본 연구는 비뇨의학과 간호사의 청결간헐적도뇨교육의 인식, 문제점, 수행정도를 파악하고 청결간헐적도뇨교육 수행에 미치는 요인을 확인하여 향후 청결간헐적도뇨교육의 개선과 건강보험수가 신설방안을 모색하는데 기초자료를 제공하기 위한 서술적 조사연구이다. 본 연구는 2020년 3월 13일부터 2020년 4월 30일까지 전국의 종합병원 이상 병원의 비뇨의학과에서 1년 이상 근무하고, 청결간헐적도뇨교육 경험이 있는 간호사 243명을 대상으로 시행되었다. 본 연구의 도구는 자가 보고식 설문지를 사용하였고,수집된 자료는 ...
본 연구는 비뇨의학과 간호사의 청결간헐적도뇨교육의 인식, 문제점, 수행정도를 파악하고 청결간헐적도뇨교육 수행에 미치는 요인을 확인하여 향후 청결간헐적도뇨교육의 개선과 건강보험수가 신설방안을 모색하는데 기초자료를 제공하기 위한 서술적 조사연구이다. 본 연구는 2020년 3월 13일부터 2020년 4월 30일까지 전국의 종합병원 이상 병원의 비뇨의학과에서 1년 이상 근무하고, 청결간헐적도뇨교육 경험이 있는 간호사 243명을 대상으로 시행되었다. 본 연구의 도구는 자가 보고식 설문지를 사용하였고,수집된 자료는 SPSS version 25.0을 이용하여 t-test, one way ANOVA, Scheffe test,-test, logistic regression로 분석하였다.
주요 연구결과는 다음과 같다.
1. 본 연구대상자는 남자 42.8%, 여자 57.2% 였으며, 평균연령은 31.55세로 나타났다. 또한 미혼이 71.6%, 학사졸업이 85.6%, 비뇨의학과 소속부서 전담간호사라고 응답한 비율은 46.5%로 나타났으며, 비뇨의학과 업무경력은 3년 미만이 50.2%로 가장 많았다. 본 연구 대상자의 98.8%는 청결도뇨교육 관련 연수나 교육받은 경험이 없었고, 겸직 없이 환자대상 청결간헐적도뇨교육만을 담당한다는 간호사는 1.2%에 불과한 것으로 나타났다.
2. 청결간헐적도뇨교육 인식에서 본 연구대상자들은 5점 만점에 전체평균 2.63점으로 나타나 비교적 본 교육에 대한 인식은 낮은 것으로 나타났다. ‘환자교육중요성’이 가장 높은 요인, ‘간호활동기록’이 가장 낮은 요인이었다.
3. 청결간헐적도뇨교육 문제점에서는 5점 만점에 전체평균 3.90점으로 나타나 평균 이상의 높은 점수로 측정되어 본 교육의 문제점은 많은 것으로 나타났다. ‘교육 인프라’가 가장 높은 요인, ‘간호사의 교육 접근성’은 가장 낮은 요인이었다.
4. 청결간헐적도뇨교육 수행정도에서는‘독립적 공간이 마련되어 있지 않다’가 85.6%로 높게 나타났고, ‘부서 내 공식지침이 없다’가 72.8%로 나타났다. ‘매년 교육을 수립한다’에서는‘아니다’가 95.5%였고‘ 92.2%는 성별을 고려하여 교육을 하는 것으로 나왔다. ‘환자와 보호자와 같이 교육하는지’에 대해서는 ‘그렇다’54.3%, ‘아니다’ 45.7%로 비슷하게 나왔다. 월평균 교육 실시 횟수는 평균 4회, 환자당 평균 교육소요 시간은 평균 32분, 한 환자당 교육 실시 횟수는 평균 2회로 나타났다. 교육 시 활용하는 매체로는 배뇨장애요실금학회 지침서, 교육 방법으로는 청결간헐적도뇨 실습 교육이었다.
5. 청결간헐적도뇨교육 수행에 영향을 미치는 요인으로 교육 수행이 높이는 예측변인으로는 소속부서가 외래인 경우, 환자교육토론, 간호의 전문성으로 확인되었다.
6. 청결간헐적도뇨교육의 개선방안 중 ‘교육 시간의 확보’가 68.5%로 가장 높게 나타났고 향후 교육을 강화시켜야할 교육내용은 ‘청결간헐적도뇨의 이해’, ‘잘못된 의학지식’, ‘심리적지지’등 거의 모든 항목이 강화되어야할 교육으로 나왔다. 청결간헐적도뇨교육의 건강보험수가 신설에 대한 인식은 필요하다는 응답이 99.2%로 높게 나타났다.
