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Journal ArticleDOI

A Coorientation Analysis of Perception on Bionursing between Clinical Nurses and Nursing Professors

30 Nov 2012-Vol. 14, Iss: 3, pp 212-220

TL;DR: Perceptions of clinical nurses on bionursesing as well as satisfaction and importance about subjects of bionursing were identified to be different from those of professors.

AbstractPurpose: The purpose of this study was to compare perception on bionursing and satisfaction and importance about bionursing subjects of clinical nurses with that of professors using a coorientation model. Methods: Subjects for this study consisted of 135 clinical nurses at a tertiary hospital and 114 nursing professors. Questionnaire for perception on bionursing consisted of competency of professor, linkage with clinical practice and research of bionursing. Perceptions on bionursing education and research, satisfaction and importance about subjects of bionursing were measured. The data were analyzed by t-test. Results: Perception of clinical nurses on research of bionursing was more positive than professors. Perception of professors on research of bionursing was significantly less than that of professors estimated by clinical nurses. Perception of clinical nurses on linkage with clinical practice and research of bionursing estimated by nursing professor was significantly less than that of clinical nurses. Satisfaction of clinical nurses with the subjects of bionursing was significantly less than that of professors. Clinical nurses perceived anatomy the most important while pro fessors perceived physiology the most important. Conclusion: Perceptions of clinical nurses on bionursing as well as satisfaction and importance about subjects of bionursing were identified to be different from those of professors.

Summary (1 min read)

이러한 문제를 해결하기위해 대한기초간호자연과학회에서는 의

  • 과학 모델에서 탈피하여 간호학적 모형에서 기초간호자연과학이 라는 간호학 고유의 교과목명으로 전환시켰으며.
  • 기초간호자연과학에 근거한 생행동연구(biobehavioral research)는 정신, 심리, 환경, 감성적 요소 및 의생물학적 요인들을 건강행위와 엮어 상호 간의 유기적인 관계 를 이해함으로써 건강을 증진시키려는 연구방법이며 전인적 건강 을 지향하는 간호의 철학적 토대와 일치한다.

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212
최명애
1
·안경주
2
·정재심
3
1
울대학교대학,
2
주대학교학과,
3
산대학교전문간호교수
A Coorientation Analysis of Perception on Bionursing between Clinical Nurses and Nursing
Professors
Myoung-Ae Choe¹, Gyeong-Ju An², Jae-Sim Jeong³
¹Professor, Seoul National University College of Nursing, Seoul; ²Professor, Department of Nursing, Cheongju University, Cheongju; ³Associate Professor, Department
of Clinical Nursing, University of Ulsan, Seoul, Korea
Purpose: The purpose of this study was to compare perception on bionursing and satisfaction and importance about bionursing
subjects of clinical nurses with that of professors using a coorientation model. Methods: Subjects for this study consisted of 135
clinical nurses at a tertiary hospital and 114 nursing professors. Questionnaire for perception on bionursing consisted of competency
of professor, linkage with clinical practice and research of bionursing. Perceptions on bionursing education and research, satisfaction
and importance about subjects of bionursing were measured. The data were analyzed by t-test. Results: Perception of clinical nurses
on research of bionursing was more positive than professors. Perception of professors on research of bionursing was significantly
less than that of professors estimated by clinical nurses. Perception of clinical nurses on linkage with clinical practice and research of
bionursing estimated by nursing professor was significantly less than that of clinical nurses. Satisfaction of clinical nurses with the
subjects of bionursing was significantly less than that of professors. Clinical nurses perceived anatomy the most important while pro-
fessors perceived physiology the most important. Conclusion: Perceptions of clinical nurses on bionursing as well as satisfaction and
importance about subjects of bionursing were identified to be different from those of professors.
Key Words: Coorientation; Bionursing; Perception; Nurses; Professor
국문주요어: 상호지향성, 기초간호자연과학, 인식, 간호사, 교수
1.
육은
초가 수적 으로서 러한 교과
, , , 생물, 약리학을 호자학이
(Choe et al., 2000). 호자 무를
으로 상현장에 초간호자
수적 복에
(Friedel & Treagust, 2005). 론적으로 ,
, , 도로 한다
장에 증상을 관리 상황에
수적임을 (Rudy & Grady,
2005).
호사는 상에 반을
으로 . 함에 되는
기초간호자연과학회지 2012;14(3):212-220
ISSN: 1229-6155
http://dx.doi.org/10.7586/jkbns.2012.14.3.212 www.bionursing.or.kr
Corresponding author:
Jae Sim
Jeong,
Department of Clinical Nursing, University of Ulsan, 88 Olympic-ro
43-gil, Songpa-gu, Seoul 138-736, Korea
Tel: +82-2-3010-5311 Fax: +82-2-3010-5332 E-mail: jsjeong@amc.seoul.kr
투고:
2012 10 30
심사의뢰:
2012 10 30
게재확정:
2012 11 19
is is an Open Access article distributed under the terms of the Creative Commons Attribution
Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0) which permits unre-
stricted non-commercial use, distribution, and reproduction in any medium, provided the origi-
nal work is properly cited.

