Purpose This study aimed to identify factors influencing communication competence among hospital nurses. Methods: The participants were 136 nurses working at five general or tertiary hospitals with over 100 beds in Busan, Ulsan, and Geoje Island. Data were collected using structured self-report online questionnaires from July 18 to August 31, 2023. The data were analyzed using descriptive statistics, the t-test, one-way analysis of variance, the Scheffé test, Pearson's correlation coefficients, and stepwise regression analysis using IBM SPSS version 25.0. Results: Self-awareness (β=.43, p<.001), a relationship-oriented organizational culture (β=.34, p<.001), working in a surgical ward (β=.19, p=.003), communication efficacy (β=.17, p=.011), hierarchy-oriented organizational culture (β=.16, p=.011), and working in a special unit (β=-.14, p=.023) were factors that significantly influenced nurses' communication competence. The model explained 52% of the variance in communication competence (F=28.43, p<.001) Conclusion: To improve communication competence in hospital nurses, healthcare institutions should provide learning opportunities to improve nurses’ self-awareness and communication efficacy. It is also essential to establish rules and order within a hierarchy-oriented organizational culture, while simultaneously promoting a relationship-oriented organizational culture based on trust and respect among colleagues.
Purpose This study aimed to evaluate the performance of a clinical ladder system in a tertiary hospital by examining how nurses' clinical competence and perceptions of the system affect organizational commitment. Methods The study involved 394 nurses working at a tertiary hospital. Data were collected from May 3 to July 10, 2023, using a self-reported questionnaire. Statistical analyses, including descriptive statistics, independent t-tests, one-way ANOVA, Kruskal-Wallis test, Scheffé post-hoc test, Pearson correlation, and hierarchical regression analysis, were performed using SPSS 27.0. Results Nurses who applied for promotion to the CN III level and current CN III nurses reported higher clinical competence, perceptions of the clinical ladder system, and organizational commitment than those who did not and those at lower levels (p<.001). A positive correlation existed among all independent variables.
Controlling for general characteristics, the effects of clinical competence and perceptions of the clinical ladder system explained 49% of organizational commitment variance (Adjusted R 2 =.49, F=33.43, p<.001). Conclusion Greater clinical competence and positive perceptions of the clinical ladder system are likely to enhance organizational commitment, emphasizing its effectiveness in fostering better organizational outcomes.
Purpose This study aims to identify the moderating effect of nursing organizational culture on the relationship between resilience and clinical competence among new graduate nurses. Methods A survey was conducted from March 14 to July 14, 2023, targeting 210 new nurses with 3 to 12 months of experience, working in three general hospitals in Seoul and Gyeonggi-do. Data from 193 respondents were analyzed using descriptive statistics, correlation, and hierarchical regression. Results The resilience of new graduate nurses was moderate and their clinical competence was rated as good. They perceived a strong hierarchy-oriented culture, followed by a relationship-oriented culture, an innovation-oriented culture, and lastly, a task-oriented culture. Clinical competence was higher with greater resilience (β=.40, p<.001) and stronger perception of hierarchy-oriented culture (β=.16, p=.013). The interaction between resilience and innovation-oriented culture (β=.22, p=.012) was statistically significant, indicating that the effect of resilience on clinical competence was significantly higher when the innovation-oriented culture was strongly perceived. Conclusion To improve the clinical competence of new graduate nurses, it is essential to enhance their personal resilience and, at an organizational level, to strengthen the positive aspects of hierarchy-oriented and innovation-oriented cultures.
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Purpose The study was conducted to identify the influencing factors the quality of work life in emergency nurses during prolonged COVID-19. Methods Data was collected on 197 emergency nurses, from November 8 to December 8, 2022. Data were analyzed based on descriptive statistics, t-test, ANOVA, Scheffé test, Pearson's correlation, hierarchical multiple regression analysis. Results There was significant positive correlation between disaster nursing core competencies, coping flexibility, and quality of work life. The primary factors that significantly affected the quality of work life of emergency nurses were disaster nursing core competencies (β=.66, p<.001) and emergency department experience (β=.19, p=.030). The explanatory power of variable was 60%. Conclusion As a result of the study, it was confirmed that disaster nursing core competencies were the factor that had the greatest impact on the quality of work life of emergency nurses. Thus, it is expected that regular simulation training and education to improve the disaster nursing core competencies of emergency nurses.