결론: 비뇨의학과 간호사의 청결간헐적도뇨교육 인식은 낮았고, 교육수행정도는 잘 이루어지지 않았으며, 본 교육을 위한 인프라가 매우 미흡한 것으로 나타났다. 따라서 본 연구결과와 의의를 바탕으로 환자의 요구를 반영하고 표준화된 환자교육의 프로그램 개발과 전문적이고 체계적인 교육을 위한 행정적, 제도적 개선방안인 청결간헐적도뇨교육의 건강보험 수가 신설 수립이 필요함을 제언한다.
본 연구는 비뇨의학과 간호사의 청결간헐적도뇨교육의 인식, 문제점, 수행정도를 파악하고 청결간헐적도뇨교육 수행에 미치는 요인을 확인하여 향후 청결간헐적도뇨교육의 개선과 건강보험수가 신설방안을 모색하는데 기초자료를 제공하기 위한 서술적 조사연구이다. 본 연구는 2020년 3월 13일부터 2020년 4월 30일까지 전국의 종합병원 이상 병원의 비뇨의학과에서 1년 이상 근무하고, 청결간헐적도뇨교육 경험이 있는 간호사 243명을 대상으로 시행되었다. 본 연구의 도구는 자가 보고식 설문지를 사용하였고,수집된 자료는 SPSS version 25.0을 이용하여 t-test, one way ANOVA, Scheffe test,-test, logistic regression로 분석하였다.
주요 연구결과는 다음과 같다.
1. 본 연구대상자는 남자 42.8%, 여자 57.2% 였으며, 평균연령은 31.55세로 나타났다. 또한 미혼이 71.6%, 학사졸업이 85.6%, 비뇨의학과 소속부서 전담간호사라고 응답한 비율은 46.5%로 나타났으며, 비뇨의학과 업무경력은 3년 미만이 50.2%로 가장 많았다. 본 연구 대상자의 98.8%는 청결도뇨교육 관련 연수나 교육받은 경험이 없었고, 겸직 없이 환자대상 청결간헐적도뇨교육만을 담당한다는 간호사는 1.2%에 불과한 것으로 나타났다.
2. 청결간헐적도뇨교육 인식에서 본 연구대상자들은 5점 만점에 전체평균 2.63점으로 나타나 비교적 본 교육에 대한 인식은 낮은 것으로 나타났다. ‘환자교육중요성’이 가장 높은 요인, ‘간호활동기록’이 가장 낮은 요인이었다.
3. 청결간헐적도뇨교육 문제점에서는 5점 만점에 전체평균 3.90점으로 나타나 평균 이상의 높은 점수로 측정되어 본 교육의 문제점은 많은 것으로 나타났다. ‘교육 인프라’가 가장 높은 요인, ‘간호사의 교육 접근성’은 가장 낮은 요인이었다.
4. 청결간헐적도뇨교육 수행정도에서는‘독립적 공간이 마련되어 있지 않다’가 85.6%로 높게 나타났고, ‘부서 내 공식지침이 없다’가 72.8%로 나타났다. ‘매년 교육을 수립한다’에서는‘아니다’가 95.5%였고‘ 92.2%는 성별을 고려하여 교육을 하는 것으로 나왔다. ‘환자와 보호자와 같이 교육하는지’에 대해서는 ‘그렇다’54.3%, ‘아니다’ 45.7%로 비슷하게 나왔다. 월평균 교육 실시 횟수는 평균 4회, 환자당 평균 교육소요 시간은 평균 32분, 한 환자당 교육 실시 횟수는 평균 2회로 나타났다. 교육 시 활용하는 매체로는 배뇨장애요실금학회 지침서, 교육 방법으로는 청결간헐적도뇨 실습 교육이었다.
5. 청결간헐적도뇨교육 수행에 영향을 미치는 요인으로 교육 수행이 높이는 예측변인으로는 소속부서가 외래인 경우, 환자교육토론, 간호의 전문성으로 확인되었다.
6. 청결간헐적도뇨교육의 개선방안 중 ‘교육 시간의 확보’가 68.5%로 가장 높게 나타났고 향후 교육을 강화시켜야할 교육내용은 ‘청결간헐적도뇨의 이해’, ‘잘못된 의학지식’, ‘심리적지지’등 거의 모든 항목이 강화되어야할 교육으로 나왔다. 청결간헐적도뇨교육의 건강보험수가 신설에 대한 인식은 필요하다는 응답이 99.2%로 높게 나타났다.
