Purpose: The purpose of this study was to identify trends in disaster nursing education and conduct a systematic review of the characteristics of simulation-based disaster education programs for nursing students. Method: In May 2020, 12 electronic databases were used to conduct a literature search using Korean and English keywords. Simulation, disaster, nursing, and education were among the search keywords. Fourteen studies were selected. The risk of bias assessment tool for non-randomized studies was used to assess study quality. Results: A total of 14 non-randomized studies were selected. Simulation was mainly conducted using high-fidelity simulators and virtual reality simulations. Disaster scenarios included situations such as a bus crash, earthquake, tornado, and toxic chemical exposure in mass casualty incident nursing or disaster drills. There were differences in the methods of simulation interventions, and we found that disaster related nursing competencies such as disaster knowledge, disaster preparedness, disaster performance, confidence, self-efficacy, and ethical reasoning improved in nursing students after the intervention. Conclusion: Disaster nursing education aims to improve nursing students’ disaster competencies. Future research should examine significant risk of bias control for confounding variables, attrition bias, and outcome evaluation.

Purpose: This study was conducted to confirm the effects of self-directed practice using augmented reality simulation on nursing students' confidence in nursing skills, ability to apply them, and satisfaction with self-study. Method: This was a quasi-experimental study with a non-synchronized pretest/posttest nonequivalent control group design. The study participants were 58 second-grade nursing students (29 in the experimental group and 29 in the control group) from Y city. The questionnaire was used to evaluate the confidence in nursing skills (16 questions), performance ability (23 questions), and satisfaction with self-practice (17 questions). The experimental group intervention was an autonomous practice using augmented reality simulation, and the control intervention was an autonomous practice using video-based interventions. The collected data were analyzed by t-test, x2-test, and ANCOVA (Analysis of Covariance) using the SPSS 25.0 program. Results: The experimental group outperformed the control group in terms of nursing skill confidence (F=25.79, p<.001), nursing skill performance ability (F=67.10, p<.001), and self-study satisfaction (F=14.10, p=.001). Conclusion: Self-directed practice using augmented reality simulation was confirmed to be an effective method to increase confidence, ability and practice satisfaction in nursing skills.

Purpose: This study attempted to enhance the nurses’ safety competence in administering medications by using simulation training focused on high-alert medication. Method: A total of 30 nurses from 14 teams participated in the simulation training using a high-fidelity patient simulator. Medication administration performance and built-in error recovery was observed using a medication administration safety assessment checklist. Medication safety knowledge and confidence were measured before and after simulation training. Data were analyzed using descriptive statistics and a paired t-test. Results: There were numerous variations in safe medication administration. The safety behavior by oral prescription was insufficient compared to that by routine medication prescription. Following simulation training, knowledge of medication safety increased significantly, but confidence did not. Conclusion: Nurse educators may consider simulation to be an effective strategy for enhancing nurses’ medication safety competence.

Purpose: This study aims to develop a simulation module equipped with scenario-based core nursing skills and test the effects after applying the simulation education based on a developed scenario. Method: This was a nonequivalent control group pre-/posttest design study, and 114 nursing students participated from April 1 to August 30, 2018. The applied scenario-based core nursing skills simulation module was developed in the order of planning, development, application, and evaluation according to the Dick and Carye Model’s program development process. Knowledge, self-efficacy, stress, and nursing practice were measured before and after intervention in two groups: an experimental group that performed a simulation after applying the scenario-based core nursing skills, and a control group that performed a simulation after applying core nursing skills. Results: Knowledge (F=23.19, p<.001), self-efficacy (F=25.83, p<.001), and nursing practice (t=9.51 p<.001) increased in the group that performed a simulation after applying the scenario-based core nursing skills, whereas stress (F=40.41, p<.001) decreased. Conclusion: Various education methods should be applied to increase the education effect of the simulation, Simulation performance can be used as an alternative to improve nursing practice during simulation education.

Purpose: This study aims to identify the degree of intention to hand hygiene and hand hygiene behavior in new nurses based on education experience on infection control. Method: The participants comprised 108 new nurses working in a general hospital in S city, Korea. Data were collected from September to December, 2020. Data were analyzed using descriptive statistics, independent t-test, analysis of variance (ANOVA), and Pearson correlation with SPSS 26.0 program. Results: There were statistically significant differences in intention to hand hygiene (F=3.39, p=.021) and hand hygiene behavior (F=3.33, p=.022) depending on education experience related to infection control during undergraduate courses. Hand hygiene intention (F=4.41, p=.008) and hand hygiene behavior (F=4.13, p=.008) showed statistically significant differences depending on educational satisfaction with infection control during undergraduate courses. There were significant positive correlations between intention to hand hygiene and hand hygiene behavior (r=.21, p=.026). Conclusion: This suggests that education in infection control can reinforce intention to hand hygiene and hand hygiene behavior in new nurses.

