• Korean Medical Education Review
• /
• v.13 no.2
• /
• pp.59-68
• /
• 2011

This study investigated faculty perceptions of the improvement and effort for achievement of the quality of nursing education through accreditation in baccalaureate nursing programs in 2006. Survey data from 190 professors of 33 accredited nursing schools were statistically analyzed using SPSS ver. 19.0 software with descriptive statistics, t-tests, and ANOVA. Through accreditation, about two-thirds of subjects perceived that the quality of education had 'improved' and the purposes of the accreditation were moderately successfully achieved (score 3.50). They also perceived their schools made a strong attempt (score 4.24) to assure quality. The perception scores of efforts to assure the quality of education varied significantly according to the characteristics of the subjects, the existence of a university hospital, the type of college, and the year of school founding. There were significant differences between the level of improvement in education and the extent of effort to assure the quality of education. Accreditation contributed to improved quality of nursing education except for some issues which need more consideration. To maintain high quality, the accreditation of baccalaureate nursing programs should be performed with continuity and on a regular basis.

• Journal of Korean Academy of Nursing
• /
• v.36 no.6
• /
• pp.1002-1011
• /
• 2006

Purpose: The purpose of this study was to determine characteristics of nursing science and identify expected outcomes from baccalaureate graduates, and to develop accreditation standards and criteria reflecting the characteristics of the nursing profession. Methods: A methodological research design was utilized in this study. Related literature reviews and the nursing education program goals and objectives of the 99 nursing schools in Korea were analyzed. A cross-sectional survey research design was utilized to test the validity of the developed characteristics of the nursing profession and their accreditation criteria and standards. The face validity was from the advisory committee and public committee hearing. Results: The characteristics of nursing science were defined with five concepts including humanity, scientific knowledge, professionalism, therapeutic relationship, and facilitating well-being. The expected outcomes from graduates were identified as providing holistic nursing, critical thinking, establishing professionalism and leadership, construction of a therapeutic relationship, and skilled nursing practice. Finally6 standards and 14 criteria reflecting the unique characteristics of the nursing profession were developed for accreditation. These proposed accreditation standards and criteria are a challenge to promote the quality of nursing science.

• Journal of Korean Academy of Nursing
• /
• v.42 no.7
• /
• pp.917-927
• /
• 2012

Purpose: A curriculum development model is presented to examine the processes necessary to develop new programs or evaluate existing programs within the philosophy of outcomes-based education in nursing, especially in the context of accreditation. The philosophy of outcomes-based education is to produce individuals who can demonstrate the evidence of competencies in designated areas of education. For nursing education, this means competencies in performing the role of professional nursing as defined by the profession and social needs at the beginning level upon completing a nursing program. Methods: A curriculum development model has been developed analytically based on the literature and experiences. Results: A 10-step process framework incorporating the tenets of outcomes-based nursing education is illustrated. Conclusion: This curriculum development framework can be applied in developing new educational programs in nursing or to evaluate and revise existing programs in anticipation of the accreditation process that is moving with a full force in such countries as Korea.

• Journal of Korean Academy of Nursing Administration
• /
• v.20 no.2
• /
• pp.154-166
• /
• 2014

Purpose: The core of accreditation for nursing education is to improve the ability and quality of graduates through a CQI system based on outcomes. For program outcomes of nursing education accreditation criterion, it is necessary to understand the relationship among education assessment, objective and curriculum. Methods: The focus of this study was on program outcomes and the assessment. First measures for improving the general problems of program outcomes associated with the assessment system were stated. Detailed measure for practicing program outcomes, the assessment system and the assessment tool using Rubrics were discussed. Results: Detailed measure were established for practicing the program outcomes, assessment system and assessment tool, which makes use of rubrics, program outcome No 3 of the Korean Accreditation Board of Nursing Education. Conclusion: Therefore it is expected that the assessment system established in this study will allow universities to conduct program outcomes and assessment.

• Research in Community and Public Health Nursing
• /
• v.27 no.2
• /
• pp.183-192
• /
• 2016

Purpose: The purpose of this study was to seek the direction of community health nursing practice education focus on the nursing education accreditation criteria. Methods: We collected data through e-mail survey to all of 202 Korean nursing baccalaureate education institute in April, 2016. The 93 professors teaching community health nursing was responded about their affiliated institute (response rate 46.0%). Results: The Korean nursing graduates in Feb. 2016 was practiced 3.01 credits, 131.6 hours in community health nursing course. Community health nursing practice agency was public health center (98.9%), Public health center post (43.0%), Public health center branch (32.3%) in order. The possibility to achieve the course objectives up to national examination was recognised Public health center (3.4), Public health center post (3.3), Public health center branch and school (3.2) from 5 score likert scale. A lot of nursing education institute have difficulty in clinical placement in community health nursing practice agency that meet eligibility of preceptor and space gaining for only nursing students. Conclusion: The nursing education accreditation criteria in 3rd cycle have to be considered real community health nursing practice situation and newly emerging community health nursing fields.