초간자연구에 대한 호사호지
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호자 호사에 자간
하는 (Yoo, Ahn, Yeo,
& Chu, 2008). 상에 무하는 호사 무수
가장 초간호자연과학에 본지
약한 속적으로 호소해왔 호자학내
육에 도가 음은 사실
(Choe & Shin, 1999).
동안 나라 호학 호자
육은 , , 생물, , , 교과목
수들 방하
학에 학습 초과
호학 특성 교과과정 개발 못하(Choe &
Shin, 1999). 수들이 하는 학에
요로 하는 모르 르치
(Choe &
Shin, 1999). 속에 상에
로서
부분 약한
과목 부족(Choe &
Shin, 1997).
호자과학
과학 하여 호학 초간호자과학이
라는 교과으로 (Choe et al., 1999)
초간호자과학 교과목 교과 구를
.
으로 학은 용적 학문
요도가 향을 .
학에 호자
초가 되는 론의 탕이 계성 보지,
나라의 호자과학
학을 하는 부생 충분
만족을 으로 (Choe et al., 1999).
과목 초가 호자학을
부족으로 호자 육이 으로
않아 다른 과목
(Meehan-Andrews, 2009).
호자 구는 다는 동물이 대상
하는 순수실 많이
양한 반응을 으로
, 분석
(Lee, Park, Cho, & Park, 2011). 호자과학
(biobehavioral research) , , , 요소
들을
으로 강을 려는
향하는 대와 (Yoo et al., 2008).
향이, 구결과에
새로 식은 호학 . 따라
자들은 생물 반응 확한 과학 측정
복잡 초과 야에
습득 (Kang, 2003).
호자 육과 관련 구는 호사
들을 으로 초간호자과학 교과목 요로 하는
악한 (Choe et al., 1999, 2000; Seo & Lee, 1999)
호사만을 대상으로 수들
호자과학 확인 .
, 구는 호사들
초간호자과학 구에
분야 왔던 향성(coorientation)
용하여 간의 차이 으로 하여 교와
방에
보고자 . 호지
람에 향하는
,
차원으로
사용될 (Avery, Lariscy, & Sweetser, 2010).
으로
으로 법론
. 향성 델은 다양한
해를 악하는 분석 활용 .
존의 육에 구는 ,
호사 으로 단만 사한
호사 호학
등을 하는 .
호자 호사
차이 파악으로, 호자 교과목
도와 만족 대한 호사 차이
으로 호자
하여 방안 하는 초자료가 .

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2.목적
목적 과에 초간호자과학
구에
수와 호사
차이 으로 다음 .
1) 과에서 기초호자연과학 육과
호사 차이
도와 .
2) 호학과에 초간호자연 교과목의
요도
.
 방
1.
구는 호자 구에
호학 차이
향성 델을 조사연구. Figure 1에서 나타
같이 호지향성 객관 (agree-
ment) 상에 하는 말하는
으로 상에 하는 .
(accuracy) 확하 방을 해했
나타 주는 으로 상대 추측
상대방이 제로 정도 정도
말한(Avery, Lariscy, & Sweetser, 2010).
2.
자는 (convenient sampling)
3 관에 무하는 호사
호학 구에 하는
. 준은 2
, 호사 2 상의 임상호사
. 호사 140 4
121
, 호사 135,
114 분석 하여 대상 249
. 지향 분석을 연구 상자 수는 G*power pro-
gram 하여 t-test 수준 0.05, 효과 0.4, 0.8
하는 수를 200으므로,
수는 으로 .
3.
1) 기초자연학에
초간호자과학 조사
항을 발하 문조
10 하여 응답 30항목을 구성.
항을 조사를 호사 24
부하 하여 Cronbach
s
α
=.60 으로
나온 3항을 하여 27으로 . 항을
화하 호자 7,
호자 교과목 13, 초간호자
분야의 방향 7으로 . 호지향성 델은
상에 구성 , 부정
5 도로 답하 상대방에 추측
같이 구성. 5
1, 않다 2, 통이 3, 4,
5. 구에 초간호자학에
Cronbach
s
α
=.852 났다.
2) 자연 교과목 도와 요도
호자과학 교과목 , ,
, 물학, 약리학에 도와 요도 교과목
5 도로 . 만족도의 5 수는
1, 2, 만족 3, 만족
4, 5. 요도 5 도의 수는
1, 약간 2, 약간 3,
4, 5.
4.방법
구는 S 구윤
Figure 1. Coorientation model for bionursing in this study.
Agreement
Nurses perception of
bionursing
Nurses estimate of
nursing professors
perception of bionursing
Nursing professors
perception of bionursing
Nursing professors
estimate of nurses
perception of bionursing
Accuracy

