A Study on Assessment System for Nursing Bachelor Degree Program Outcomes: Focused on Communication Ability Improvement

Kim, Bok Nam; Kim, Soon Ok

doi:10.11111/jkana.2014.20.2.154

Cited by 9 publications

(2 citation statements)

References 12 publications

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“…1 Nursing educators should intend to evaluate communication ability using indirect and direct methods, and the former represents communication scales in nursing education. 2 However, there was a lack in the scales in the nursing education. 3 Therefore, this study aims to develop the Korean version of the Compassionate Communication Scale.…”

Section: Introductionmentioning

confidence: 99%

Reliability and validation of the Korean Compassionate Communication Scale

Park

Song

2019

Frontiers of Nursing

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Objective The aims of this study were to develop the Korean Compassionate Communication Scale and to test its validity and reliability. Methods The Korean Compassionate Communication Scale was developed based on English version. This study is a methodological one in its approach. Results The Korean version of Compassionate Communication Scale contained 20 items and was divided into three factors that explained 63.4% of the total variance. This scale demonstrated excellent convergent and discriminant validity (100%), and criterion-related validity (Global Interpersonal Communication Competence r = 0.494; self-compassion: r = 0.317). Internal consistency was acceptable, and Cronbach’s α of the total items was 0.85. Conclusions This study examined The Korean Compassionate Communication Scale as an appropriate measurement of communication ability for nursing practice. Therefore, this scale suggests that the developed 20 items of the Compassionate Communication Scale can be used for therapeutic relationship and nursing education.

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Section: Introductionmentioning

confidence: 99%

Reliability and validation of the Korean Compassionate Communication Scale

Park

Song

2019

Frontiers of Nursing

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“…. 이러한 CQI의 본질적인 의미는 해당 조직의 특성과 상황에 대한 체제적인 변인을 고려한 지속적인 품질 향상을 위한 방법으로 [3], 대학교육 상황에서는 교육과정을 설계하고 이를 실행하는 과정에서 교육의 성과를 측정 및 평가하여 수업 및 교육과 정을 개선하는 환류체계에 바탕을 두고 있다 [2,4,5].…”

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Implementing Medical Education Continuous Quality Improvement Using Design‐Based Research

Lee¹,

Park²,

Kim³

et al. 2020

Korean Med Educ Rev

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The goal of this study is to present efficient measures to improve the quality of medical education through using a developed and applied continuous quality improvement (CQI) model suitable for medical education. To achieve this purpose, we developed a theoretical CQI model through a review of the literature according to the design-based research method. Through repetitive productive cyclical processes and professional reviews, we finally deduced an appropriate CQI model for medical education. The most important results of this study are as follows: First, the CQI model for medical education is defined as a quality management system with a cyclical course of planning, implementation, evaluation, and improvement of medical education. Second, the CQI model for medical education is composed of quality management activities of educational design, work, and evaluation. In addition, each activity has the implementation strategies of planning, doing, checking, and improving based on the PDCA model (Plan-Do-Check-Act model). Third, the CQI model for medical school education is composed of committees related to medical education doing improvement activities, as well as planning, implementing and evaluating it with CQI. As a result, we can improve teaching by using the CQI model for medical education. It is more meaningful because this gives us organized and practical measures of quality management and improvement in medical education as well as in the educational process.

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