Development and Evaluation of a Vital Signs E-book for Undergraduate Student Nurses

Purpose: The purpose of this study was to develop a vital signs e-book for undergraduate student nurses and evaluate the content, system and student satisfaction. Method: This study was done in three stages, the development of a vital signs e-book, implementation and evaluation. The subjects were 73 undergraduate student nurses in Y university. Result: Thirty one learning objectives were used to create the contents. A set of 5 chapters and 18 subsections were defined after validation from nurse educators. The e-book is available at http://123.134.207.23/ebook/vitalsigns. Analysis of the questionnaires showed a mean score for content, system and students satisfaction of 3.17 ± .73, 3.11 ± .79, and 2.96 ± .74 respectively out of a possible 4 points. Conclusion: Nurse educators should provide quality and effective web-based courses that meet undergraduate student nurses´ learning needs and they should incorporate web-based learning into traditional teaching to meet the demands of nursing education.ope

(A) study of patient teaching in the clinical area

간호학과/석사[한글] [영문] Nursing of today has as one of its objectives the solving of problems related to human needs arising from the demands of a rapidly changing society. This nursing objective, I believe, can be attained by the appropriate application of scientific principles in the giving of comprehensive nursing care. Comprehensive nursing care may be defined as nursing care which meets all of the patient's needs. The needs of patients are said to fall into five broad categories : physical needs, psychological needs, environmental needs, socio -economic needs, and teaching needs. Most people who become ill have adjustment problems related to their new situation. Because patient teaching is one of the most important functions of professional nursing, the success of this teaching may be used as a gauge for evaluating comprehensive nursing care. This represents a challenge for the future. A questionnaire consisting of 67 items was distributed to 200 professional nurses working in direct patient care at Yonsei university medical Center in Seoul, Korea. 160(80.0%) nurses of the total sample returned completed questionnaires 81(50.6%) nurses were graduates of 3 year diploma courses 79(49.4%)nurses were graduates of 4 year collegiate nursing school in Korea 141(88.1%) nurses had under 5 years of clinical experience in a medical center, while 19(11.9%) nurses had more than 5 years of clinical experience. Three hypotheses were tested: 1. "Nurses had high levels of concept and knowledge toward patient teaching" -This was demonstrated by the use of a statistical method, the mean average. 2. "Nurses graduating from collegiate programs and diploma school programs of nursing show differences in concepts and knowledge toward patient teaching" -This was demonstrated by a statistical method, the mean average, although the results showed little difference between the two groups. 3. "Nurses having different amounts of clinical experience showed differences in concepts and knowledge toward patient teaching" -This was demonstrated by the use of the T-test. Conclusions of this study are as follow: Before attempting the explanation, of the results, the questionnaire will be explained. The questionnaire contained 67 questions divided into 9 sections. These sections were : concept, content, time, prior preparation, method, purpose, condition, evaluation, and recommendations for patient teaching. 1. The nurse's concept of patient teaching : Most of the nurses had high levels of concepts and knowledge toward patient teaching. Though nursing service was task-centered at the turn of the century, the emphasis today is put on patient-centered nursing. But we find some of the nurses 939.4%) still are task-centered. After patient teaching, only a few of the nurses(14.4%) checked this as "normal teaching". it seems therefore that patient teaching is often dine unconsciously. Accordingly it would be desirable to have correct concepts and knowledge of teaching taught in schools of nursing 2.Contents of patient teaching: Most nurses(97.5%) had good information about content of patient teaching. They teach their patients during admission about their diseases, tests, treatments, and before discharge give nurses instruction about simple nursing care, personal hygiene, special diets, rest and sleep, elimination etc. 3. Time of patient teaching: Teaching can be accomplished even if there is no time set aside specifically for it. -a large part of the nurse's teaching can be done while she is giving nursing care. if she believes she has to wait for time free from other activities, may miss many teaching opportunities. But generally proper time for patient teaching is in the midmorning or midafternoon since one and a half or two hours are required. Nurses meet their patients in all stages of health: often the patient is in a condition in which learning is impossible-pain, mental confusion, debilitation, loss of sensory perception, fear and anxiety-any of these condition may preclude the posibility of successful teaching. 4. Prior preparation for patient teaching: The teaching aids, nurses use are charts(53.1%), periodicals(23.8%), and books (7,0%). Some of the respondents(28.1%) reported that they had good preparation for the teaching which they were doing, others(27.5%) reported adequate preparation, and others(43.8%) reported that their preparation for teaching was inadequate. If nurses have advance preparation for normal teaching and are aware of their objectives in teaching patients, they can do effective teaching. 5. method of patient teaching: The methods of individual patient teaching, the nurses in this study used, were conversation(55.6%) and individual discussion(19.2%). And the methods of group patient teaching they used were demonstration(42.3%) and lecture(26.2%). They should also be prepared to use pamplet and simple audio-visual aids for their teaching. 6. Purposes of patient teaching: The purposes of patient teaching is to help the patient recover completely, but the majority of the respondents(40.6) don't know this. So it is necessary for them to understand correctly the purpose of patient teaching and nursing care. 7. Condition of patient teaching: The majority of respondents(75.0%) reported there were some troubles in teaching uncooperative patients. It would seem that the nurse's teaching would be improved if, in her preparation, she was given a better understanding of the patient and communication skills. The majority of respondents in the total group, felt teaching is their responsibility and they should teach their patient's family as well as the patient. The place for teaching is most often at the patient's bedside(95.6%), but the conference room(3.1%) is also used. It is important that privacy be provided in learning situations which involve personal matters. 8. Evaluation of patient teaching: The majority of respondents(76.3%) felt teaching is a highly systematic and organized function requiring special preparation in a college or university, they have the idea that teaching is a continuous and ever-present activity of all people throughout their lives. The suggestion mentioned the most frequently for improving preparation was a course in patient teaching included in the basic nursing program. 9. Recommendations: 1). It is recommended, that in clinical nursing, patient teaching be emphasized. 2). It is recommended, that inservice education the concepts and purposes of patient teaching be renewed for all nurses. In addition to this new knowledge, methods and materials which can be applied to patient teaching should be given also. 3). it is recommended, in group patient teaching, we try to embark on team teaching.restrictio

