Hea Kung Hur

Effects of a cognition-oriented breast self-examination intervention for Korean women and their spouses.

OBJECTIVE This study evaluated the effectiveness of a cognition-oriented breast self-examination (BSE) intervention program that is based on the Transtheoretical Model and reflects individual characteristics according to BSE stage among Korean women and their spouses. DESIGN A time-series nonequivalent control group design was used. SAMPLE AND MEASUREMENT: Twenty-four couples in each of 2 groups completed a preintervention test and were evaluated 1, 3, and 6 months later for their knowledge of breast cancer and BSE, spousal encouragement for BSE, perceived confidence in BSE methods, change in BSE stage, and perceived benefits and barriers to BSE. The intervention involved husbands as well as women, and consisted of lectures on breast cancer and BSE, demonstrations and practice with models while being videotaped, and feedback. RESULTS There were significant differences between the control and experimental groups for all variables. Change of BSE stage in experimental group showed significantly advancement over time. CONCLUSIONS This intervention program was effective in promoting regular BSE practice and in enhancing confidence in BSE. The intervention also raised awareness among husbands of the importance of breast health for their wives. Educational interventions for breast cancer prevention should be specified to an individuals stage of BSE.

Women's Cancer Screening According to Body Mass Index in a Cohort of Rural Korean Women

PURPOSE This study was done to examine the difference in cancer screening with mammography and Papanicolaou smear according to Body Mass Index (BMI). METHODS The participants in this study were 5,912 women ages 40 to 69 yr, selected from the Korean Genomic Regional Cohort in Kangwon province. Mammography and Papanicolaou smear were assessed by questionnaire and body weight (kg) and height (m) measured to calculate BMI. RESULTS The distribution of BMI was as follows: low weight (1.5%), normal weight (31.1%), over weight (24.6%), mildly obese (36.4%) and severely obese (6.3%). After adjusting for age, education and monthly income, compared with normal weight women, overweight women (odds ratio [OR]=1.283, 95% confidence interval [CI]=1.089-1.513) and mildly obese women (OR=1.214, 95% CI=1.048-1.406) were less likely to have had mammography. In contrast to mammography, cancer screening with Papanicolaou smear was not significantly different by BMI. CONCLUSION Obese women in rural areas are less likely to screen for breast cancer by using mammography than non obese women. To ensure regular screening for breast cancer, health care providers need to give scrupulous care to obese women and remove barriers originated from obesity. Also, educational and clinical implications are considered to increase the Papanicolaou smear rate.

Effects of Simulation-based Clinical Reasoning Education and Evaluation of Perceived Education Practices and Simulation Design Characteristics by Students Nurses

본 연구는 간호대학생에게 적용한 시뮬레이션기반 임상추론 교육의 임상판단 수행능력, 협력 및 의사소 통기술에 대한 효과와 교육 후 교육상황과 설계특성 인식의 변화를 확인하기 위한 비동등성 대조군 전후 유사실험 연구설계이다. 연구대상은 A시 소재 4년제 2개 대학 간호학과의 3학년 학생을 각각 편의표집 한 실험군 19명, 대조군 28명으로 실험군에게는 시뮬레이션 기반 임상추론 교육 프로그램을 매주 1회 120 분씩 총 7회 제공하였고 대조군에게는 일상적 간호교육을 제공 후 두군 모두 사전조사와 중재 7주후에 임 상판단 수행능력, 협력 및 의사소통기술을 측정하되, 협력은 중재 4주후에도 측정하였다. 교육상황과 설계 특성 인식은 시뮬레이션 교육 경험 후에 응답할 수 있어 실험군에서만 중재 1주, 4주, 7주후에 측정하였다. 자료는 SAS 9.2 프로그램의 반복측정 분산분석 및 Linear mixed model으로 분석하였다. 분석결과 실험군 에서 임상판단 수행능력, 의사소통기술과 협력이 유의하게 증가하였으며, 중재 1회와 7회 간의 시뮬레이션 교육상황과 설계특성의 인식이 증가하였고, 이러한 변화가 임상수행능력, 협력, 의사소통기술 효과에 긍정 적 영향을 미쳤다. 연구결과에 근거할 때 시뮬레이션 기반 임상추론 교육은 임상판단 수행능력, 협력, 의사 소통기술을 행동수준까지 향상시킬 수 있는 교수학습 전략으로 적극적 활용되어야 하며 추후 표본 수를 확대하여 교육효과를 검증하고, 교육상황과 설계특성 인식 정도를 시뮬레이션 교육 프로그램 평가 지표로 고려하여야 하겠다. ■ 중심어 :∣환자 시뮬레이션∣학습∣판단∣협력∣의사소통∣ Abstract

Effectiveness of an Emergent Care Management Simulation Education among Senior Nursing Students According to Learning Styles

간호대학 4학년 학생의 학습유형에 따른 응급상황관리 시뮬레이션 교육의 효과 Effectiveness of an Emergent Care Management Simulation Education among Senior Nursing Students According to Learning Styles 허혜경, 신윤희, 박소미, 임영미, 김기연, 김기경, 송희영, 최향옥, 최지혜 연세대학교 원주의과대학 간호학부 Hea Kung Hur(hhk0384@yonsei.ac.kr), Yun Hee Shin(yhshin@yonsei.ac.kr), SoMi Park(somi@yonsei.ac.kr), Young Mi Lim(youngmi@yonsei.ac.kr), Gi Yon Kim(gykim@yonsei.ac.kr), Ki Kyong Kim(kyongkk@yonsei.ac.kr), Hee-Young Song(songhy@yonsei.ac.kr), Hyang Ok Choi(cho9048@yonsei.ac.kr), Jihea Choi(jiheachoi@yonsei.ac.kr) 요약

간호수기 완전학습 프로그램 개발 및 평가

PURPOSE This study was undertaken to develop and test a mastery learning program of nursing skills for undergraduate nursing students. METHODS In this methodological study, first, the preliminary draft of a mastery learning program to provide training for nursing skills was developed based on Blooms framework for mastery learning. Second, to test the developed program, a single-blinded, nonequivalent control group nonsynchronized study was conducted on 50 senior nursing students in a University selected by convenient sampling. Thirteen students were assigned to a control group; 13, 12, and 13 of them were assigned to intravenous therapy, transfusion, and patient transfer groups, respectively. The achievement levels and performance scores of the selected nursing skills were measured before and after the completion of the program in all the groups. Lastly, the final program was confirmed based on the results of the program testing. RESULTS Intravenous therapy, transfusion, and patient transfer were selected as essential nursing skills for the program based on the priorities rated by clinical instructors and staff nurses. The achievement levels of selected nursing skills were determined by Angoff scores. After participating in the program, the proportion of passers and performance scores of the nursing skills in the experimental groups were significantly higher than those in the control group. The final program was confirmed which included a diagnostic test, enrichment activities for the passers and three repetitions of corrective activities and formative assessments for non-passers. CONCLUSION The results suggest that a mastery learning program for undergraduate students can lead to better improvement and performance of essential nursing skills.