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(IRB : 2011-49). 구를 호사
단은 3 140 목적
참여 하는 받았,
. 소재
수들에
참여
하는 명을 문응답을 내온 114
. 수집 간은 2011 11 2012 3.
5.분석
SPSS 14.0 프로 용하 자들
보기 분석 , 호사
하는 , 방을
가를 주는 t-test .
호자 과목 요도
차이 알아보기 t-test 하여 분석.
수준은 p <.05 .
 결
1.대상반적특성
호사 135, 호학 114 ,
호사 32.50
±
5.50, 47.60
±
7.53
, 호사 8.50
±
4.13,
14.30
±
10.71. 포는
호사 132(97.8%)으로 부분을
36(31.6%)으로 가장 으로 .
호사 근무 44(32.6%) 가장 으로
, 호교, 공급, 투석,
관리 등이 . 수의
32(28.1%)으로 많았(Table 1).
2.호자학에대한
1) 객관 치도(agreement)
호자과학 반에 호사
여주는 객관 (agreement) Table 2
. 호사 24.77
±
2.97 (70.7/100),
25.16
±
2.89 (71.8/100) 간에
. 호사는 54.29
±
5.79 (83.5/100
), 수는 53.83
±
5.74 (82.8/100)
차이 . 호자
Table 1. General Characteristics of Clinical Nurses and Nursing Profes-
sors
(N= 249)
General characteristics
Clinical nurses
frequency (%)
Nursing
professors
frequency
(%)
Age (yr) Less than 30 49 (36.3) Less than 30 0 (0.0)
31-40 71 (52.6) 31-40 15 (13.1)
41-50 15 (11.1) 41-50 54 (47.4)
51-60 0 (0.0) 51-60 41 (36.0)
More than 61 0 (0.0) More than 61 4 (3.5)
Experience of Less than 5 10 (7.5) Less than 5 24 (21.0)
clinical practice/ 6-10 77 (57.0) 6-10 19 (16.7)
nursing 11-15 37 (27.4) 11-15 23 (20.2)
education 16-20 8 (5.9) 16-20 10 (8.8)
(yr) More than 21 3 (2.2) More than 21 yr 38 (33.3)
Educational College 14 (10.4) Master degree 6 (5.3)
background University 94 (69.6) Doctoral degree 108 (94.7)
Master degree 27 (20.0)
Position Nurses 132 (97.8) Full-time
lecturer
21 (18.4)
Head nurses 3 (2.2) Assistant
professors
24 (21.1)
Associate
professors
33 (28.9)
Professors 36 (31.6)
Major area General ward 26 (19.3) Adult nursing 32 (28.1)
Emergency
room
24 (17.8) Biological
nursing
16 (14.0)
Intensive care
unit
18 (13.3) Community
health nursing
9 (7.9)
Outpatient
department
15 (11.1) Fundamental
nursing
17 (14.9)
Nursing
administration
5 (3.7) Maternity
nursing
9 (7.9)
Operating
room
3 (2.2) Mental health
nursing
10 (8.8)
Others 44 (32.6) Nursing
management
9 (7.9)
Pediatric nursing 12 (10.5)
Total 135 (100.0) 114 (100.0)
Table 2. Agreement between Clinical Nurses and Nursing Professors
(N= 249)
Perception of
bionursing
Group n Mean ±SD t p
Competency of Clinical Nurses 135 24.77± 2.97 1.05 .291
professor Nursing professors 114 25.16± 2.89
Linkage with Clinical Nurses 135 54.29± 5.79 0.63 .529
clinical practice Nursing professors 114 53.83± 5.74
Research of Clinical Nurses 135 28.54± 4.33 2.07 .039
bionursing Nursing professors 114 27.36± 4.63
Total Clinical Nurses 135 107.61± 10.72 0.89 .372
Nursing professors 114 106.36± 11.21