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Purpose To identify the mediating effect of the communication competence on the relationship between emotional intelligence and nursing managerial competence among experienced nurses. Methods A total of 186 nurses with more than 10 years of experience working in six general hospitals participated. Data were collected using a selfreported questionnaire and analyzed using SPSS Statistics ver. 23.0 and SPSS Process Macro for descriptive statistics, independent t-test, one-way analysis of variance (ANOVA), Scheffé test, Pearson’s correlation coefficient, multiple regression analysis, and bootstrapping method. Results Nursing managerial competence was significantly associated with emotional intelligence (r=.32, p<.001) and communication competence (r=.42, p<.001). Additionally, communication competence had a complete mediating effect on the relationship between emotional intelligence and nursing managerial competence (indirect effect=0.45, boot SE=0.11, 95% boot CI=[0.25, 0.67]). Conclusion Strategies for enhancing the experienced nurses’ nursing managerial competence should be considered to improve communication competence as well as emotional intelligence and develop nursing managerial competency-related education programs by career stages. In particular, the nursing management competency-related education should focus on improving human resource management and planning competences.
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Purpose The purpose of this study was to develop and validate the Job Competency Scale (JCS) for insurance review nurses working in hospitals. Methods The initial items were generated through a literature review and interviews with 10 experts. The content validity of the items was evaluated through content validity and face validity tests. Data from 301 insurance review nurses working in hospitals were analyzed using item analysis, exploratory and confirmatory factor analysis, and convergent validity; reliability was tested using Cronbach’s ⍺. Results The final JCS consisted of 25 items and five factors (knowledge integration, professional ethics, communication and interpersonal relationship, information literacy and problem solving, self-development) that explained 72.4% of the variance. Confirmatory factor analysis indicated that the theoretical model comprising 25 items satisfied all goodness-of-fit parameters. Convergent validity was confirmed by the Task Performance Scale for insurance review nurses (r=.53, p<.001). The total Cronbach’s ⍺ score for scale was .94. Conclusion The JCS was found to be a reliable and valid instrument that can be used to measure the job competency of insurance review nurses working in hospitals.
Purpose This study examined the variations in nursing competence and job satisfaction across different career stages. Additionally, it explored the effect of nursing competence on job satisfaction within each career stages. Methods Participants were 468 nurses working at a university hospital in B city. Data collection was conducted using self-report questionnaires from April 1 to 15, 2020. The data were analyzed descriptive statistics, one-way ANOVA, Scheffé test, and multiple regression analysis employing SPSS 23.0. Results General nursing competence improved significantly after the proficiency stage. Care execution and critical thinking were improved as nurses progressed from the novice to the advanced beginner stage. Additionally, communication showed progress in the competent stage. Furthermore, responsibility and self-development were improved after the proficiency stage.
Among the sub-competencies examined, self-development, care execution, and communication significantly influenced the job satisfaction of a nurse’s career. Moreover, self-development was influential at all stages. Conclusion This study shows that there was no substantial improvement in nursing competencies as they progressed through various career stages. Self-development was the most crucial sub-competence impacting job satisfaction, with the effects of the sub-competencies varying across career stages. These results will aid in planning clinical continuing education and formulating policies to enhance nurse competency.
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Purpose The purpose of this study was to investigate the influences of hospital nurse's organizational communication satisfaction and safety climate on their medication safety competence.
Methods: Data were collected from 131 hospital nurses who administer medications at hospitals in the metropolitan areas. Data were analyzed utilizing descriptive statistics, t-test, ANOVA, Scheffe’s test, Pearson’s correlation coefficients, and hierarchical multiple regression.
Results: Medication safety competence was significantly relations to organizational communication satisfaction (r＝.52, p＜.001) and safety climate (r＝.54, p＜.001). Organizational communication satisfaction, safety climate, age 31~35 years and over 36 year, clinical experience 5~10 years and 10 or more years and surgical department influenced on medication safety competence. These factors explained 47.0% of clinical nurse's medication safety competence (p＜.001).