Purpose: This study aims to describe the experience of nursing students who used a virtual simulation program for their nursing practicum. Method: Structured debriefing papers were collected from 65 senior nursing students using a convenient sampling method for this qualitative study. Conventional content analysis method was used for data analysis. Results: The study’s findings derived three theme clusters. The theme clusters were “satisfied by leading role in nursing practice and repetitive training,” “gained nursing responsibility and confidence in applying the learning into clinical practice,” and “recognized the limitations of customized nursing care.” Conclusion: The results of this study provided insight into nursing students' virtual simulation-based practical training experiences in the context of the Coronavirus disease-19 (COVID-19) pandemic.

The purpose of this study is to understand the impact of the nursing work environment, job embeddedness, and job esteem on the retention intention in the millennial generation nurses. The subjects of this study are nurses working in general hospitals with more than 300 beds. Among nurses born in the 1980s and early 2000s, 97 agreed to study. As a result of the study, there was a significant difference in academic background.(F=6.74, p=.002) In terms of final education, those with graduate or higher were higher than those with three-year graduation and four-year graduation Retention intention is the degree of job placement (r=.319, p=.001), job respect (r=.331, p=.001) had a positive relationship with the nursing working environment (r=-.252, p=.013) was negatively correlated. Factors affecting the retention intention is 12.9% explanatory skills as a result of the introduction of job embeddedness, nursing work environment, and job esteem. It is necessary to understand the characteristics of the generation in order to increase the retention intention as a millennial generation nurse.

Purpose: This study was aimed to analyze the research trends by investigating the nursing theories used in research articles in Journal of Korean Academy of Nursing for the last 10 years. Methods: Among the research articles published in the Journal of Korean Academy of Nursing for the past 10 years from 2010 to 2019, the research trends was analyzed by investigating the nursing theories used in the studies. Results: As the results of a survey of 847 papers published in the Journal of Korean Academy of Nursing from 2010 to 2019, 139 studies applied to the theory were extracted. As for the theory, one Grand Theory, Roy’s adaptation model, and 6 Middle Range Theories including Kolcaba’s comfort theory, Pender's health promotion model, King's goal attainment theory, Watson's human caring theory, Reed's self-transcendence theory, Mishel's uncertainty in illness theory. Conclusion: In nursing, more use of nursing theories in research is necessary in the future, not only in quantitative research methods but also in qualitative research.

Purpose: This study was to identify the perception of death in nursing students. Methods: This study adopted the triangulation method. The participants was third grade nursing students. Quantitative data was analyzed using descriptive statistics. Qualitative data was analyzed using qualitative content analysis. Results: Among the participants' perception of death, the highest score was the respect for life, and the lowest was anxiety about death. The participants believed that there was a relatively happy and unfortunate death, and that well-dying was achieved through acceptance, reflection, and rigorous preparation in life. Well-dying was possible only when well-being was proceeded. Nursing students perceived death as the end stage of life that needed preparation. Conclusion: It is necessary for nursing students to have opportunities to reflect on death when they observe a patient’s death in clinical practice. Also, they need to have death-related education for them to grow as competent nurses to deal with life and death journey of their patients in future.

Purpose: The purpose of this study was to understand in-depth experiences of role conflict among infection control nurses’ (ICNs) in terms of the gaps between the role expectations and actual roles. Methods: This study was a qualitative study to explore and describe the implications of role conflict experiences of ICNs through a phenomenological approach. One-on-one in-depth interviews were conducted with ICNs who worked as full-time for more than three years in the infection control department, and the results were analyzed using Colaizzi’s (1978) phenomenological method. Results: Topics brought up by the participants were categorized into five themes. The themes included "lack of awareness of infection control", "psychological burden of professional competence", "infectious control not being accepted due to different management and operational goals", "unrelentingly overworked", "shadow labor without adequate compensation", and "The process of earning mutual trust". Conclusion: In order to resolve the role conflict of ICNs, it is necessary to establish a career management system for ICNs and to have an appropriate compensation system.

Purpose: The purpose of this study was to explore and analyze the education experiences of nursing graduate students in training simulation educators. Methods: Data were collected using a focus group method with a total of 13 nursing graduate students who ever participated in simulation education for nursing college students. Results: Four theme clusters and 15 sub-themes were emerged through qualitative content analysis. The core theme was “Flapping wings as a novice simulation educator”. The four theme clusters include ‘Confronting myself where expectations and worries coexist’, ‘Experience a new world untrained in the hospital’, ‘Limitation of simulation hard to reach the reality’, ‘Way to become an expert in simulation education’. Conclusion: Nursing graduate students found that the experiences of novice learners as a simulation educator was rewarding and helpful in increasing their self-confidence prior to being placed in an educational setting. Creating a simulation experience for college students could be a daunting task for educators in nursing. Therefore, continued and sustainable efforts are mandated by developing the curriculum for training simulation educators.