결론: 비뇨의학과 간호사의 청결간헐적도뇨교육 인식은 낮았고, 교육수행정도는 잘 이루어지지 않았으며, 본 교육을 위한 인프라가 매우 미흡한 것으로 나타났다. 따라서 본 연구결과와 의의를 바탕으로 환자의 요구를 반영하고 표준화된 환자교육의 프로그램 개발과 전문적이고 체계적인 교육을 위한 행정적, 제도적 개선방안인 청결간헐적도뇨교육의 건강보험 수가 신설 수립이 필요함을 제언한다.
This study, a descriptive research, aims to provide basic information helpful in seeking the ways to establish a new health care system, which covers clean intermittent catheterization(CIC) education, and in improving CIC education. To do this, a general perception and drawback of CIC education and ...
This study, a descriptive research, aims to provide basic information helpful in seeking the ways to establish a new health care system, which covers clean intermittent catheterization(CIC) education, and in improving CIC education. To do this, a general perception and drawback of CIC education and the performance of urology nurses, who engage in such education, are investigated and factors which affect the performance and practice of providing such education are identified. Study participants of this study are 243 nurses, who have experiences in giving CIC education. They are also the ones who already worked more than a year at the period between March 13, 2020 and April 30, 2020 and in the department of urology in a hospital at least as big as a general hospital. Self-report questionnaires were used for the study, and the t-test, one way ANOVA, Scheffe test, -test and logistic regression were conducted for the analysis of data collected using SPSS v25. The most significant findings of this study are as follows.
1. 42.8% of participants of this study were male, while 57.2% were female. The average age of participants was 31.55. In addition, 71.6% of participants were not married, 85.6% were university graduates with bachelor's degree, and 46.5% were nurse practitioners, working in urology. In terms of the number of years that participants worked in the department of urology, ones who worked less than 3 years account for the greatest portion, 50.2%. However, 98.8% of participants had no experience in getting any kind of education related to the CIC education, and only 1.2% of participants were providing CIC education without performing additional jobs.
2. As a part of the study, how well the participants understand the CIC education was rated on a scale of 1 to 5 and the average point that the participants earned was 2.63. This shows that participants had little understanding of such education. While participants were aware of ‘importance of education for patients’ the most, they had the least understanding of ‘the writing of nursing record.’
3. Drawbacks to CIC education were rated on a scale of 1 to 5 and the average point for this category was 3.90, higher than the median. Therefore, it can be concluded that there are many drawbacks to CIC education. However, the greatest drawback was found in ‘education infrastructure’, and the least significant drawback was ‘the level of nurses' accessibility to CIC education.’ 4. About the performance of CIC education, a high proportion of participants, or more specifically, 85.6% answered that‘there is no independent place prepared for the education’, and 72.8% said that ‘there is no relevant official guideline in the department.’When asked ‘if the education program is re-established on a yearly basis’, 95.5% of answers were ‘no’ and 92.2% answered that they educate patients considering a patient’s sex. In addition, when asked ‘if kin of patients accompanied patients when they got an education’, proportions of answers were almost equal. Specifically, 54.3% answered ‘yes’, while 45.7% answered ‘no.’ An education was provided 4 times a month on average and for an average of 32 minutes per patient. Each patient received an education 2 times a month on average. The guide drawn up by the Korean Continence Society was used during the education and the practical training was chosen as a method of CIC education.
5. The department that nurses work for, discussion on education for patients, professionalism in nursing were identified as independent variables which influence the performance of CIC education. It was found that the performance can be improved when nurses working in the outpatient department provide the education, discussions take place and when there is professionalism in nursing.
6. When asked what is required to improve CIC education, the greatest number of participants, or more specifically, 68.5% answered that 'making time for education' is required. However, when asked what subject shall be dealt with more significantly, almost every category included in this sector including 'an understanding of CIC', 'wrong medical knowledge', 'psychological support' was chosen. Also, a great number of participants, or more specifically, 99.2% of them answered that a greater understanding of new health care system, which covers CIC education, is required.
In conclusion, this study found that urology nurses had little understanding of CIC education, their performances were not so fine, and current infrastructure for CIC education was insufficient. Therefore, this study suggests that patients' needs shall be reflected in CIC education and standardized CIC education programs shall be developed. Furthermore, the new health care system which covers CIC education shall be established to provide technical and organized education and to achieve the administrative and institutional improvement in CIC education program.