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28.54
±
4.33, 수는 27.36
±
4.63으로
으로 으로 났다(t=.89, p = .372).
2) (accuracy)
라는 추측 방이
각한 하는 으로 방을
. 량과
호사 추측한 호학 호학
사이 의한 차이 없는 타나 호사는
호자과학에
. Table 3
같이 호자 호사들이 추측
수의 29.34
±
4.04 식은
27.36
±
4.63으로 으로 나타났다(t=3.60, p< .001).
초간호자 수들은 호사들
추측 호사 도가
.
호사 호사
사이 차이 알아본 과는 다음 같다.
Table 3. Accuracy of Estimation in Clinical Nurses and Nursing Professors
(N= 249)
Perception of bionursing Group n Mean ±SD t p
Accuracy of clinical nurses Competency of professor Clinical nurses‘s speculative score 135 24.51± 3.61 1.54 .123
Nursing professors's actual score 114 25.16 ±2.89
Linkage with clinical practice Clinical nurses‘s speculative score
135
53.51± 6.11 0.41
.678
Nursing professors's actual score 114 53.83 ±5.74
Research of Bionursing Clinical nursess speculative score 135 29.34 ±4.04 3.60 < .001
Nursing professors's actual score 114 27.36 ±4.63
Total Clinical nurses‘s speculative score 135 107.31± 11.20 0.66 .509
Nursing professors's actual score 114 106.36± 11.21
Accuracy of nursing professors Competency of professor Clinical nurses's actual score 135 24.77 ±2.97 0.94 .348
Nursing professors‘s speculative score 114 24.41 ±2.93
Linkage with clinical practice Clinical nurses's actual score 135 54.29± 5.79 3.10 .002
Nursing professors‘s speculative score 114 51.84 ±6.67
Research of Bionursing Clinical nurses's actual score 135 28.54± 4.33 5.06 <.001
Nursing professors‘s speculative score 114 25.64 ±4.71
Total Clinical nurses's actual score 135 107.61 ± 10.72 3.93 < .001
Nursing professors‘s speculative score 114 101.92± 12.07
Table 4. Satisfaction and Importance about Subjects of Bionursing
(N= 249)
Subject of bionursing Group n Mean ±SD t p
Satisfaction Anatomy Clinical nurses 135 2.96 ±1.190 3.53 < .001
Nursing professors 114 3.47 ±1.107
Physiology Clinical nurses 135 3.10 ±1.148 3.31 .001
Nursing professors 114 3.57 ±1.056
Pathophysiology Clinical nurses 135 2.47 ±1.221 5.30 < .001
Nursing professors 114 3.29 ±1.195
Microbiology Clinical nurses 135 2.24 ±1.192 3.58 < .001
Nursing professors 114 2.79 ±1.237
Pharmacology Clinical nurses 135 2.57 ±1.194 3.79 < .001
Nursing professors 114 3.14 ±1.166
Importance Anatomy Clinical nurses 135 4.57 ±0.778 0.26 .790
Nursing professors 114 4.54 ±0.789
Physiology Clinical nurses 135 4.48 ±0.863 1.90 .058
Nursing professors 114 4.68 ±0.723
Pathophysiology Clinical nurses 135 4.04 ±1.202 3.47 .001
Nursing professors 114 4.51 ±0.833
Microbiology Clinical nurses 135 3.41 ±1.224 2.31 .022
Nursing professors 114 3.75 ±1.054
Pharmacology Clinical nurses 135 4.19 ±1.087 1.84 .067
Nursing professors 114 4.42 ±0.901