Conclusion: Organizational communication satisfaction and safety climate had effects on nurses’ medication safety competence. It is needed to formulate strategies to make an organizational climate where the level of communication within the hospital improve and safety is considered a top priority to increase the medication safety competence of hospital nurses.
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Purpose The purpose of this study was to investigate the influence of emotional intelligence, and professional self-concept on compassion competence in psychiatric nurses.
Methods: Participants were 180 psychiatric nurses working on psychiatric wards in university hospitals and psychiatry specialized hospitals. Data analysis was performed using stepwise multiple regression with SPSS/Win 24.0.
Results: Compassion competence significantly differed by age (F=3.31, p=.021), marital status (F=4.12,p=.017), educational background (F=5.46, p=.005), clinical career (F=6.26, p=.002), type of duty (t=-3.01, p=.003), salary (F=3.48, p=.033), current position (F=4.66, p=.011), qualification (t=-2.23, p=.023), compassion education experience (t=3.32, p=.001) and workplace (t=-2.46, p=.015). The compassion competence of psychiatric nurses was positively correlated with professional self-concept (r=.57, p<.001) and emotional intelligence (r=.63, p<.001). The significant predictors of compassion competence were self-emotion appraisal (β=.30, p<.001), professional practice (β=.21, p=.007), use of emotion (β=.19, p=.020), clinical career (β=.18, p=.003), workplace (β=.15, p=.010), communication (β=.12, p=.034) and compassion education experience (β=.11, p=.044). The explanatory power of these factors was 48% of the variance.
Conclusion: In order to enhance the compassion competence of psychiatric nurses, it is important to improve emotional intelligence and strengthen professional self-concept. Political efforts of organizations supporting compassionate nursing practice are also necessary.
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Purpose This study aimed to develop an educational informatics system for nursing faculty to improve their competencies in teaching patient safety and to evaluate the effectiveness of the system.
Methods: We developed a system called, ‘Resource to Enhance Safety Competency and Utilize for Education’ (RESCUE) based on the World Health Organization Multi-professional Patient Safety Curriculum Guide, and it was implemented with full-time nursing faculty in 4-year nursing schools. A one-group pretest-posttest design was used for evaluation. A total of 46 nursing faculty members used the system during a 3-month period. The effects of the RESCUE were measured using a survey including patient safety teaching competency, system usability and user satisfaction. Data were analyzed using descriptive statistics and the Wilcoxon signed-rank test.
Results: After using the RESCUE, participants showed a significant increase in self-confidence in teaching patient safety during lectures (Z=-3.61, p<.001) and practica (Z=-3.14, p=.002).
Conclusion: The developed informatics system was shown to be effective in improving the self-confidence of nursing faculty in teaching patient safety. To effectively integrate patient safety topics into the curriculum, it can be helpful to utilize the educational materials provided in this study with various clinical cases.
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PURPOSE The purpose of the study was to identify characteristics of nursing and caring concepts measured by nursing competencies or caring behaviors tools for general nurses working in acute care hospitals. METHODS Five major nursing literature databases were used to identify the relevant tools. The study included 19 nursing competencies tools with a total of 843 measurement items and 12 caring behaviors tools with 334 items. According to the International Council of Nurses (ICN)'s Competencies Framework and 8Cs suggested by Roach (1987) and Pusari (1998), the measurement items were classified by two researchers independently first and in agreement finally. RESULTS Competency of ‘key principles of care’ including sub-areas of the ICN Framework was most commonly found: on average 49.3% of nursing competencies items and 91.9% of caring behaviors items. 97.0% of the caring behaviors items were classified into one of six Cs: competence (27.5%), confidence (21.3%), compassion (17.1%), commitment (16.5%), communication (9.9%), or conscience (4.8%). CONCLUSION Nursing competencies tools were more likely to measure ‘what to do’ focusing on tasks, while caring behaviors tools were to measure ‘how to do’ focusing on nurses' attitudes or values. Nursing practices should be evaluated with both nursing competencies and caring behaviors tools, considering that nursing and caring were differently conceptualized in the quantitative tools.
