Purpose: This study aimed to identify the concrete educational needs of visiting nurses working in a community health setting in Korea.Methods: We conducted four focus group interviews from October 7 to October 18, 2021. Twenty-five visiting nurses who worked in public health centers were recruited through purposive sampling. A qualitative content analysis was used to analyze the interview data.Results: The demands of educational contents for visiting nurse safety management practical training were: (1) coping with physical and verbal violence, (2) coping with sexual violence, (3) infection control for infectious diseases with a high prevalence in the community, and (4) preventing and coping with animal bites during home visits. In addition, visiting nurses suggested training programs that comprised: (1) case-based learning, (2) short video clips, and (3) recurrent integrated education.Conclusion: Safety management training programs for visiting nurses should be implemented to the extent that they add no burden on their workload and are easily accessible at any time. In addition, training programs should be based on actual cases and be focused on contents that can be applied in home visit situations. A practical safety management training program should be developed based on the educational needs of visiting nurses, as identified through this study.
ObjectivesAlthough home‐visit healthcare programs in Korea are expected to expand, providing hands‐on experience to nursing students may be limited. This study aimed to develop and evaluate a problem‐based learning (PBL) simulation module that reflects home‐visit healthcare services provided by public health centers for pre‐frail older adults.Design and SampleThe simulation module, including PBL as prebriefing, was developed by the researchers and revised based on expert reviews. The module was evaluated using a mixed‐method embedded one‐group post‐test‐only design with focus group interviews (FGIs). Quantitative data (n = 29) were collected between April and June, 2021. FGIs (n = 10) were conducted twice in June 2021, and qualitative data were analyzed using an inductive content analysis approach.ResultsThe average score of the Simulation Design Scale was 4.67 ± 0.36. The overall mean score of the Educational Practices Questionnaire was 4.75 ± 0.37. Three themes emerged from the FGIs: immersive learning experience, changes in perspective on nursing, and enhanced nursing competency.ConclusionThis PBL‐based simulation module was evaluated as a systematic learning process in which nursing students could become self‐directed learners, interacting and collaborating with colleagues, instructors, and environments. The module encourages them to practice home visit services.
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