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2 citations


Journal ArticleDOI
Abstract: 본 연구는 고등학교과학과목(이하, 과학과목)이수가 대학 입학 후 기초간호과학과 전공간호학성적에 미 치는 융합적 효과를 조사하기 위해 일 대학 간호학과 4학년 111명 대상으로 시도되었다. SPSS 19.0으로 t 검정, Pearson 상관계수, 다중 및 단일회귀분석을 시행한 결과, 생물Ⅰ, 생물Ⅱ, 화학Ⅰ, 화학Ⅱ이수집단의 해부학, 생리 학, 병리학 평균이 유의하게 높았고, 생물Ⅱ 이수집단의 전공간호학평균이 유의하게 높았으며, 과학과목이수와 기 초간호과학 및 전공간호학 간, 화학Ⅱ 이수와 기초간호과학 간, 기초간호과학과 전공간호학 간 양의 상관관계가 있었다. 과학과목이수의 기초간호과학, 전공간호학에 대한 설명력은 각각 18.2%, 8.6%이었고, 기초간호과학의 전 공간호학에 대한 설명력은 63.8%였다. 이 연구결과는 대상과 지역을 확대하여 반복연구 후 입학사정 시 참고자료 로 활용될 수 있고, 입학 전 과학과목을 이수하지 않은 신입생의 기초간호과학의 효과적인 수강을 위한 준비프로그 램의 기초자료로 사용될 수 있을 것이다.

2 citations



Journal ArticleDOI
28 Nov 2014
TL;DR: It is suggested that early prediction and treatment of patients with high risk of ICU transfer may improve the prognosis of patients.
Abstract: Purpose: The purpose of this study was to analyze risk factors in predicting medical patients transferred to Intensive Care Unit (ICU) on the general ward. Methods: We reviewed retrospectively clinical data of 120 medical patients on the general ward and a Modified Early Warning Score (MEWS) between ICU group and general ward group. Data were analyzed with multivariate logistic regression and the area under the receiver operating characteristic curves using SPSS/WIN 18.0 program. Results: Fifty-two ICU patients and 68 general ward patients were included. In multivariate logistic regression, the MEWSs (Odds Ratio [OR], 1.91; 95% confidence interval [CI], 1.32-2.76), sequential organ failure assessment score (OR, 1.28; 95% CI, 1.10-1.72), PaO2/FiO2 ratio (OR, 0.98; 95% CI, 0.98-0.99), and saturation (OR, 0.93; 95% CI, 0.88-0.99) were predictive of ICU transfer. The sensitivity and the specificity of the MEWSs used with a cut-off value of six were 80.8% and 70.6% respectively for ICU transfer. Conclusion: These findings suggest that early prediction and treatment of patients with high risk of ICU transfer may improve the prognosis of patients.

2 citations


References
More filters

Journal ArticleDOI
TL;DR: The study identified that the majority of students found the lectures, tutorials and practical sessions to be beneficial to their learning and the combination reiterates and emphasises various life science concepts.
Abstract: The student population in universities is very diverse: ranging ages, experiences, culture, level of preparedness and learning styles. This diversity presents academics with increasing challenges to motivate and promote student understanding. The aim of the current study was to develop knowledge of different learning styles among first year health science students and determine the benefits that students obtain from each teaching strategy. A questionnaire was designed for quantitative data collection, consisting of two sections. The first section sought student feedback on their experiences of lectures, tutorials and practical classes; the second section, consists of the 'VARK test', Visual, Aural, Read/write, Kinesthetic sensory modalities determines the different ways of receiving information [Fleming, N.D., 1995. I'm different; not dumb. Modes of presentation (VARK) in the tertiary classroom. In: Zelmer, A. (Ed.), Annual Conference of the Higher Education and Research Development Society of Australasia. J.]. The study identified that the majority of students found the lectures, tutorials and practical sessions to be beneficial to their learning and the combination reiterates and emphasises various life science concepts. The most favoured strategy was practical sessions, while tutorials were seen as least useful. The sensory mode the majority of students preferred to receive information was kinesthetic, the hands on approach to learning. Students are diverse creatures with differing abilities and mode for learning. There is no single right way to present material but by providing several different approaches the differing learning styles of students can be accommodated.

140 citations


Additional excerpts

  • ...의 부족으로 인해 기초간호자연과학 교육이 체계적으로 이루어지 지지 않아 특히 해부학과 생리학은 많은 간호학생들이 다른 과목보 다 어렵다고 인식하고 있으며 학생들에게 불안의 원인이 되기도 한 다(Meehan-Andrews, 2009)....

    [...]