This study, a descriptive research, aims to provide basic information helpful in seeking the ways to establish a new health care system, which covers clean intermittent catheterization(CIC) education, and in improving CIC education. To do this, a general perception and drawback of CIC education and the performance of urology nurses, who engage in such education, are investigated and factors which affect the performance and practice of providing such education are identified. Study participants of this study are 243 nurses, who have experiences in giving CIC education. They are also the ones who already worked more than a year at the period between March 13, 2020 and April 30, 2020 and in the department of urology in a hospital at least as big as a general hospital. Self-report questionnaires were used for the study, and the t-test, one way ANOVA, Scheffe test, -test and logistic regression were conducted for the analysis of data collected using SPSS v25. The most significant findings of this study are as follows.
1. 42.8% of participants of this study were male, while 57.2% were female. The average age of participants was 31.55. In addition, 71.6% of participants were not married, 85.6% were university graduates with bachelor's degree, and 46.5% were nurse practitioners, working in urology. In terms of the number of years that participants worked in the department of urology, ones who worked less than 3 years account for the greatest portion, 50.2%. However, 98.8% of participants had no experience in getting any kind of education related to the CIC education, and only 1.2% of participants were providing CIC education without performing additional jobs.
2. As a part of the study, how well the participants understand the CIC education was rated on a scale of 1 to 5 and the average point that the participants earned was 2.63. This shows that participants had little understanding of such education. While participants were aware of ‘importance of education for patients’ the most, they had the least understanding of ‘the writing of nursing record.’
3. Drawbacks to CIC education were rated on a scale of 1 to 5 and the average point for this category was 3.90, higher than the median. Therefore, it can be concluded that there are many drawbacks to CIC education. However, the greatest drawback was found in ‘education infrastructure’, and the least significant drawback was ‘the level of nurses' accessibility to CIC education.’ 4. About the performance of CIC education, a high proportion of participants, or more specifically, 85.6% answered that‘there is no independent place prepared for the education’, and 72.8% said that ‘there is no relevant official guideline in the department.’When asked ‘if the education program is re-established on a yearly basis’, 95.5% of answers were ‘no’ and 92.2% answered that they educate patients considering a patient’s sex. In addition, when asked ‘if kin of patients accompanied patients when they got an education’, proportions of answers were almost equal. Specifically, 54.3% answered ‘yes’, while 45.7% answered ‘no.’ An education was provided 4 times a month on average and for an average of 32 minutes per patient. Each patient received an education 2 times a month on average. The guide drawn up by the Korean Continence Society was used during the education and the practical training was chosen as a method of CIC education.
5. The department that nurses work for, discussion on education for patients, professionalism in nursing were identified as independent variables which influence the performance of CIC education. It was found that the performance can be improved when nurses working in the outpatient department provide the education, discussions take place and when there is professionalism in nursing.
6. When asked what is required to improve CIC education, the greatest number of participants, or more specifically, 68.5% answered that 'making time for education' is required. However, when asked what subject shall be dealt with more significantly, almost every category included in this sector including 'an understanding of CIC', 'wrong medical knowledge', 'psychological support' was chosen. Also, a great number of participants, or more specifically, 99.2% of them answered that a greater understanding of new health care system, which covers CIC education, is required.
In conclusion, this study found that urology nurses had little understanding of CIC education, their performances were not so fine, and current infrastructure for CIC education was insufficient. Therefore, this study suggests that patients' needs shall be reflected in CIC education and standardized CIC education programs shall be developed. Furthermore, the new health care system which covers CIC education shall be established to provide technical and organized education and to achieve the administrative and institutional improvement in CIC education program.
주제어
#비뇨의학과 간호사 청결간헐적도뇨 청결간헐적도뇨교육 수행정도 개선방안 건강보험 수가 Urology Nurses Clean Intermittent Catheterization Clean Inter mittent Catheterization(CIC) Education Performance Ways of Improving CIC Education Health Care System
학위논문 정보
저자
김용인
학위수여기관
중앙대학교 건강간호대학원
학위구분
국내석사
학과
간호시뮬레이션 전공
지도교수
이규영
발행연도
2020
총페이지
iv, 101장
키워드
비뇨의학과 간호사 청결간헐적도뇨 청결간헐적도뇨교육 수행정도 개선방안 건강보험 수가 Urology Nurses Clean Intermittent Catheterization Clean Inter mittent Catheterization(CIC) Education Performance Ways of Improving CIC Education Health Care System
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