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조희/Cho, Hee
홍영숙/양원영/이정자/최양자/양광희/고영애/--/--/--/--/--/--
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Abstract
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Transition of social culture and change in health concept have brought much change to the activities in field of public health and medical care, and also resulted a great deal of change in the activities of nurses and their responsibilities. In order to comply with such social demands by carrying out proper nursing care, we are in need of revising curriculum for nursing education. In Korea, 85% of manpower of nurse is produced yearly from junior colleges of nursing graduates. Such is the great importance of nursing education that this study was schemed aiming an analysis of curriculums of junior nursing college now in use and development of a new curriculum based on a view point of conceptual framework in nursing.
Upon surveying the curriculums of junior nursing colleges during the period of May 1, 1987 to May 30, 1988, curriculums of 34 junior nursing colleges that had responded for the data collection were analyzed., As for the findings of basic concepts necessary for its development of curriculum and problems lying in the existing curriculums,, data attained by the questionnaire to which students, nursing instructors, and hospital nurses had responded were analyzed ; besides, there were four times of special lectures by the experts in the related field, 4 times of seminars and 23 times of workshop programs for the same purpose.
The results are as follows
1. Basic study for the revision of curriculum
1) Analysis of present curriculums of junior nursing colleges
(1) Analysis of present educational philosophy & purpose of 34 colleges which had responded to the data collection, only 8 colleges(23.5%) elucidated educational philosophy and 28 colleges(82.4 %) elucidated the educational purpose in their curriculums.
(2) Analysis of educational contents and of need for curriculum improvement. Credits opened were 126 to 146, with average of 136.
As to the educational contents, most of them used curriculum proposed by the Ministry of Education.
The results of questionnaire survey, 82% of objects recognized need for improvement of present curriculum showed, in the order of frequency, insufficient credits of liberal arts course (17.4%), lack of chances for the continuous education (17.4%) and the gaps between theory and practice (13.8%).
Perceived problems of present curriculum by this research team are identified by operational technique and they are as follows
(1) Obscurity of educational philosophy and purpose, lack of uniqueness.
(2) Application of medical model with little connection to nursing theory.
(3) Insufficient liberal arts course for understanding of humanities.
(4) Lack of establishment of professional outlook.
(5) demands of the time and society are not reflected on.
(6) basic science not centered on nursing study.
(7) Repetitions among courses.
(8) inordinate credits of required major subjects.
2) Important concept specified as one that should be elucidated on educational philosophy of junior nursing college.
As to the important concept that should be elucidated on educational philosophy, marking above 4 point out of 5 point measurement was shown on all the items human being, health, environment, nursing education, society, learning, democratic citizen, student, professor and school-which presented- as the concept in questionnaire.
3) Important concept specified as needed to be included in contents of education.
As to the important concept needed to be included in the concept of education, showing above 4 out of 5 point measurement were health service activities, research activities, community diagnosis activities, continuing education activities.
2. Establishment of curriculum
1) Educational philosophy and purposes
The basic concepts of educational philosophy of revised curriculum included concepts of humanity, health, environment, nursing care, nursing education and Red Cross spirit which is the establishing concept of this college.
The educational purpose, were established with inclusive explanations on concrete behavioral terms of those concepts, and activities and functions of a graduate nurse. 2) Liberal arts courses As the distribution ratio of liberal arts courses and major subjects now in use was 24 credits(22 %) to 96 credits(78 % ). We strengthened liberal arts course by increasing the ratio of 30 credits(25%) to 90 credits(75 % ). 6 courses of optional liberal arts now available was increased to 10 courses in order to give more opportunity for selection. 3) Nursing courses As to the theoretical bases of nursing study courses, need model consisted with ´two subcategories ; physical needs consisted of oxygen, effective circulation, appropriate nutrition, elimination, appropriate physical exercise, rest, adjustment and sensation, sex, reproduction, skin and personal hygiene, psychosocial needs included development of growth, mental care, communication and interpersonal relationship, spiritual desire. As for naming of the physical need category courses for the revision of curriculum, we called oxygen need nursing, nutrition and elimination need nursing, adjustment and sensation need nursing, activity and rest need nursing, etc ; and as to the courses of mental need category, we named as mental health nursing, The rest which could not be classified under these categories are named as community health nursing, nursing management, nursing ethics, child growth and health, and emergency disaster nursing. In the aspect of credit, that 51 credits of required-major subject being reduced to 45 credits, while 15 credits of, optional-major subject increased to 19 credits, strengthened wide selection of optional-major ; for the clinical nursing areas, we named as clinical nursing I, I[, IIf, N, V, and community health nursing. As to the. credits of clinical experience, 23 credits now in effect was adjusted to 24 credits by giving 4 credits to each course. 4) Basic science By adjusting 15 credits of present basic science requirements to 12 credits, part of the contents of basic science was include to nursing course, and three new courses of optional course were established to give more chance of selection in the field of basic science education. 5) Organization of educational contents. As to the organization of educational contents, an increment method was adapted for its planning. Education on basic concept of nursing study and human understanding were planned in the lower grade of college ; contents of education were organized in the concept of gradual step, that is, from general contents to specific ones, easy contents to difficult ones, simple contents to complicating ones. Arrangement of major subject of nursing study was made from the concept of simplicity to complicacy, easy contents to difficult ones, and individual matters to group matters. Contents of physical need nursing were organized under the principle of arrangement of horizontal scheming with even credits through the 2nd and the 3rd grade. Suggestions Based on the above results, following suggestions have been made First, curriculum of each nursing education institution needs to be constructed, operated, and continually evaluated in the theoretical view point under the firm educational philosophy and purpose. Second, it needs a further study on what course of liberal arts to be selected and how to be instructed in order to develop human nature of nursing students and to stimulate for their creative talents. Third, this first study intended only to establish educational philosophy and purposes, and to construct overall educational contents according to need mode. The-follow-up study is needed on organization of contents, aspect of curriculum evaluation and clinical nursing experience. Fourth, a follow-up study on educational contents for each course and syllabuses according to revised curriculum is needed.
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KeyWords
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원문 및 링크아웃 정보
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등재저널 정보
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