[학위논문]상급종합병원 간호사의 경력수준별 간호관리역량개발 우선순위 요구분석 Priority Need Analysis of Nursing Management Competency Development by Career Level of Advanced General Hospital Nurses원문보기
본 연구는 상급종합병원 일반간호사를 대상으로 경력수준별 간호관리역량 수행도와 개발요구도를 파악하고, 간호관리역량개발 요구도 우선순위 분석을 통해 일반 간호사의 경력수준에 맞는 간호관리역량 개발 및 강화를 위한 교육프로그램 개발에 기초자료를 제공하고자 시도된 서술적 조사연구이다. 연구대상은 C광역시와 C도에 위치한 3개 상급종합병원에서 1년 이상 근무하는 일반간호사 210명이었다. 자료는 자가 보고식 질문지로 2020년 9월 7일에서 2020년 9월 25일까지 수집하였고, 총 203부 자료를 최종적으로 분석하였다. 연구도구는 김성열 등(2016)이 5단계 간호관리과정(기획, 조직, ...
본 연구는 상급종합병원 일반간호사를 대상으로 경력수준별 간호관리역량 수행도와 개발요구도를 파악하고, 간호관리역량개발 요구도 우선순위 분석을 통해 일반 간호사의 경력수준에 맞는 간호관리역량 개발 및 강화를 위한 교육프로그램 개발에 기초자료를 제공하고자 시도된 서술적 조사연구이다. 연구대상은 C광역시와 C도에 위치한 3개 상급종합병원에서 1년 이상 근무하는 일반간호사 210명이었다. 자료는 자가 보고식 질문지로 2020년 9월 7일에서 2020년 9월 25일까지 수집하였고, 총 203부 자료를 최종적으로 분석하였다. 연구도구는 김성열 등(2016)이 5단계 간호관리과정(기획, 조직, 인적자원관리, 지휘, 통제)으로 범주화하여 개발한 간호관리역량별 행동지표 (Classification of Nursing Management Competencies, CNMC)를 사용하여 간호관리역량 수행도와 개발요구도를 측정하였다. 이 도구는 42개 간호관리역량과 각 역량별 행동지표 총 181개 문항으로 이루어졌다. 대상자의 경력수준은 선행문헌들을 토대로 현재 재직병원의 근무경력을 기준으로 총 4단계로 구분하였다(1단계: 1년 이상∼5년 미만, 2단계: 5년 이상∼10년 미만, 3단계: 10년 이상∼15년 미만, 4단계: 15년 이상). 수집된 자료는 SPSS PC+ 25.0 for windows를 이용하여 전산 분석하였다. 통계방법은 기술통계방법, Cronbach's α 신뢰도 검증, t-test, ANOVA분석, 사후검증, 요구도 우선순위 분석은 Borich 요구도와 The Locus for Focus 모델을 이용하여 분석하였다.
본 연구의 결과는 다음과 같다.
가. 연구 대상자의 평균 연령은 31.64세로, 현재 재직하고 있는 병원 근무경력을 기준으로 경력수준을 구분한 결과, 평균 8.24(±7.17)년 이었고, 1년 이상∼5년 미만 90명(44.3%), 5년 이상∼10년 미만 50명(24.7%), 10년 이상∼15년 미만 27명(13.3%), 15년 이상은 36명(17.7%)이었다.
나. 간호관리역량 수행도는 5점 만점에 평균 2.78(±0.75)점 이었으며, 각 간호관리과정별로 살펴보면 간호지휘 영역이 3.08(±0.74)점으로 가장 높았고, 간호통제 2.97(±0.86)점, 간호조직 2.76(±0.86)점, 간호기획 2.65(±0.77)점, 간호인적자원관리 2.47(±0.91)점의 순으로 나타났다.
다. 간호관리역량 개발요구도는 5점 만점에 평균 4.07(±0.58)점 이었으며, 각 간호관리과정별로 살펴보면 간호지휘 영역이 4.21(±0.58)점으로 가장 높았고, 간호통제 4.18(±0.64)점, 간호조직 4.12(±0.69)점, 간호인적자원관리 4.00(±0.68)점, 간호기획 3.86(±0.66)점의 순으로 나타났다.