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PURPOSE This study was designed to identify a path model that anticipates the interpersonal competence of nurses by anticipating factors that explain interpersonal competence within an organization, and analyzing the effects of these factors. A hypothetical model was formulated based on a literature review of interpersonal competence. For the study, influential factors were divided into two variables: exogenous variables including communication style, coaching leadership, and social support, and endogenous variables of self-efficacy, job satisfaction, and organizational commitment. METHODS The sample included 202 hospital nurses. Data were collected through questionnaires and analyzed using SPSS and AMOS. RESULTS The overall fitness was good (chi2=74.707, p<.001), d.f=19, chi2/df= 3.932, GFI=.940, AGFI=.826, RMR=.009). Social support, self-efficacy, horizontal communication and organizational commitment directly affected the interpersonal competence of the nurses, and informal type of communication, horizontal, upward communication and coaching leadership indirectly effected the interpersonal competence of the nurses. Horizontal communication, social support, self-efficacy, and organizational commitment explained 46.5% of the variance in interpersonal competence of nurses. CONCLUSION Based on the study results, nurses in hospitals need informal types of communication, horizontal, upward communication and coaching leadership to increase their interpersonal competence.
PURPOSE In this study, behavioral styles of Dominance, Influence, Steadiness, and Conscientiousness (DISC) were examined and differences in job satisfaction and clinical competence among newly hired nurses were explored. METHODS For this explanatory correlational research, 176 newly hired clinical nurses were recruited from three university hospitals and one general hospital located in Seoul and Gyeonggi province. Data were collected in August, 2013 though self-report questionnaires. RESULTS The distribution of behavioral styles was 11.4%, 42%, 29% and 17.6% for Dominance, Influence, Steadiness, and Conscientiousness respectively. DISC behavioral styles were associated with sub-areas of job satisfaction such as professional position and doctor-nurse relationship. DISC behavioral styles were significantly associated with the total score for clinical competence and sub-areas of data collection, basic nursing skills, critical thinking, education and leadership, and attitudes toward professional development and practical skills. Multiple linear regression analysis showed that DISC behavioral styles predicted clinical competence (Adj. R2=.14, F=9.42, p<.001). CONCLUSION A focus on cultivating influential and steady behavioral styles among newly hired nurses can be helpful in improving job satisfaction and clinical competence. There is a need to improve interpersonal relationships through a deeper understanding of each person's behavioral style based on the analysis of DISC behavioral styles.
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PURPOSE This study was done to develop a schematized alarm-managing manual for continuous renal replacement therapy (CRRT) and to investigate its effects in maintaining continuity in the patients' treatment and promptly resolving alarms when CRRT is being carried out. METHODS Sixtynurses from two medical intensive care units (ICUs) (one experimental and one control) at one hospital were asked to answer a questionnaire including their CRRT nursing competency and satisfaction with the manual. Data on alarm resolution rate were collected by analyzing existing data, such as the details of each alarm and the number of resolutions around the clock in the CRRT device. RESULTS The alarm resolution rate and some of CRRT nursing competency scores in the experimental group were higher than those in the control group. The experimental group was also satisfied with the manual. CONCLUSION The study confirmed that the schematized alarm-managing manual can be useful for ICU nurses to resolve alarms and can be used as a guideline. Application of this manual to clinical practices and its use can therefore, be encouraged through continuous educationand promotion.
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PURPOSE The purpose of this study was to investigate the relationship among turnover intention, emotional labor, and communication competence in nurses. METHODS The participants for this study were 297 nurses from three general hospitals in two local cites in Korea. Data were collected by self-administered questionnaires from August 26 to September 10, 2013 and analyzed using descriptive statistics, One-way ANOVA, t-test, Pearson Correlation, Stepwise Multiple Regression with the SPSS/WIN 18.0 program. RESULTS The average scores for turnover intention, emotional labor, and communication competence respectively, were 3.45, 3.08, and 3.44 out of 5. The novices recognized that their emotional labor and turnover intention were significantly higher, and their communication competence was lower than other nurses. Nurses' turnover intention had a positive relationship with their emotional labor, but no relationship with communication competence. Job satisfaction, frequency of emotional expression, and emotional dissonance had an effect on nurses' turnover intention. CONCLUSION The results show that emotional labor and job satisfaction are very important factors affecting nurses' turnover intention. So, nurse managers should try to minimize nurses' emotional labor and maximize their job satisfaction by developing various human relationship educational and support programs and using them.