• Perspectives in Nursing Science
• /
• v.15 no.2
• /
• pp.81-91
• /
• 2018

Purpose: This study aimed to suggest strategies for advancing local-government-based accreditation systems and surveyor training in long-term care facilities in Korea. Methods: A comprehensive review of the literature including research papers and official reports issued by governments from the United States, Australia, and Japan was conducted to explore domestic and international policies related to long-term care facility certification and accreditation systems. Results: The USA has two types of care quality assurance systems including mandatory certification (5-star rating system) by the Centers for Medicare and Medicaid Services and voluntary accreditation by the Joint Commission on Accreditation of Healthcare Organizations. Australia operates a government-based mandatory accreditation system for all long-term care facilities through the Australian Aged Care Quality Agency. Japan, particularly the Tokyo district, operates a third-party evaluation system that involves the voluntary participation of long-term care facilities. Conclusion: This study provides several strategies to enhance accreditation processes and surveyors'expertise. For instance, motivating facilities to voluntarily participate in accreditation is necessary by 1) providing sufficient and continuous consultations and feedback about how to improve care quality, 2) differentiating accreditation domains and indicators from the national health insurance certification system, and 3) actively utilizing accreditation results and providing incentives.

• Journal of Korean Academy of Nursing Administration
• /
• v.23 no.2
• /
• pp.118-126
• /
• 2017

Purpose: This study was done to identify the relationships of perception of JCI (Joint Commission International) hospital accreditation, nursing performance, self-concept and retention intention in nurses. Methods: Self-administered questionnaires were used to collect data from 199 JCI-accredited nurses in general hospitals located in Gyeonggi Province. Data collection was done in May 2015 and analyzed using t-test, ANOVA, $Scheff{\acute{e}}^{\prime}s$ test, and Pearson correlation coefficients. Results: The scores for perception, and nursing performance were (on a five-point Likert scale) 3.34, 3.78 respectively, and self-concept and retention intention were (on a eight-point Likert scale) 5.40 and 5.21 respectively. Nurses' perception, nursing performance, self-concept, and retention intention showed significant differences depending on age, marital status, education, department, work experience, position, Korean accreditation, and JCI accreditation. A positive correlation was observed between perception, nursing performance, self-concept, and retention intention. Conclusion: The results of this study indicate that enhancing positive perception and good nursing performance can produce good self-concept and retention intention.

• Journal of Korean Academy of Fundamentals of Nursing
• /
• v.24 no.2
• /
• pp.157-166
• /
• 2017

Purpose: This study was done to explore recognition of accreditation for nursing education, job satisfaction and intention to change teaching area for faculty in Fundamentals of Nursing. Methods: Participants were 104 faculty members teaching Fundamentals of Nursing. Each participant responded to a questionnaire. Data were collected from June 25 to October 25, 2016, and analyzed using SPSS 23.0 for descriptive statistics, t-test, ANOVA, and Pearson correlation coefficient. Results: The participants' recognition of accreditation in nursing education was $3.45{\pm}0.81$ out of 5 and in the sub-items, the score for quality improvement in professors in Fundamentals of Nursing was lowest at $3.21{\pm}1.03$. Job satisfaction was $3.30{\pm}5.30$, and intention to change teaching area was $2.62{\pm}1.00$. Attributes related to practice appear to be major reasons why participants intended to change their teaching area and scores for intention to change teaching area were medium or higher. Conclusion: Results indicate that it is necessary to develop strategies to improve job satisfaction and reduce intention to change teaching area for faculty with less experience in Fundamentals of Nursing education. Development of strategies, management and support are needed to improve young professors' job satisfaction and reduce intention to change teaching area.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.27 no.1
• /
• pp.16-28
• /
• 2021

Purpose: The purpose of this study was to develop nurses' core competencies and sub-competencies and to verify the validity and importance-performance of core competencies. Methods: The core competencies of nurses were derived through an analysis of strengths, weaknesses, opportunities, and threats, as well as a literature analysis of domestic and foreign accreditation institutions. Validity and importance-performance analyses were conducted on the core competencies derived from nursing colleges nationwide. Results: Six core competencies of nurses were revealed: integration of knowledge and nursing skills, critical thinking, communication, leadership, safety management, and global competency. Further, eighteen sub-competencies were derived. The content validity ratio values for the core competencies were higher than 0.74. Communication skills among multidisciplinary teams and communication skills among nursing teams were shown to be the most important competencies to be improved. Conclusion: The results of this study are meaningful in terms of how the core competencies of nurses were derived and evaluated for the fourth cycle of nursing education accreditation according to the changes of time and culture.

• Journal of Korean Academy of Nursing
• /
• v.41 no.1
• /
• pp.101-109
• /
• 2011

Purpose: This study was done to comparatively analyze the general education curriculum of 4-yr and 3-yr nursing schools in Korea. Methods: Ten university 4-yr nursing schools were selected based on universities in Korean Accreditation Board of Nursing 2010 or "2009 Korea's Best Universities-Top 10" published by Joong-Ang Daily. Ten college 3-yr nursing schools were selected based on colleges in Korean Accreditation Board of Nursing 2010. Results: 1) Generally 4-yr nursing schools maintained the relationships between organizational philosophy/purposes and subjects in the general education curriculum. But 3-yr nursing schools did not. 2) In 4-yr nursing schools there was a relatively higher credits ratio of general education curriculum and selective courses than in 3-yr nursing schools. 3) In 4-yr nursing schools variety of courses was relatively higher than 3-yr nursing schools. 4) In 4-yr nursing schools, operating conditions were relatively better (number of tenure professors, ratio of professors to students, Identification of exclusive organization in charge of the general education curriculum) for the general education curriculum than 3-yr nursing schools. Conclusion: The results identify significant differences in the general education curriculum of 4-yr and 3-yr nursing schools in Korea, indicating that 3-yr nursing schools should make efforts to improve the good quality of general education curriculum.