라. 대상자의 일반적 특성에 따른 간호관리역량 수행도의 차이를 분석한 결과, 연령, 결혼상태, 최종 학력, 근무부서, 근무형태, 총 근무경력, 안식년 경험 유무, 간호관리 업무수행 관련 교육이수 경험 여부에 따라 간호관리역량 수행도에 통계적으로 유의한 차이가 있는 것으로 나타났다(p<.05). 반면, 성별, 육아휴직 경험 유무, 직무만족도에 따라서는 유의한 차이가 없는 것으로 나타났다(p>.05).
마. 대상자의 일반적 특성에 따른 간호관리역량 개발요구도의 차이를 분석한 결과, 연령, 결혼상태, 최종 학력, 근무부서, 근무형태, 총 근무경력, 육아휴직 경험 유무, 간호관리 업무수행 관련 교육이수 경험 유무에 따라 간호관리역량 개발요구도에 통계적으로 유의한 차이가 있는 것으로 나타났다(p<.05). 반면, 성별, 안식년 경험 유무, 직무만족도에 따라서는 유의한 차이가 없는 것으로 나타났다(p>.05).
바. 대상자의 경력수준간 간호관리역량 수행도의 차이를 분석한 결과, 전체 간호관리역량 수행도는 경력수준에 따라 유의한 차이를 보였다(F=6.18, p<.001). 사후검증결과, 4단계 간호사가 1단계 간호사 보다 유의하게 높았다. 간호기획영역에서는 8개 중 4개 역량, 간호조직 영역에서는 3개 역량 모두, 간호인적자원관리 영역에서는 5개 중 2개 역량, 간호지휘 영역에서는 16개 중 14개 역량, 간호통제 영역에서는 10개 중 9개 역량에서 경력수준에 따라 간호관리역량 수행도에 유의한 차이가 있는 것으로 나타났다(p<.05)
사. 대상자의 경력수준간 간호관리역량 개발요구도의 차이를 분석한 결과, 전체 간호관리역량 개발요구도는 경력수준에 따라 유의한 차이를 보였다(F=12.35, p<.001). 사후검증결과, 4단계 간호사가 1, 2, 3단계 간호사 보다 유의하게 높았다. 영역별로는 간호기획 8개 역량, 간호조직 3개 역량, 간호인적자원관리 5개 역량, 간호지휘 영역 16 역량, 간호통제 영역에서는 10개 역량 모두에서 경력수준에 따라 간호관리역량 개발요구도에 유의한 차이가 있는 것으로 나타났다(p<.05)
아. 경력수준 1단계(1년 이상∼5년 미만) 간호사 90명의 간호관리역량개발 요구도 우선순위 분석결과, 최우선순위는 조직관리역량, 변화관리역량, 인적자원관리역량, 인적자원개발역량, 리더십역량, 전문성역량, 의사소통역량, 동기부여역량, 갈등관리역량, 조정역량, 질향상역량, 간호표준개발역량, 총 12개 역량이었다. 차순위는 비용관리역량, 창조성역량, 조직혁신역량, 직원교육역량, 간호연구수행역량, 성과관리역량, 총 6개 역량이었다.
자. 경력수준 2단계(5년 이상∼10년 미만) 간호사 50명의 간호관리역량개발 요구도 우선순위 분석결과, 최우선순위는 변화관리역량, 인적자원관리역량, 인적자원개발역량, 리더십역량, 전문성역량, 영향력발휘역량, 의사소통역량, 간호표준개발역량, 성과관리역량, 총 9개 역량이었다. 차순위는 의사결정역량, 창조성역량, 조직관리역량, 조직혁신역량, 직원교육역량, 간호연구수행역량, 자원관리역량, 총 7개 역량이었다.
차. 경력수준 3단계(10년 이상∼15년 미만) 간호사 27명의 간호관리역량개발 요구도 우선순위 분석결과, 최우선순위는 조직관리역량, 변화관리역량, 인적자원관리역량, 인적자원개발역량, 리더십역량, 질향상역량, 간호표준개발역량, 간호업무수행역량, 정보관리역량, 성과관리역량, 총 10개 역량이었다. 차순위는 마케팅역량, 창조성역량, 조직혁신역량, 직원교육역량, 간호행정역량, 협상역량, 간호연구수행역량, 자원관리역량, 총 8개 역량이었다.
