The purpose of this study is to define requisite content of physiology for nursing education. This study classifies the subjects of physiology into 15 areas. The areas are cell and cell membrane, body fluid, nervous system, special sense, muscular system, blood, cardiovascular system, respiratory system, urinary system, digestive system, energy metabolism, body temperature, immune system, endocrine system, and reproductive system. Each subject area is further classified into subarea, resulting in a total of 194 subarea. The importance of each subarea is measured with a 3-point scale using a questionnaire. The subjects of this study were full-time professors teaching nursing in Korean universities. The analysis of the data collected from 68 respondents is as follows. 1. The areas of physiology necessary for nursing education in the order of importance are : body fluid, blood, endocrine, immune system, body temperature, urinary system, respiratory system, digestive system, reproductive system, energy metabolism, nervous system, cardiovascular system, cell and cell membrane, muscular system, and special sense. 2. Depending on the specific areas of nursing(such as pediatric nursing, maternity nursing), the importance of each physiology area may differ. For instance, the most important area for maternity nursing is reproductive physiology, whereas one for the psychiatric nursing is neuro-physiology. 3. The importance of each physiology area does not determine the importance of its subarea. For example, while the importance of cell and cell membrane was relatively very low across the respondents from different areas of nursing science, the importance of such subarea as osmosis, diffusion, and filteration reported by most respondents were high.

An Analysis of Requisite Knowledge Body of Physiology for Nursing Education

The Relevance between Biological Nursing Subjects and Registered Nurse Licensure Examination Workbook in Republic of Korea and the United States of America Lee, Haeyoung1 · Kim, Youn Jung2 · Chang, Hee Kyung3 · Chang, Sun Ju4 · Choi, Heejung5 · Park, Myung Sook5 Department of Nursing, Hoseo University, Asan; College of Nursing Science, Kyung Hee University, Seoul; College of Nursing, Gyeongsang National University, Jinju; College of Nursing & Research Institute of Nursing Science, Seoul National University, Seoul; Department of Nursing, Konkuk University, Chungju, Korea

The Relevance between Biological Nursing Subjects and Registered Nurse Licensure Examination Workbook in Republic of Korea and the United States of America

Purpose: To analyze the learning objectives and test items for Fundamentals in Nursing which were established between 1999 and 2000 and to develop these items toward a nationwide faculty workshop for national board examination for Korean nurses Results: 1. According to Bloom's taxonomy, learning objectives established in 1999 mainly consisted of two domains, comprehension (56 1%) and knowledge (27.7%). The learning objectives established in 2000, mainly consisted of comprehension (45.2%) and application (25.4%). 2. According to McGuire's taxonomy, domain of test items established in 1999 consisted of recall (66.7%). interpretation (28.0%) and problem solving (4.9%). Domain of test items established in 2000, consisted of recall (65.1%), interpretation (22.0%) and problem solving (12.9%). 3. The proportion of learning objectives in the knowledge and comprehension domains established in 200, decreased from 27.7% to 13.5%, and from 56.1% to 45.2% respectively over that of 1999. But the domain of application Increased from 5.3% to 25.4% over that of 1999. 4. With regard to McGuire's taxonomy, the proportion for the recall and interpretation domains established in 2000 decreased from 66 7% to 65.1%, and from 28.0% to 22.0% respectively. But the proportion for the problem solving domain increased from 4.9% to 12.9% over that of 1999. For type of test items, the proportion of A type established in 2000 decreased from 47.2% to 37 6%, and K type increased from 52.1% to 60.8% over that of 1999. Conclusion: The learning objectives and test items established in 2000 showed remarkable improvement compared to those established in 1999. For better learning objectives and test items in Fundamentals of Nursing, further research is recommended on essential content and standardization of job analysis for national board examination for nurses in Korea.

An Analysis of Learning Objectives and Test Items in Fundamentals of Nursing in Korea.

The Relevance between Pathophysiological Subject and Examination Workbook Items for National Nurse Licensure Examination in South Korea and the United States Myung Sook Park1, Hee Jung Choi1, Youn Jung Kim2, Hee Kyung Chang3, Sun Ju Chang4, Haeyoung Lee5 Department of Nursing, Konkuk University, Chungju; College of Nursing Science, Kyung Hee University, Seoul; College of Nursing, Gyeongsang National University, Jinju; Department of Nursing Science, Chungbuk National University, Choengju; Department of Nursing Science, Hoseo University, Asan, Korea

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The Relevance between Pathophysiological Subject and Examination Workbook Items for National Nurse Licensure Examination in South Korea and the United States

Haeyoung Lee

Papers

The Relevance between Pathophysiological Subject and Examination Workbook Items for National Nurse Licensure Examination in South Korea and the United States

The Relevance between Biological Nursing Subjects and Registered Nurse Licensure Examination Workbook in Republic of Korea and the United States of America