review studies, we reviewed textbooks and procedure books on vital signs, body temperature regulation, and oxygenation, with a focus on differences in numbers, range, etc. RESULTS: The most significant difference in vital signs assessment was the normal range for body temperature, which could be different according to age group, measurement sites and measuring devices. For topics on body temperature regulation, there were variations in describing stages of fever, definition, and patterns across 10 textbooks. For the topic on the oxygenation, the normal oxygen saturation level, FiO2 and L/min compatibility across various oxygen supply devices, and unit compatibility of French vs milimeter for the selection of size of the suction catheter were not clear. CONCLUSION Textbooks can be more effective nursing education guidelines when they provide standardized information as to figures and terms for nursing skills.

PURPOSE: This study was done to understand nursing students' exposure of needlestick and sharp injuries (NSSI), level of anxiety as well as experience of practicing injection with human beings during Fundamentals of Nursing (FN) practice. METHODS: Data consisted of self-report questionnaires completed by 571 nursing students who had completed an injection practice in FN. The questionnaire included questions on general characteristics, exposure to NSSI, experience of practicing injections with human beings, level of anxiety and other experiences. Data were analyzed using descriptive statistics and content analysis. RESULTS: Of the students, 17.5% experienced NSSI and 83.2% performed invasive injection procedures in the FN practice. The level of anxiety was 4.62–6.46/10 points when injecting a classmate and 1.27–1.93/10 points when using manikins. The feeling most often reported was worried about making a mistake that could hurt my classmate (57.2%). CONCLUSION: Nursing students are exposed to NSSI and experience a high degree of anxiety in invasive injection practice. These results indicate that it is necessary to develop and implement standardized NSSI prevention and anxiety reduction programs in FN.
Anxiety* ; Humans* ; Manikins ; Needlestick Injuries* ; Nursing ; Students, Nursing

PURPOSE: This study was done to explore recognition of accreditation for nursing education, job satisfaction and intention to change teaching area for faculty in Fundamentals of Nursing. METHODS: Participants were 104 faculty members teaching Fundamentals of Nursing. Each participant responded to a questionnaire. Data were collected from June 25 to October 25, 2016, and analyzed using SPSS 23.0 for descriptive statistics, t-test, ANOVA, and Pearson correlation coefficient. RESULTS: The participants' recognition of accreditation in nursing education was 3.45±0.81 out of 5 and in the sub-items, the score for quality improvement in professors in Fundamentals of Nursing was lowest at 3.21±1.03. Job satisfaction was 3.30±5.30, and intention to change teaching area was 2.62±1.00. Attributes related to practice appear to be major reasons why participants intended to change their teaching area and scores for intention to change teaching area were medium or higher. CONCLUSION: Results indicate that it is necessary to develop strategies to improve job satisfaction and reduce intention to change teaching area for faculty with less experience in Fundamentals of Nursing education. Development of strategies, management and support are needed to improve young professors' job satisfaction and reduce intention to change teaching area.
Accreditation* ; Education ; Education, Nursing* ; Intention* ; Job Satisfaction* ; Nursing* ; Quality Improvement

PURPOSE: The purpose of this study was to identify occurrence of needle stick and sharp injuries(NSI) among students, level of faculty stress, and necessity of informed consent when students practice injection skills in fundamentals of nursing practice (FNP). METHODS: Data were collected using self-reporting questionnaires and 74 faculty members who teach FNP responded it. Questionnaires included general characteristics, experiences of NSI, stress level, and informed consent. Data were analyzed using frequency, percent and paired t-test. RESULTS: Of 74 faculty members, 51.4% experienced NSI 3~4 times or more during their FNP classes. Major procedures causing NSI during FNP were ‘ breaking the neck of ampules’, ‘ disposing of used items’, and ‘ inserting needles’. The stress level of faculty was higher and more than doubled when training with human beings compared to manikins. Most faculties (86.5%) agreed to the necessity of informed consent so that the safety of faculty and students could be protected and to provide enough information even though only 10.8% of faculty in this study got informed consent. CONCLUSION: Because there is high risk in every procedure of NSI, faculty has a high level of stress during injection practice in FNS. Therefore, it is necessary to develop a standard NSI precaution program for junior nursing students and discuss informed consent.
Humans ; Informed Consent* ; Manikins ; Neck ; Needles ; Needlestick Injuries* ; Nursing* ; Students, Nursing

PURPOSE: The purpose of this study was to provide a basis for improvement and enhancement of nursing education by investigating learning outcomes that apply to fundamentals of nursing and teaching methods used in classes. METHODS: Data were collected from 111 professors of fundamentals of nursing who responded to the self-report questionnaire. Data were analyzed using chi-square test. RESULTS: For learning outcomes in fundamentals of nursing the most frequent number of outcomes was two (35.2%), or three (32.4%). For learning outcomes in fundamentals of nursing practicum, the most frequent number of outcomes was two (32.4%), or three (31.6%). In fundamental nursing classes, teaching methods used most frequently were lectures (98.2%) and videos (60.4%), and in practice classes, demonstration (98.2) and open laboratory (90.9%). Constructivist teaching methods that were utilized in fundamental nursing were team-based learning (19.8%) and case-based learning (19.8%), and for practice classes, objective structured clinical examination (29.7%). In the cross analysis, 28.8% of the nursing professor used the constructivist teaching methods in fundamental nursing and in practice classes. CONCLUSION: There is a need to continue to improve teaching methods for new nurse-educators and professors and to discuss learning outcomes of fundamental nursing.
Education ; Education, Nursing ; Learning* ; Lectures ; Nursing* ; Teaching*

PURPOSE: The purpose of this research was to assess the methodological quality of non-randomized studies published in the Journal of Korean Fundamentals of Nursing. METHODS: A search of non-randomized studies assessing intervention effects was conducted among all articles published in the Journal of Korean Fundamentals of Nursing between 2011 and 2013. Articles were assessed for quality using the Methodological Index for Non Randomized Studies (MINORS). For each index item, the frequency and percentage of articles meeting the criteria were calculated, along with mean scores by research method, publication year, and research topic. RESULTS: A total of 22 studies were included. The mean score for studies without control groups was 11.75 (range 0-16), and for those with control groups, 19.27 (range 0-24). Results show that improvement is needed on several items: "endpoints appropriate to the aim of the study," "unbiased assessment of the study endpoint," "follow-up period appropriate to the aim of the study," "loss to follow up less than 5%," and "contemporary groups." CONCLUSION: Although the quality of articles published in the Journal of Korean Fundamentals of Nursing has consistently increased, more emphasis should be placed on using rigorous research methods.
Follow-Up Studies ; Clinical Trial ; Nursing* ; Publications