본 연구는 간호대학생의 환자안전관리 수행자신감에 미치는 영향요인을 파악하기 위해 실시되었다. 분석결과 환자안전관리 지식 7.0점, 환자안전관리 태도 3.86점, 임상의사결정능력 3.47점, 환자안전관리 수행자신감 4.15점이었다. 환자안전관리 수행자신감은 환자안전관리 지식(r=.216, p<.01)과 환자안전관리 태도(r=.375, p<.01), 임상의사결정능력(r=.467, p<.01)과 양의 상관관계가 있었다. 환자안전관리 수행자신감에 미치는 영향요인은 임상의사결정능력(β=.409, p<.001)과 환자안전관리 태도(β =.198, p=.011) 이었고 설명력은 26.3%이었다.

본 연구는 코로나19 유행 시기 간호대학생의 코로나19에 대한 불안, 위험인식, 정보이해력, 감염예방행위 이행 수준을 파악하기 위해 시도되었다. 본 연구는 서술적 조사연구로 2020년 6월 8일부터 6월 14일까지 간호대학생 224명을 대상으로 온라인을 통해 설문조사를 실시하였다. 수집된 자료는 SPSS 26.0을 이용하여 기술통계, t-test, ANOVA, 상관관계 분석을 하였다. 간호대학생의 불안정도는 6.86점(최대10점)으로 보통 수준이었으며, 위험인식은 8.19점(최대10점), 정보이해력은 3.50점(최대4점), 감염예방행위 수행정도는 4.44점(최대5점)으로 높은 수준이었다. 감염예방행위는 불안정도, 위험인식, 정보이해력이 높을수록 수행정도가 높았다. 코로나19와 같은 신종감염병이 유행할 때는 감염에 대한 불안감과 위험인식이 증가할 수 있으므로 감염병에 대한 충분한 정보제공으로 감염병에 대한 정확한 이해가 필요하다. 신종 감염병에 대한 정확한 이해는 철저한 감염예방행위를 향상 시키므로 감염병 전파 위험을 감소시킬 수 있을 것이다.

본 연구는 COVID-19 상황을 경험한 간호대학생의 회복탄력성, 사회적지지, 커뮤니티 탄력성 및 불안과의 관계를 알아보고자 시도되었다. 연구대상은 경기도 소재의 Y대학교 대학생 252명을 대상으로 구1조화된 설문지를 이용하여 자료 수집을 하였다. 수집된 자료는 SPSS 25.0 program을 이용하여 기술통계, t-test, ANOVA, Pearson's correlation coefficient로 분석하였다. 연구결과 회복탄력성은 5점 만점에 평균 3.10점, 사회적지지는 5점 만점에 4.22점, 커뮤니티 탄력성은 5점 만점에 3.21점, 불안은 4점 만점에 평균은 2.21점으로 나타났다. 회복탄력성은 사회적지지(r=.32, p<.001)와 커뮤니티 탄력성(r=.18, p=.004) 과는 양의 상관관계가 있는 것으로 나타난 반면, 불안과는 음의 상관관계가 있는 것으로 나타났다(r=-64, p<.001). 따라서 대학생들의 회복력을 증진시키기 위해서는 사회적지지와 커뮤니티 탄력성을 강화하고 불안감을 조절하고 대처할 수 있는 프로그램과 현실적인 지원 방안이 필요하다.

목적 : 본 연구는 대학별로 실시하고 있는 안경광학과 임상실습 매뉴얼과 타 분야의 매뉴얼을 비교·분석하여 체계적인 임상실습 매뉴얼을 구성하기 위한 기초정보를 도출해내고자 하였다. 방법 : 대학별로 실시하고 있는 안경광학과 임상실습 매뉴얼과 타 분야의 매뉴얼을 비교·분석하였다. 안경광학과 매뉴얼은 크게 절차 및 활용, 운영기준, 인정기준, 운영교과 등 네 가지 범주를 통해 검토하였고 타 분야 매뉴얼은 임상실습 소개, 임상실습 이해, 임상실습 운영방법, 평가 등 네 가지 범주를 통해 검토하였다. 결과 : 대학별로 임상실습 매뉴얼을 비교해본 결과 절차 및 활용, 인정기준, 그리고 교과목 등에서 통일적으로 이루어지지 못하고 있으며 교육과정에서 차지하는 임상실습의 비중에 한계가 있는 것으로 나타나고 있다. 반면에 4개 직군(방사선사, 물리치료사, 간호조무사, 응급구조사)의 임상실습 매뉴얼들은 전반적으로 평가요소를 잘 갖추 고 있으며, 통일화되어 있는 운영방식을 보여주고 있다. 결론 : 예비안경사의 전문성을 보완하기 위한 통합적이고 체계적인 임상실습 매뉴얼은 미비하다. 좀 더 많은 경험을 쌓기 위해 학생들이 안경사의 직무를 체험하고 직무능력이 고루 향상될 수 있는 임상실습 표준 매뉴얼의 개발 및 시행이 필요하다.

