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PURPOSE: This study investigated the effect of transformational leadership and individual characteristics on nurses' job involvement. METHOD: The sample for this study consisted of 594 nurses from 8 large Korean hospitals. The factor analysis was drawn from the Cronbach's alpha analysis, the Pearson correlation analysis, the multiple regression analysis, and the hierarchical multiple regression analysis. Result: This study found that; (1) charisma dimension of transformational leadership has positive influence on job involvement; but intellectual stimulation and individualized consideration did not showed significant effects on job involvement (2) nurse individual characteristics (age, marital status, educational level, tenure, position) moderated the effect of transformational leadership on job involvement. Conclusion : Therefore, to improve job involvement nurses are required to apply the charisma dimension of transformational leadership in hospital organization.

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The purpose of this study was to investigate the influence of job characteristics on the nurses' the moderating effect of locus of control on the job satisfaction and organizational commitment and relationship between job characteristics and attitude. The sample for this study consisted of 594 nurses from 8 university hospitals. Factor analysis, Cronbach's alpha analysis, multiple regression analysis and hierarchical multiple regression analysis were used for the statistical methods. The results of this study were found that (1) autonomy among 5 core job characteristics showed positive influence on job satisfaction, (2) task significance and autonomy among 5 core job characteristics had positive influence on organizational commitment, (3) the internals of locus of control moderated the effect of job characteristics on nurses' job satisfaction, and (4) internals and externals of locus of control moderated the effect of job characteristics on nurses' organizational commitment.

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  Journal of Korean Academy of Nursing.2009; 39(3): 329.     CrossRef

Ostomates have suffered from many difficulties due to their physical, psychosocial handicaps and changes of life style to include ostoma management that influences their daily and quality of life. An appropriate nursing education for ostoma management is very important. Practical education materials needs revision because those were developed by pharmaceutical companies and hospital institutions. The purpose of this study is to provide more practical and resonable education materials for ostomates by doing analysis and survey of educational materials now being used. We surveyed 8 types of educational materials used in 23 university hospitals and medical centers used in 23 university hospitals and medical centers in Seoul ; four of them were developed by department of nursing and the remainder by an Ostomy Company. Data, collected from July 14, 1997 through July 31, 1997 were analyzed. The results are as follows ; 1. The analyzed of education guide, on ostomate included 14 subcategories ; introduction, structure and fuction of gastrointestinal tracts, definition of stoma, types of ostomy, definition of peristalsis, methods of defection management, selection of instrument, resolution of problems and general situations following surgery, daily life, where to ask for help, explanations for terms, information about where to buy instrument, explanations for enterostomal therapist, a matter of consultation with doctor, etc. 2. Introduction contained specific contents on practical ostomate management that ostomates would experience through their lives. Ostomate education guides were developed 3 hospitals except one which missed this point. 3. Most ostomate education guides, except one hospital, helped ostmates to understand their physical structure change with specific explanation on gastrointestinal tracts with figures. 4. Six institution did not talk about the definition of peristalsis. 5. All institutions, except two, helped ostomates to understand types of ostomy with figures. 6. More detailed explanations in natural defecation are needed. The benefits and pitfalls in natural defection should be more specified. 7. No psychosocial difficulties of ostomy management were addressed. 8. The efficiency off enema can be better understand through all explanations with figures. Some institutions did not mention items about definition, benefits, pitfalls of enema, sequency of enema, how to wash, cautions performing and enema, skin management, cleaning instrument after enema proper time to spend. 9. There were no detailed contents and what to do in case of not being able to do enema. 10. Only one educational material mentioned emotional aspects after the surgery. 11. Most institution explained sucategory of daily life but did not provide specific contents on the difficulties of physical, psychological, and sociocultural controls. 12. The subcategory of ureterostomy education guides included explanations in normal structure and function of urinary tracts, types of ureterostomy, how to management skin, usage and types instrument, commercial urostomy, how to manage instrument, daily life, introduction the general contents. However, more specific explanations were needed.

The purpose of this study was to test the effect of the structured preoperative teaching on postoperative recovery and to observe the effects of an structured preoperative teaching on the adult surgical patient's ventilatory function ability, the length of hospital stay, the number of analgesics within a 72 hour postoperative period, the length of early ambulation The research question investigated in the study was: What would be the effects of a structured preoperative teaching upon the adult surgical patients postoperative recovery? This study was based on a sample of 40 patients who were scheduled for abdominal surgery. They were assigned alternately to experimental and control group. Among 40 subjects, 20 were placed in the experimental group and 20 in the control group. Preoperative ventilation function testing of control and experimental subjects was done the evening before surgery and before the patient received the structured preoperative teaching. A structured preoperative teaching was given to the subjects in the experimental group only by writer. postoperative testing was done the 5th postoperative day. The data were collected over a period of two months, from Aug. 8 to Oct. 31, 1983. For the analysis of the data and test for the hypotheses, the t-test with mean difference was used. The results of this study regarding the four-hypotheses were as follows: 1. Experimental group which received structured preoperative eaching will have more increase to-cough and deep breathe as measured by his forced vital capacity(FVC), forced expiratory volume 1 (FEV1), maximal voluntary volume 15 (MVV15) than control group without structured preoperative teaching. The ventilation function ability was more increase in experimental group than in control group, the mean difference was statistically significant at 0.01 level. hypotheses 1 was supported. 2. Experimental group with structured preoperative teaching will have more reduced the length of hospital stay than control group without structured preoperative teaching. The length of hospital stay of the experimental group and control group were 11.90 days and 16.05 days respectively. However, the difference was not statistically significant at 0.05 level. Therefore the hypotheses 2 was not supported. 3. Experimental group with structured preoperative teaching will have more reduce the number of analgesics within a 72 hour postoperative period than control group. The number of analgesics within a 72 hour postoperative period of experimental group and control group were 1.65 times and 2.4 times. The difference was not statically significant at 0.05 level. Therefore, the hypotheses 3 was not supported. 4. Experimental group with structured preoperative teaching will have more reduce the length of early ambulation than control group without structured preoperative teaching. The length of early ambulation of experimental group and control group were 2.2 days and 3.6 days respectively. The difference was statistically significant at 0.05 level. The the hypotheses 4 was supported.