| Ji Young Kim | 3 Articles |
Purpose
To examine the effects of a remote videoconferencing-based expressive writing program on the posttraumatic stress, resilience, and posttraumatic growth among traumatized nurses. Methods A randomized controlled group study with a pretest-posttest design was adopted. Data were collected between August 18 and November 6, 2020 from 48 nurses who experienced trauma working at a hospital in Jeonbuk Province (24 participants each in the experimental and the control groups). The experimental group participated in six sessions of the expressive writing program following the principles of Pennebaker’s expressive writing. Sessions (duration 90 minutes) were conducted twice a week for three weeks. Results Compared with the control group, the experimental group exhibited a statistically significant difference in posttraumatic stress (F=135.41, p<.001), resilience (F=94.88, p<.001), and post-traumatic growth scores (F=109.28, p<.001) immediately following intervention, and these scores were maintained at the 3-week follow-up. Conclusion The findings suggest that the expressive writing program can be effectively used for the prevention and management of posttraumatic stress in nurses at a risk of trauma.
Purpose
This study aimed to compare the value congruence of nurse-patient assignment (NPA) with work performance in the neonatal intensive care unit (NICU). Methods: Data were collected with 30-items on factors that affect NPA and 17-items on work performance. Two questionnaire surveys each were conducted with 79 nurses from the NICU. The difference between expectations and actual experience on NPA were analyzed, and the effects of NPA on work performance and overtimes were investigated. The collected data were analyzed with a paired t-test, analysis of variance, and Pearson’s correlation coefficients using the SPSS software version 20.0. Results: The NPA criteria were surveyed with 30 items, with 13 patient-related, and 17 nurse-related. The validity of the tool was S-CVI .95 and the reliability (Cronbach’s ⍺) was .942. There were significant differences based on age (F=3.69, p=.029) and caring for patients on an artificial ventilator (t=2.55, p=.013). The higher the patient-related actual assignment score, the higher the nurse-related actual assignment score (r=.68, p<.001) and work performance (r=.48, p<.001). As the nurse-related actual assignment score increased, work performance also increased significantly (r=.36, p=.001). Conclusion: It was confirmed that the value congruence of NPA is positively correlated with work performance. Citations Citations to this article as recorded by
PURPOSE
The purpose of this study was to identify the relationship among the factors of self-awareness, other-awareness and communication ability, and how they relate to communication ability in nursing students. METHODS For data collection 237 nursing students completed self-report questionnaires. Data were analyzed using independent t-test, one-way ANOVA, Pearson correlation coefficients, and stepwise multiple regression. RESULTS Self-awareness, other-awareness and communication ability of the participants showed moderate levels of self-awareness, other-awareness, and communication ability. There were significant positive correlations between self-awareness and communication ability (r=.59, p<.001). and between other-awareness and communication ability (r=.22, p=.001). Social anxiety, private self-awareness, and internal other-awareness were significant factors, which explained about 37% of the variance in communication ability. CONCLUSION These findings suggest that a systematic and effective curriculum focused on self-awareness and other-awareness should be developed for nursing students in order to promote their communication ability. Citations Citations to this article as recorded by
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