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A Study of Assessing Educational Needs on Program Planning for AIDS(Acquired Immuno-deficiency Syndrome) Inservice Education for Clinical Nurses
In Hyae Park, Sook Ja Lee, Jeong Hee Lee
Journal of Korean Academy of Nursing 1999;29(2):371-382.   Published online March 29, 2017
DOI: https://doi.org/10.4040/jkan.1999.29.2.371
AbstractAbstract PDF

Nurses are at the forefront of providing hands-on care to patients infected with HIV(Human Immunodeficiency Virus). Therefore, appropriate and sensible infection control precaution should be taken at all times. The purpose of this study is to find out nurse's learning needs about HIV/AIDS ; and nurse's willingness to perform nursing care to HIV/AIDS patients ; and the degree of following universal precautions in nursing care ; and the degree of knowledge of HIV/AIDS to provide information on the guide for the further continuing education. The respondents of this study were 280 nurses in a university hospital in Kwang-Ju city. Data were collected using a self-administered questionnaire and analyzed by using percentages, means, Pearson's correlation, t-test, ANOVA, Duncan's grouping. The findings were as follows ; 1. The mean age of the nurses was 28.9 years, and the mean duration of their clinical experience was 6.8 years. Majority of the nurses(83.9%) had no experience in taking care of the AIDS patients. 2. The contents nurse's need to learn were showed in order such as clinical manifestations, infection control, patient care, and the mode of transmission of HIV/AIDS. 3. Even though the nurses had quite low knowledge about HIV/AIDS(mean score was 12.2 from the total of 26), they are willing to take care of the AIDS patients (mean score was 39.5 from the total of 60), and the degree of following universal precaution was also not so bad (mean score was 40.8 from the total of 50). 4. Nurses who are over 35 years old and had informal education regarding HIV/AIDS better following universal precautions. Nurses who had over 12 years of clinical experiences have more willingness to perform nursing care to the AIDS patients. Nurses who had experiences in taking care of the AIDS patients were more knowledgeable about HIV/AIDS. These findings suggest that some strategies should be develope to increase the willingness to perform the nursing care to the AIDS patients. And also continuing education program should be develope and run for the clinical nurses so that they can provide effective and appropriate nursing care to the AIDS patients.

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Analysis of the Nursing Interventions done by MICU and SICU nurses using NIC
Eun Jung Ryu, Kyung Sook Choi, Young Mi Kwon, Suk Nam Joo, Suk Rae Yun, Hwa Sook Choi, Seoung Bok Kwon, Jeong Hee Lee, Bok Ja Kim, Hyung Yae Kim, Ok Hee Ahn, Eun Sun Rho, Kyung Sook Park
Journal of Korean Academy of Nursing 1998;28(2):457-467.   Published online March 29, 2017
DOI: https://doi.org/10.4040/jkan.1998.28.2.457
AbstractAbstract PDF

The purpose of this research was to identify nursing interventions performed by MICU and SICU nurses. For data collection this study used the taxonomy of the Nursing Interventions Classification(NIC: 433 nursing interventions) which was modified by McCloskey and Bulecheck(1996). Each of the 433 interventions were identified as used by MICU and SICU nurses. More than 50% of the ICU nurses performed 280 nursing interventions at least monthly. Rarely used interventions included 26 nursing interventions in the childbearing care class. Overall, both MICU and SICU nurses used interventions in the Physicological : Complex domain most often on a daily basis and the interventions in the Family domain least often. The most frequently reported interventions as being used daily in the MICU were chest physioterapy, airway suctioning and coughing enhancement and, in the SICU, documentation and airway suctioning. There were significant differences between MICU and SICU nurses differences interventions childbearing care, cognitive therapy, communication enhancement, coping assistance, elimination management, lifespan care, health system mediation, immobility management, medication management, neurologic management, patient education psychological comfort promotion, physical comfort program, respiratory management, risk management and information management. The SICU nurses performed there interventions more frequently than the MICU nurses. These findings will help in building of a standardized language for the MICU and SICU and enhance the quality of nursing care.

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Role Adaptation Process of Elementary School Health Teachers: Establishing Their Own Positions
Jeong Hee Lee, Byoung Sook Lee
J Korean Acad Nurs 2014;44(3):305-316.   Published online June 30, 2014
DOI: https://doi.org/10.4040/jkan.2014.44.3.305
AbstractAbstract PDF
Purpose

The purpose of this study was to explore and identify patterns from the phenomenon of the role adaptation process in elementary school health teachers and finally, suggest a model to describe the process.

Methods

Grounded theory methodology and focus group interviews were used. Data were collected from 24 participants of four focus groups. The questions used were about their experience of role adaptation including situational contexts and interactional coping strategies. Transcribed data and field notes were analyzed with continuous comparative analysis.

Results

The core category was 'establishing their own positions', an interactional coping strategy. The phenomenon identified by participants was confusion and wandering in their role performance. Influencing contexts were unclear beliefs for their role as health teachers and non-supportive job environments. The result of the adaptation process was consolidation of their positions. Pride as health teachers and social recognition and supports intervened to produce that result. The process had three stages; entry, growth, and maturity.

Conclusion

The role adaptation process of elementary school health teachers can be explained as establishing, strengthening and consolidating their own positions. Results of this study can be used as fundamental information for developing programs to support the role adaptation of health teachers.

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