  • ...간호학 전공과목 교육의 기초가 되는 기초간호자연과학을 전공한 교수진 의 부족으로 인해 기초간호자연과학 교육이 체계적으로 이루어지 지지 않아 특히 해부학과 생리학은 많은 간호학생들이 다른 과목보 다 어렵다고 인식하고 있으며 학생들에게 불안의 원인이 되기도 한 다(Meehan-Andrews, 2009)....

    [...]


Journal ArticleDOI
Abstract: Concerns have been expressed that bioscience education is not meeting the needs of nursing students in the UK. This paper explores the situation further by comparing student perceptions with those of experienced practitioners (Part One of the study) and also evaluates the confidence of staff nurses in explaining the rationale for care applied to a common but specific disorder (influenza; Part Two). Questionnaires were used. Responses were elicited from DipHE Nursing (Project 2000) adult/child branch students (n=153) from two universities and from adult/child care staff from their local clinical placements (n=171 in Part One of study; n=266 in Part Two). The questions asked followed two themes: (1) confidence in understanding biological science and (2) issues of teaching and learning. Most questions utilized a rating scale from 1 to 10; this scale provides no central value and a vertical line was drawn to encourage respondents to identify which half of the scale their responses came under (basically, a negative or positive viewpoint). The significance of the data distribution either side of the midline was analysed statistically (simple sign test), as were any differences in distribution between the groups (chi-square test). Median values were also determined. The data do not provide support for views that the biosciences are being significantly diminished by modern curricula, but also show no evidence for a great improvement in the bioscience knowledge base in recent years. What was surprising was the lack of confidence expressed by staff nurses: one illuminating finding was the lack of confidence in articulating their knowledge to patients and, even less so, to other health professionals. The paper reiterates a need for a national teaching and learning strategy for pre- and postregistration education in the biosciences. In particular, a means to raise the level of understanding of staff nurses must be identified urgently so that the mentoring of students in these subjects is improved.

105 citations


Journal ArticleDOI
TL;DR: The findings revealed that newly qualified nurses have specific needs, many of which are unrealised, and that management and staff must remain cognisant of the fact that many newly registered nurses have relatively limited clinical experience at the time of registration.
Abstract: This paper reports on newly qualified nurses' experiences of the transition from being a nursing student to becoming a registered nurse. The aim of the study was to ascertain how newly qualified nurses perceived their role transition in an Irish general hospital. Data were gathered using in-depth interviews with 12 nurses who were within one year of qualification. A grounded theory approach was used to generate, analyse and synthesise the data. The findings revealed that newly qualified nurses have specific needs, many of which are unrealised. The vast and increased workload, which involved less patient-contact and more non-nursing duties, came as a surprise to participants in this study. The expectation of in-depth knowledge, coupled with feelings of increased responsibility and compounded by relatively little experience did little to ease the transition to becoming a newly qualified nurse. There is a need to contextualise the transition to registration so that expectations of newly qualified nurses are realistic. Management and staff must remain cognisant of the fact that many newly registered nurses have relatively limited clinical experience at the time of registration.

104 citations


Additional excerpts

  • ...아일랜드에서 진행된 연구에서도 신입간호사들이 실무에서 일을 할 때 약리학 지식이 부족함에 불안감을 느낀다(Mooney, 2007)고 보고하여, 약리학 관련 내용이 약물의 발전과 함께 점점 내용이 확대되어 가고 있는 실정이기 때문에 향후 약리학 교육에 대한 강 화가 필요하다고 하였다(Clancy et al., 2000; Davis, 2010; Friedel & Treagust, 2005)....

    [...]

  • ...아일랜드에서 진행된 연구에서도 신입간호사들이 실무에서 일을 할 때 약리학 지식이 부족함에 불안감을 느낀다(Mooney, 2007)고 보고하여, 약리학 관련 내용이 약물의 발전과 함께 점점 내용이 확대되어 가고 있는 실정이기 때문에 향후 약리학 교육에 대한 강 화가 필요하다고 하였다(Clancy et al....

    [...]