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PURPOSE The purpose of this study was to identify clusters of nursing competency, and investigate the influence of reflective thinking, team learning climate, and learning organization building according to nursing competency clusters. METHODS Participants were 244 clinical nurses who worked in 4 general hospitals in Gwangju Metropolitan City. Data were collected by self-report questionnaires during June and July, 2011. Nursing competency, levels of reflection hierarchy, team learning climate, and learning organization building were measured. Data were analyzed using frequencies, means, t-test, one-way ANOVA, Pearson correlation coefficients, and K-means cluster analysis with SPSS/WIN 20.0 version. RESULTS Nursing competency correlated positively with intensive reflection, reflection, team learning climate, and learning organization building (p<.001). There were three clusters of nursing competency in a clinical ladder, which were derived from cluster analysis, grouped as high, middle, and low competency. Intensive reflection, reflection, team learning climate, and learning organization building showed significant differences according to grouping of nursing competency. CONCLUSION The results indicate that developing intensive reflection, reflection, team learning climate, and learning organization building would be useful strategies for enhancement of nursing competency.
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PURPOSE As Korean society has rapidly become multicultural in the last few decades, it is essential for nurses to become culturally competent to provide effective care for ethnically and culturally diverse populations. Considering the advantages of standardized instrument, there is a need to evaluate current cultural competence instruments to assess adaptability to Korean nurses. METHODS Using Macdowell's instrument evaluation guideline, a review and evaluation was done of the Inventory for Assessing the Process of Cultural Competence among Healthcare Professionals (IAPCC) and Cultural Competence Assessment (CCA), which were both developed based on cultural competence theoretical models and have been commonly used in nursing research. Two other Korean instruments were also evaluated. RESULTS The instruments reviewed have limitations in reliability and validity, as well as cultural background and development process, for measurement of cultural competence in Korean nurses. CONCLUSION The results of this study indicate that it is necessary to discuss and agree on a definition of what cultural competence is and to develop instruments to measure cultural competence in Korean nurses.
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PURPOSE This study was done to provide information on issues of nursing core competencies needed in the fields of nursing practice for graduates in nursing, from the perspective of nursing managers, and to make suggestion for improving nursing education programs. METHODS Ten nursing managers participated in this study. They were in charge of clinical nursing education in the fields of nursing practice. Data were collected using focus group interviews and analyzed with the content analysis methodology of Downe - Wamboldt's. RESULTS Six types of nursing core competency - therapeutic nursing competency, professional nursing competency, administrative nursing competency, humanistic nursing competency, relational nursing competency, and personal nursing competency - were identified as nursing core competencies needed in the fields of nursing practice for graduates in nursing. CONCLUSION Results of the study show important evidence for decision-making about nursing curriculum revision based on nursing core competency, both in the classroom and in nursing practice areas. These results should contribute to the development of evaluation indicators for nursing students or new nurses. Further research is required to measure degree of nursing core competency in graduates of nursing and to identify the effect of competency-based education for improving nursing core competency.
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PURPOSE This study was done to examine effects of task performance style, communication ability and their interaction on problem-solving ability and nursing competency of nursing students participating in a nursing management practicum. METHODS The study was a non-equivalent control group non-synchronized design. Participants were 56 fourth year nursing students (25 in the cooperative task group and 31 in the individual task group) and data were collected from March to September 2010. Additionally, two groups were classified based on communication ability of students and four groups were classified by their task performance style and communication ability. Problem-solving ability and nursing competency were measured pre- and post-test and compared between groups. Data were analyzed using SPSS Windows 17.0 program. RESULTS Neither problem-solving ability and nursing competency were statistically significantly different according to task performance style. Nursing competency was statistically significantly higher in the high communication group compared to the low communication group. Problem-solving ability was significantly different among the four groups classified by task performance style and communication ability. CONCLUSION Nursing educators may need to improve students' communication ability to improve nursing competency and also assign different tasks based on communication ability of nursing students to improve problem-solving ability.
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