Evaluation of Student Learning Achievement through Self Study Using a Web-based Wound Care E-book

Purpose: The purpose of this study was to evaluate self-study learning achievement in undergraduate nursing students who used a web-based wound care e-book. Method: The web-based wound care e-book was applied to 80 nursing students at Y university. The students studied the wound care e-book for four weeks and practiced wound dressing by themselves in open laboratory. Learning achievement was evaluated according to achievement of unit objectives and performance of an actual wound dressing. Result: 1. The total mean score for achievement of unit objectives was 3.06 (${\pm}0.41$) and the total mean score on the performance of the wound dressing was 89.40 (${\pm}5.47$). 2. There was no difference between the scores in the performance test (F=1.012, p=.366) for students who used self-study and those who were given a lecture. 3. A positive correlation was found between achievement of unit objectives and performance of the wound dressing (r=0.306, p<0.05). Conclusion: The web-based wound care e-book was effective in facilitating self-study for nursing students, and there is a need to continuously develop and up-date web-based nursing education e-books to facilitate self-study.ope

A Study for the Evaluation of Students on a Practical Performance of the Home Health Care

This study was conducted to investigate the evaluation of students on a practical performance of the home health care and to provide data for practical education on the home care nurse institution. Research was performed from March to December. 2002. 40 Respondents participated in the evaluation four times. The data were analysed by using the SPSS/PC + version 10. 0. The results of this study were as followings: 1. The average age of the subjects was 32. Majority of the subjects were interested in home health care. Majority of the subjects were staff nurse(57.5%) and workers at general hospitals(50%). 2. According to the result of the comparison of practical performances. performance evaluations of 20 items were higher when they admitted special practice than when they admitted any other practice. There was an positive increase in the evaluation of health assessment. nursing documentation. explanation. coping with emergency status. coordination and self assertion. In addition to health assessment. CPR. oxygenation. education & consultation. developmental assessment of child. nursing documentation. mastering nursing practice and consideration of client were significantly different. 3. The subjects were useful for practical circumference where they are working at. From these research findings. the following suggestions have been drawn: it is needed to manage practical curriculum variously and to include not only clinical aspect but also organic or administrational aspect and to reflect on students' needs and to choose to be reasonable items and to develop instruments for evaluation capability of home care nurse.ope

Development & Evaluation of Community-Based Home Care Nursing Service Program

Purpose: The purpose of this study was to construct the structure, process and outcome of community-based home care nursing service and to examine their validity. Method: There were two steps. The first step was developing the structure and process of community-based home care and the second was evaluating the outcome of community-based home care. Home care services were provided to 25 clients who had health problems. Data on these clients were analyzed. Result: According to Albrecht Model, in the developed structure and process of community-based home care, structure contained facility's philosophy, organization, delivery system, steering committee, office, equipments, medical instruments, the home care nurse and client of home care nursing. Process contained classification of client. nursing diagnosis and nursing intervention. The majority of clients were men (56%). The service was used mostly by people aged over 50 (82%). The most frequent nursing diagnoses were altered urinary elimination (23.2%). impaired skin integrity (21.8%) and risk for infection (17.6%). Nursing interventions included wound care (16.7%), tube care (15.1%) and catheter care (14.5%). Conclusion: Several strategies are suggested from this study: first, activate a referral system within the national health care system: second, increase public information on home care nursing: third, develop home care nursing services for elderly people: and fourth, construct a cooperation system between home care services and social welfare services.ope

Development of Cyber Counseling Program for Hospice

Purpose: The purpose of this study is to enhance the quality of life for the terminal patients and their family by providing counseling service through a hospice counseling homepage, thus activating hospice service and contributing to our national health. Methods: The study was methodologically conducted to assess the homepage developed and to professionally verify the counseling flow. Results: The cyber hospice homepage was developed between January 2004 and August 2004, whereby its counseling service was operated. The homepage included introduction, news (announcement), on-line lectures, community site for hospice clients, hospice counseling, and related links. As a result of assessing the site and of verifying the reliability of counseling service, the counseling flow was unanimously approved by the professionals. Conclusion: The cyber counseling for hospice was conducted to enhance the quality of life for the terminal patients and their family and to activate hospice service. It is required to train professional hospice cyber counselors and to establish systematic promotional strategies for activation of the cyber counseling site.ope

A Curriculum Strategy for Advanced Practice Nursing; Home Health Care and Hospice

Purpose: This study was to develop a cost-effective and efficient curriculum for advanced practice nurse (APN) programs in home health care and hospice. Method: The process was to: (1) compare and analyze the present curriculum in home health care and hospice programs, (2) identify the needs of 7 expert nurses in home health care and hospice, and (3) develop a common curriculum structure and contents between home health care and hospice specialty courses. Result: Out of the 10 credits constituting the home health care and hospice specialty courses respectively, 6 credits were identified the common courses, Common content areas included introduction to hospice, communication skills, pain control. symptom control. teaching methods, and agency management. Conclusion: These results can be utilized in the development of APN programs for home health care and hospice in terms of qualified and cost-effective aspects of educationope