Journal ArticleDOI
TL;DR: The study was designed to explore the teaching and learning of the biological sciences in nurse education in an attempt to identify why some students are failing to support their practice with theory.
Abstract: The study was designed to explore the teaching and learning of the biological sciences in nurse education in an attempt to identify why some students are failing to support their practice with theory. Questionnaires were sent to third-year nurse students (n = 140) and nurse teachers (n = 43) in three schools of nursing. Several findings emerged from the study: (a) the balance between the behavioural and biological sciences in nurse education was perceived by the students as being too much in favour of the behavioural sciences; (b) the level of knowledge from the biological science taught was perceived by the students as being inappropriate for RGN training; (c) teachers felt inadequately prepared to teach the biological sciences and, similarly, nurse students felt inadequately prepared in these sciences; and (d) self-directed methods of teaching and learning, although used most frequently, were perceived by the students as being the most ineffective.

88 citations


Additional excerpts

  • ...미국의 간호학생들을 대상 으로 한 조사에서 간호학생들은 기초간호자연과학의 중요성에 79.0%가 긍정적으로 응답한 반면 간호학 교수들은 57.0%가 중요하 다고 응답한 Courtenay (1991)의 연구에서 간호학 교수들은 사회학 과 심리학의 중요성을 더 강조한 반면 간호학생들은 환자를 간호할 때 기초간호자연과학이 일반적으로 유용하나 교육이 부족했다고 지적하였다....

    [...]

  • ...또한 일부 biological nursing 전공교수들은 스스로가 기초간호자연과학 을 가르치는데 준비가 덜 되어있다고 생각하기도 하였다(Courtenay, 1991)....

    [...]


Journal ArticleDOI
TL;DR: Investigating the perceptions of 184 nursing students and nurse educators in relation to bioscience in the nursing curriculum suggested that some nurse educators and clinical preceptors may not have sufficient science background or bioscience knowledge, to help nursing students apply bios science knowledge to practice.
Abstract: This study used a curriculum inquiry framework to investigate the perceptions of 184 nursing students and nurse educators in relation to bioscience in the nursing curriculum. These participants’ attitudes to science and bioscience, self-efficacy in bioscience and perceptions of bioscience were investigated using scales based on previous research. Nursing students were found to have significantly more positive attitudes to bioscience in nursing education than nurse educators, and nurse educators were not found to have significantly better self-efficacy in bioscience than the students, although this might have been expected. The results of focus group discussions, used to investigate this in more depth, suggested that some nurse educators and clinical preceptors may not have sufficient science background or bioscience knowledge, to help nursing students apply bioscience knowledge to practice. As a result of this, it is suggested that the aims of the intended and prescribed nursing curricula are not being fulfilled in the implemented curriculum. Because of the increasing acuity of illness in hospitals, the fact that nurses are becoming more autonomous in their practice and the increasing expectation that nurses, in some cases, will be able to prescribe as well as administer medications, bioscience knowledge is becoming even more important. The teaching of bioscience and its application to clinical practice needs to improve if nurses are to be credible members of the multi-disciplinary team.

86 citations


Additional excerpts

  • ...기초간호자연과학은 간호 임상실무를 뒷받 침하는 등뼈와 같은 학문으로 임상현장에서 기초간호자연과학 지 식은 근거기반간호에 필수적이며 환자의 회복에도 영향을 미친다 (Friedel & Treagust, 2005)....

    [...]

  • ...아일랜드에서 진행된 연구에서도 신입간호사들이 실무에서 일을 할 때 약리학 지식이 부족함에 불안감을 느낀다(Mooney, 2007)고 보고하여, 약리학 관련 내용이 약물의 발전과 함께 점점 내용이 확대되어 가고 있는 실정이기 때문에 향후 약리학 교육에 대한 강 화가 필요하다고 하였다(Clancy et al., 2000; Davis, 2010; Friedel & Treagust, 2005)....

    [...]

  • ...따라서 기초간호자연과학이 임상실무와 간호대학 과의 간호학 지식의 연결을 도와주는 다리 역할을 하고 있으므로 (Larcombe & Dick, 2003) 기초간호자연과학 교육에 있어서도 과학 적 지식을 임상실무에 적용하는 ‘transformation’이 수행될 수 있도 록 교육내용의 표준화를 확립하는 것이 필요하다(Friedel & Treagust, 2005)....

    [...]


Frequently Asked Questions (1)
Q1. What are the contributions in "A coorientation analysis of perception on bionursing between clinical nurses and nursing professors" ?

The purpose of this study was to compare perception on bionursing and satisfaction and importance about bionursing subjects of clinical nurses with that of professors using a coorientation model. Methods: Subjects for this study consisted of 135 clinical nurses at a tertiary hospital and 114 nursing professors.