카. 경력수준 4단계(15년 이상) 간호사 36명의 간호관리역량개발 요구도 우선순위 분석결과, 최우선순위는 창조성역량, 조직관리역량, 인적자원관리역량, 인적자원개발역량, 리더십역량, 전문성역량, 성과관리역량, 총 7개 역량이었다. 차순위는 비전수립역량, 기획역량, 비용관리역량, 마케팅역량, 조직혁신역량, 직원교육역량, 간호행정역량, 협상역량, 간호연구수행역량, 지역사회관계역량, 정보관리역량, 총 11개 역량이었다.
타. 모든 간호사에게서 공통으로 개발 요구도가 높은 최우선순위 간호관리역량은 인적자원관리역량, 인적자원개발역량, 리더십역량이었고, 차순위 간호관리역량은 조직혁신역량, 직원교육역량, 간호연구수행역량이었다. 결론적으로, 간호관리역량이 간호관리자가 되었을 때만 필요한 역량이라는 인식에서 벗어나 간호사들의 각 경력에 맞추어 간호관리역량의 내용과 수준을 차별화한 교육 지원체계를 마련할 근거를 제시하였다. 경력수준별 간호관리역량의 차별화 교육은 간호사의 직무개발과 연결됨으로써 간호조직의 인적자원관리정책의 근거로 사용되기를 기대한다.
상급종합병원 간호사의 경력수준별 간호관리역량개발 요구도 우선순위 분석결과, 경력수준 1단계 간호사는 대체적으로 자기개발과 새로운 변화 적응에, 경력수준 2단계 간호사는 점점 조직에 대해 관심을 가졌으며, 경력수준 3단계 간호사는 간호업무수행과 정보관리 역할에, 그리고 경력수준 4단계 간호사는 창조성 개발에 관심을 보였으며, 공통적인 간호관리역량개발 요구로는 인적자원관리역량, 인적자원개발역량, 리더십역량의 개발 요구도가 높은 것으로 나타났다. 본 연구를 통해 간호관리역량은 간호관리자가 되었을 때만 필요한 역량이라는 과거의 관행적 인식에서 벗어나, 의료기관의 혁신과 변화를 이끌고 기여할 수 있는 간호인적자원 개발을 위해 경력 수준에 걸맞는 간호관리역량의 내용과 수준을 차별화한 교육지원체계를 마련할 기초 근거를 제시하였다. 경력수준별 간호관리역량의 차별화 교육은 간호사의 직무개발과 연결됨으로써 간호조직의 인적자원관리정책의 근거로 사용되는 선순환체계가 될 것이다.
본 연구는 상급종합병원 일반간호사를 대상으로 경력수준별 간호관리역량 수행도와 개발요구도를 파악하고, 간호관리역량개발 요구도 우선순위 분석을 통해 일반 간호사의 경력수준에 맞는 간호관리역량 개발 및 강화를 위한 교육프로그램 개발에 기초자료를 제공하고자 시도된 서술적 조사연구이다. 연구대상은 C광역시와 C도에 위치한 3개 상급종합병원에서 1년 이상 근무하는 일반간호사 210명이었다. 자료는 자가 보고식 질문지로 2020년 9월 7일에서 2020년 9월 25일까지 수집하였고, 총 203부 자료를 최종적으로 분석하였다. 연구도구는 김성열 등(2016)이 5단계 간호관리과정(기획, 조직, 인적자원관리, 지휘, 통제)으로 범주화하여 개발한 간호관리역량별 행동지표 (Classification of Nursing Management Competencies, CNMC)를 사용하여 간호관리역량 수행도와 개발요구도를 측정하였다. 이 도구는 42개 간호관리역량과 각 역량별 행동지표 총 181개 문항으로 이루어졌다. 대상자의 경력수준은 선행문헌들을 토대로 현재 재직병원의 근무경력을 기준으로 총 4단계로 구분하였다(1단계: 1년 이상∼5년 미만, 2단계: 5년 이상∼10년 미만, 3단계: 10년 이상∼15년 미만, 4단계: 15년 이상). 수집된 자료는 SPSS PC+ 25.0 for windows를 이용하여 전산 분석하였다. 통계방법은 기술통계방법, Cronbach's α 신뢰도 검증, t-test, ANOVA분석, 사후검증, 요구도 우선순위 분석은 Borich 요구도와 The Locus for Focus 모델을 이용하여 분석하였다.