This study was aimed to develop morality improvement education program (MIEP) and to evaluate the effects of MIEP among nursing students by quasi experimental design. Theoretical framework is based on Ajzen’s theory of planned behavior and Rest's Four-Component Model: moral sensitivity, moral judgement, moral motivation, and moral implementation. Research design used a nonequivalent control group pre-post test. Participants were 75 undergraduate nursing students recruited from S college, assigned to either an experimental group (38 students) or a control group (37 students). The two hour education was provided once a week for eight weeks from March to June, 2013. Self-reported questionnaires were given to the students before and after the education. The data were analyzed using t-test, Chisquare-test, paired t-test, unpaired t-test, ANOVA, and MANCOVA with SPSS Windows 18.0 program. The results as follows: 1. The experimental group showed a more significant increase on the 4 components affecting morality improvement compared to the control group. 2. There was no significant differences on moral sensitivity and moral judgment between experimental group and control group. 3. The experimental group showed a more significant increase on moral motivation and moral implementation compared to the control group. Based on these results, this MIEP was effective in improving morality improvement, and especially increasing moral motivation and moral implementation among nursing students. MIEP developed in this study could be used for improving nursing students' morality.

Purpose: The aim of this study was to explore workplace bullying and turnover intention among new nurses whose career was less than 12 months. Method: Survey was performed using structured questionnaire which consisted of general characteristics, workplace bullying and results, turnover intention. Study participants were new nurses from a University hospital located in G-district. Total 163 questionnaires out of 180 were analyzed using descriptive statistics, t-test, ANOVA, correlation, multiple regression as appropriate. Results: Overall bullying level was rather low, yet it was true that at least some new nurses were bullies. One factor affecting both bullying and turnover intention consistently was ward assignment. Working period, working ward, mistrust were predictive factors of turnover intention among new nurses. Conclusion: Factors revealed from this study and previous studies need to be into account when developing strategies to help new nurses in adjusting working environment. In addition, qualitative studies are called for further insight regarding the context of bullying and turnover intention.

Purpose: The purpose of this study was to describe the perception of biomedical ethics in nurses and nurse’s aide of comprehensive nursing care service. Methods: The subjects were 287 registered nurses and 81 nurse’s aides who were working in comprehensive nursing care service. The data were collected from December 2 to 15, 2019 using a 4-point Likert scale questions. The data were analyzed by descriptive statistics, t-test, ANOVA, Scheffé test and Dunnett T3 test, using the SPSS/WIN 23 program. Results: The average score of perception of biomedical ethics in nurses were 2.95±0.25 and nurse’s aides were 3.08±0.25 points. The perception of biomedical ethics by general characteristics related to age and marital status(p=.001), education(p=.007), a total career length and a career length of comprehensive nursing care service(p<.001), job satisfaction(p=.004) of the nurse biomedical ethics score was high and statistically significant. However, the higher the age of nurse’s aide, the higher the score was statistically significant(p=.007). The perception of biomedical ethics by characteristics related to biomedical ethics was statistically higher among nurses saying that the values of biomedical ethics were very firm (p =.002), those who have experience of having issues biomedical ethics (p =.001), those who believed that rules and procedures for biomedical ethics in a hospital were well organized (p =.003), those who believed that biomedical ethics problems would become more complex and increase in the future (p =.017), and those who experienced ethical dilemmas (p =.019). Conclusion: In the future, biomedical ethics education should be provided for nursing service teams.

Nurses help patients not lose their humanity to the end in the asymmetrical relationship between medical personnel and patients. Because the nurse's frequent judgments at the clinical site are associated with human dignity, the nurse is required to judge and act ethically, and is responsible for making ethical decisions. Therefore, nurses are trained from nursing colleges to have ethical competence, and such training should be carried out continuously and systematically even after graduation. A Medical Center Nursing Department implements various forms of ethical education to improve the ethical capacity of clinical nurses. Education is divided into four types: lectures, e-learning, workshops and clinical ethics counseling. All education was organized around real-life cases to realize that nursing ethics were not far from the actual work site but the closest problem encountered, and the core theories and issues were repeatedly and continuously exposed so that they could permeate into the nurse's ethical decision-making process. Of course, there are still more tasks to be carried out in the future, such as expanding debate-oriented education, promoting clinical ethics counseling, setting up a forum for sharing opinions on ethical issues such as the Ethics Round, but we hope that it will serve as a foundation for the development of better nursing ethics education programs by sharing specific cases of nursing ethics education currently implemented at a tertiary Hospital.