Current Status of Nursing Informatics Education in Korea / 대한의료정보학회지

OBJECTIVES: This study presents the current status of nursing informatics education, the content covered in nursing informatics courses, the faculty efficacy, and the barriers to and additional supports for teaching nursing informatics in Korea. METHODS: A set of questionnaires consisting of an 18-item questionnaire for nursing informatics education, a 6-item questionnaire for faculty efficacy, and 2 open-ended questions for barriers and additional supports were sent to 204 nursing schools via email and the postal service. Nursing schools offering nursing informatics were further asked to send their syllabuses. The subjects taught were analyzed using nursing informatics competency categories and other responses were tailed using descriptive statistics. RESULTS: A total of 72 schools (35.3%) responded to the survey, of which 38 reported that they offered nursing informatics courses in their undergraduate nursing programs. Nursing informatics courses at 11 schools were taught by a professor with a degree majoring in nursing informatics. Computer technology was the most frequently taught subject (27 schools), followed by information systems used for practice (25 schools). The faculty efficacy was 3.76 ± 0.86 (out of 5). The most frequently reported barrier to teaching nursing informatics (n = 9) was lack of awareness of the importance of nursing informatics. Training and educational opportunities was the most requested additional support. CONCLUSIONS: Nursing informatics education has increased during the last decade in Korea. However, the proportions of faculty with degrees in nursing informatics and number of schools offering nursing informatics courses have not increased much. Thus, a greater focus is needed on training faculty and developing the courses.

Current Status of Nursing Informatics Education in Korea / 대한의료정보학회지

OBJECTIVES: This study presents the current status of nursing informatics education, the content covered in nursing informatics courses, the faculty efficacy, and the barriers to and additional supports for teaching nursing informatics in Korea. METHODS: A set of questionnaires consisting of an 18-item questionnaire for nursing informatics education, a 6-item questionnaire for faculty efficacy, and 2 open-ended questions for barriers and additional supports were sent to 204 nursing schools via email and the postal service. Nursing schools offering nursing informatics were further asked to send their syllabuses. The subjects taught were analyzed using nursing informatics competency categories and other responses were tailed using descriptive statistics. RESULTS: A total of 72 schools (35.3%) responded to the survey, of which 38 reported that they offered nursing informatics courses in their undergraduate nursing programs. Nursing informatics courses at 11 schools were taught by a professor with a degree majoring in nursing informatics. Computer technology was the most frequently taught subject (27 schools), followed by information systems used for practice (25 schools). The faculty efficacy was 3.76 ± 0.86 (out of 5). The most frequently reported barrier to teaching nursing informatics (n = 9) was lack of awareness of the importance of nursing informatics. Training and educational opportunities was the most requested additional support. CONCLUSIONS: Nursing informatics education has increased during the last decade in Korea. However, the proportions of faculty with degrees in nursing informatics and number of schools offering nursing informatics courses have not increased much. Thus, a greater focus is needed on training faculty and developing the courses.

Perioperative Nurse's Experience of Nursing Errors and Emotional Distress, Coping Strategies, and Changes in Practice / 간호행정학회지

PURPOSE: This study was done to examine perioperative nurses' perception of the definitions and causes of nursing errors; the relationships among emotional distress, coping strategies, and changes in practice as a result of errors. METHODS: A descriptive, correlative design was used with a sample of 146 nurses working in the operating room of a university hospital. Data were collected using a self-report questionnaire with 4 point Likert scales. For the analysis, t-test, ANOVA, Scheffe's post hoc test and multiple regression analysis were used. RESULTS: Most nurses recognized themajority of the items as perioperative nursing errors. Job overload was perceived as the cause of errors. Emotional distress was significantly related with nurses' age, position and years of work experience. The coping strategies used most frequently were 'accepting responsibility' and 'planful problem solving'. The coping strategies of 'accepting responsibility', 'planful problem solving', 'seeking social support', and 'using self-control' were significant predictors in constructive practice change. Defensive changes were related to the strategy of escape/avoidance and emotional distress. CONCLUSION: The results of this study suggest that intervention strategies should be developed to decrease perioperative nurses'distress and improve their coping strategies resulting in constructive change in practice after committing an error.