본 연구의 결과는 다음과 같다.
가. 연구 대상자의 평균 연령은 31.64세로, 현재 재직하고 있는 병원 근무경력을 기준으로 경력수준을 구분한 결과, 평균 8.24(±7.17)년 이었고, 1년 이상∼5년 미만 90명(44.3%), 5년 이상∼10년 미만 50명(24.7%), 10년 이상∼15년 미만 27명(13.3%), 15년 이상은 36명(17.7%)이었다.
나. 간호관리역량 수행도는 5점 만점에 평균 2.78(±0.75)점 이었으며, 각 간호관리과정별로 살펴보면 간호지휘 영역이 3.08(±0.74)점으로 가장 높았고, 간호통제 2.97(±0.86)점, 간호조직 2.76(±0.86)점, 간호기획 2.65(±0.77)점, 간호인적자원관리 2.47(±0.91)점의 순으로 나타났다.
다. 간호관리역량 개발요구도는 5점 만점에 평균 4.07(±0.58)점 이었으며, 각 간호관리과정별로 살펴보면 간호지휘 영역이 4.21(±0.58)점으로 가장 높았고, 간호통제 4.18(±0.64)점, 간호조직 4.12(±0.69)점, 간호인적자원관리 4.00(±0.68)점, 간호기획 3.86(±0.66)점의 순으로 나타났다.
라. 대상자의 일반적 특성에 따른 간호관리역량 수행도의 차이를 분석한 결과, 연령, 결혼상태, 최종 학력, 근무부서, 근무형태, 총 근무경력, 안식년 경험 유무, 간호관리 업무수행 관련 교육이수 경험 여부에 따라 간호관리역량 수행도에 통계적으로 유의한 차이가 있는 것으로 나타났다(p<.05). 반면, 성별, 육아휴직 경험 유무, 직무만족도에 따라서는 유의한 차이가 없는 것으로 나타났다(p>.05).
마. 대상자의 일반적 특성에 따른 간호관리역량 개발요구도의 차이를 분석한 결과, 연령, 결혼상태, 최종 학력, 근무부서, 근무형태, 총 근무경력, 육아휴직 경험 유무, 간호관리 업무수행 관련 교육이수 경험 유무에 따라 간호관리역량 개발요구도에 통계적으로 유의한 차이가 있는 것으로 나타났다(p<.05). 반면, 성별, 안식년 경험 유무, 직무만족도에 따라서는 유의한 차이가 없는 것으로 나타났다(p>.05).
바. 대상자의 경력수준간 간호관리역량 수행도의 차이를 분석한 결과, 전체 간호관리역량 수행도는 경력수준에 따라 유의한 차이를 보였다(F=6.18, p<.001). 사후검증결과, 4단계 간호사가 1단계 간호사 보다 유의하게 높았다. 간호기획영역에서는 8개 중 4개 역량, 간호조직 영역에서는 3개 역량 모두, 간호인적자원관리 영역에서는 5개 중 2개 역량, 간호지휘 영역에서는 16개 중 14개 역량, 간호통제 영역에서는 10개 중 9개 역량에서 경력수준에 따라 간호관리역량 수행도에 유의한 차이가 있는 것으로 나타났다(p<.05)
사. 대상자의 경력수준간 간호관리역량 개발요구도의 차이를 분석한 결과, 전체 간호관리역량 개발요구도는 경력수준에 따라 유의한 차이를 보였다(F=12.35, p<.001). 사후검증결과, 4단계 간호사가 1, 2, 3단계 간호사 보다 유의하게 높았다. 영역별로는 간호기획 8개 역량, 간호조직 3개 역량, 간호인적자원관리 5개 역량, 간호지휘 영역 16 역량, 간호통제 영역에서는 10개 역량 모두에서 경력수준에 따라 간호관리역량 개발요구도에 유의한 차이가 있는 것으로 나타났다(p<.05)
아. 경력수준 1단계(1년 이상∼5년 미만) 간호사 90명의 간호관리역량개발 요구도 우선순위 분석결과, 최우선순위는 조직관리역량, 변화관리역량, 인적자원관리역량, 인적자원개발역량, 리더십역량, 전문성역량, 의사소통역량, 동기부여역량, 갈등관리역량, 조정역량, 질향상역량, 간호표준개발역량, 총 12개 역량이었다. 차순위는 비용관리역량, 창조성역량, 조직혁신역량, 직원교육역량, 간호연구수행역량, 성과관리역량, 총 6개 역량이었다.
