Only few studies have examined the preceptor training courses and their effects on clinical teaching behaviors (CTBs) of preceptors. This study investigated preceptors’ experiences in educating new graduate nurses and the effect they had on clinical teaching behavior (CTB) based on whether they participated in a preceptor training program. A descriptive online survey method was used, and the participants included 180 registered nurses who were preceptors. The Clinical Teaching Behavior Inventory (CTBI-22) was used, and perceptions of teaching experiences were measured by six items. Data were analyzed using multiple linear regression. Preceptors working at general hospitals or hospitals were less likely to have participated in a preceptor training program than those working at tertiary hospitals. The overall mean score of CTB was 89.30, and “guiding inter-professional communication” showed the lowest mean score. Positive perceptions of preceptorship experiences were positively related with CTB, and the number of precepting experiences affected CTB only for nurses having undergone preceptor training courses. The use of role-playing as a method in training courses positively affected preceptors’ CTB. These findings suggest that preceptors need support from nurse managers and colleagues, and preceptor training programs should be developed.

This study examined and verified the level of e-health literacy (e-HL) and infection preventive behaviors related to COVID-19 among undergraduate students majoring in healthcare. An online survey was conducted with 274 university students majoring in nursing, clinical pathology, and occupational therapy in South Korea. The e-HL consisted of functional, communicational, and critical literacy, and preventive behaviors were based on the Prevention Guideline on Droplet Infection. The mean score for e-HL was 3.62, with nursing students obtaining the highest scores. The overall e-HL score and the scores on its three sub-dimensions were related to infection-preventive behaviors. Moreover, e-HL affected infection-preventive behaviors (p < 0.001). Findings from this study highlight the necessity of education for improving the e-HL of undergraduate students majoring in healthcare to strengthen infection-preventive behaviors and protect patients from infectious diseases.

The current study aimed to examine patient experience scores and differences in the scores based on the region and nurse staffing level of hospitals as well as to verify the effect of nurse-related patient experience scores on the overall rating of hospitals. Secondary data from the second Korean Patient Experience Survey—conducted using the cross-sectional design method—were analyzed, and 146 hospitals were included. Patient experience scores included six dimensions, and hospitals were categorized as: tertiary or general hospitals based on their type; capital and non-capital region hospitals based on regions; and beds-nurse or patients-nurse ratios were used based on nurse staffing levels. Pearson’s correlation, simple regression, and multiple regression analysis methods were used. Among the six patient experience dimensions, the nurse-related patient experience score of 86.0 was the highest, whereas patient rights score of 78.4 was lowest. Moreover, the patient experience score for general hospitals with low nurse staffing grade was low, and the nurse experience score affected the overall hospital rating in general hospitals (p = 0.040). Policies to improve nurse staffing level are required to provide high-quality nursing care focused on communication with patients, which can enhance patient experience and satisfaction.

조성현, et al. J Korean Acad Nurs Adm. 2021 Jun;27(3):191-203. https://doi.org/10.11111/jkana.2021.27.3.191

이지윤, et al. J Korean Acad Nurs Adm. 2023 Sep;29(4):446-456. https://doi.org/10.11111/jkana.2023.29.4.446

Aim: This study aimed to report not only the frequency and source of work interruptions but also nurses’ responses to them, focusing on multitasking during medication‐related work. It also examined the differences in work interruption according to the nursing care delivery system. Background: Work interruptions increase nurses’ workload complexities and errors, as they compromise nurses’ attention. Design: The time and motion cross‐sectional observational study method was used. Method: Data were collected between September 4 and 15, 2023, from six nurses in a functional nursing care delivery unit and five nurses working eight‐hour shifts in an integrated nursing care unit at a general hospital in South Korea. The Work Observation Method by Activity Timing program was used to record the tasks performed by nurses. Results: The number of interruptions, including multitasking per hour, was 11.21 and 9.27 for the functional nursing care delivery unit and the integrated nursing care unit, respectively. The most interrupted locations were the nurse station (41.6%) and patient rooms (35.4%) in each unit, respectively. Common sources of interruptions were other nurses and patients in both units, followed by family or caregivers in the functional nursing delivery unit and equipment malfunction in the integrated nursing care unit. Nurses responded to work interruptions during medication administration, multitasking 2.79% and 3.02% of the time they administered medication in the functional nursing care delivery unit and integrated nursing care unit, respectively. The most common task in multitasking with medication involved communicating with other professionals. Conclusions: Interruptions and multitasking disrupt medication‐related tasks in healthcare environments and require strategies to mitigate frequent work interruptions. Implications for Nursing Management: Efforts aimed at mitigating interruptions that disrupt patient safety, including preventing medication errors and developing interventions based on differences in the nursing delivery system, are needed.