자. 경력수준 2단계(5년 이상∼10년 미만) 간호사 50명의 간호관리역량개발 요구도 우선순위 분석결과, 최우선순위는 변화관리역량, 인적자원관리역량, 인적자원개발역량, 리더십역량, 전문성역량, 영향력발휘역량, 의사소통역량, 간호표준개발역량, 성과관리역량, 총 9개 역량이었다. 차순위는 의사결정역량, 창조성역량, 조직관리역량, 조직혁신역량, 직원교육역량, 간호연구수행역량, 자원관리역량, 총 7개 역량이었다.
차. 경력수준 3단계(10년 이상∼15년 미만) 간호사 27명의 간호관리역량개발 요구도 우선순위 분석결과, 최우선순위는 조직관리역량, 변화관리역량, 인적자원관리역량, 인적자원개발역량, 리더십역량, 질향상역량, 간호표준개발역량, 간호업무수행역량, 정보관리역량, 성과관리역량, 총 10개 역량이었다. 차순위는 마케팅역량, 창조성역량, 조직혁신역량, 직원교육역량, 간호행정역량, 협상역량, 간호연구수행역량, 자원관리역량, 총 8개 역량이었다.
카. 경력수준 4단계(15년 이상) 간호사 36명의 간호관리역량개발 요구도 우선순위 분석결과, 최우선순위는 창조성역량, 조직관리역량, 인적자원관리역량, 인적자원개발역량, 리더십역량, 전문성역량, 성과관리역량, 총 7개 역량이었다. 차순위는 비전수립역량, 기획역량, 비용관리역량, 마케팅역량, 조직혁신역량, 직원교육역량, 간호행정역량, 협상역량, 간호연구수행역량, 지역사회관계역량, 정보관리역량, 총 11개 역량이었다.
타. 모든 간호사에게서 공통으로 개발 요구도가 높은 최우선순위 간호관리역량은 인적자원관리역량, 인적자원개발역량, 리더십역량이었고, 차순위 간호관리역량은 조직혁신역량, 직원교육역량, 간호연구수행역량이었다. 결론적으로, 간호관리역량이 간호관리자가 되었을 때만 필요한 역량이라는 인식에서 벗어나 간호사들의 각 경력에 맞추어 간호관리역량의 내용과 수준을 차별화한 교육 지원체계를 마련할 근거를 제시하였다. 경력수준별 간호관리역량의 차별화 교육은 간호사의 직무개발과 연결됨으로써 간호조직의 인적자원관리정책의 근거로 사용되기를 기대한다.
상급종합병원 간호사의 경력수준별 간호관리역량개발 요구도 우선순위 분석결과, 경력수준 1단계 간호사는 대체적으로 자기개발과 새로운 변화 적응에, 경력수준 2단계 간호사는 점점 조직에 대해 관심을 가졌으며, 경력수준 3단계 간호사는 간호업무수행과 정보관리 역할에, 그리고 경력수준 4단계 간호사는 창조성 개발에 관심을 보였으며, 공통적인 간호관리역량개발 요구로는 인적자원관리역량, 인적자원개발역량, 리더십역량의 개발 요구도가 높은 것으로 나타났다. 본 연구를 통해 간호관리역량은 간호관리자가 되었을 때만 필요한 역량이라는 과거의 관행적 인식에서 벗어나, 의료기관의 혁신과 변화를 이끌고 기여할 수 있는 간호인적자원 개발을 위해 경력 수준에 걸맞는 간호관리역량의 내용과 수준을 차별화한 교육지원체계를 마련할 기초 근거를 제시하였다. 경력수준별 간호관리역량의 차별화 교육은 간호사의 직무개발과 연결됨으로써 간호조직의 인적자원관리정책의 근거로 사용되는 선순환체계가 될 것이다.
The purpose of this study is to identify nursing management competency performance and development needs by career level for general nurses in advanced general hospitals, and education to develop and strengthen nursing management competency suitable for the career level of general nurses through the...
The purpose of this study is to identify nursing management competency performance and development needs by career level for general nurses in advanced general hospitals, and education to develop and strengthen nursing management competency suitable for the career level of general nurses through the analysis of priority needs for nursing management competency development. It is a narrative research study that attempts to provide basic data for program development. The subjects of this study were 210 general nurses who worked for more than one year at three high-level hospitals located in C metropolitan city and C province. The data were collected from September 7th, 2020 to September 25th, 2020 as a self-report questionnaire, and a total of 203 data were finally analyzed. The research tool uses the Classification of Nursing Management Competencies (CNMC) developed by Seong-yeol Kim et al. (2016) categorized into five-stage nursing management courses (planning, organization, human resource management, command, and control). Nursing management competency performance and development demand were measured. This tool consisted of 42 nursing management competencies and a total of 181 questions on behavioral indicators for each competency. The subject's career level was divided into 4 stages based on the experience of the current hospital based on prior literature (1st stage: 1 year or more to less than 5 years, 2nd stage: 5 years or more to less than 10 years, 3rd stage: 10 years or more to less than 15 years, 4th stage: 15 years or more) The collected data was computerized and analyzed using SPSS PC+ 25.0 for windows. Statistical methods were analyzed using descriptive statistics method, Cronbach's α reliability verification, t-test, ANOVA analysis, post-mortem verification, and priority need analysis using Borich need and The Locus for Focus model.
The results of this study are as follows.
A. The average age of the study subjects was 31.64 years, and as a result of classifying their career level based on the hospital work experience in which they are currently employed, the average was 8.24 (±7.17) years, Over 1 to less than 5 years 90 (44.3%), over 5 to under 10 years 50 (24.7%), over 10 to under 15 years 27 (13.3%), over 15 years 36 (17.7%).
B. Nursing management competency performance was an average of 2.78 (±0.75) points out of 5 points. Looking at each nursing management process, the nursing command area was the highest with 3.08 (±0.74) points, and nursing control 2.97 (±0.86) points, nursing organization 2.76(±0.86) points, nursing planning 2.65(±0.77) points, nursing human resource management 2.47(±0.91) points, in order.
C. Nursing management competency development demand was an average of 4.07 (±0.58) points out of 5 points, and when looking at each nursing management process, the nursing command area was the highest with 4.21 (±0.58) points, and nursing control was 4.18 (±0.64) points, and nursing organization 4.12(±0.69) points, nursing human resource management 4.00(±0.68) points, nursing planning 3.86(±0.66) points, in order.
D. As a result of analyzing differences in the performance of nursing management competence according to the general characteristics of the subject, age, marital status, final education, work department, work type, total clinical experience, sabbatical experience, and experience in nursing management work performance According to, there was a statistically significant difference in the performance of nursing management competency (p.05).
E. As a result of analyzing the difference in the demands for nursing management competency development according to the general characteristics of the subject, age, marital status, final education, work department, work type, total clinical experience, parental leave experience, experience of completing nursing management work related education There was a statistically significant difference in the need for nursing management competency development according to the presence or absence (p.05).
F. As a result of analyzing the difference in nursing management competency performance between the subject's career levels, the overall nursing management competency performance showed a significant difference according to the career level (F=6.18, p<.001). As a result of post-mortem verification, the 4th stage nurses were significantly higher than the 1st stage nurses. 4 out of 8 competencies in nursing planning area, all 3 competencies in nursing organization area, 2 out of 5 competencies in nursing human resource management area, 14 out of 16 competencies in nursing command area, 10 in nursing control area Among 9 competencies, it was found that there was a significant difference in nursing management competency performance according to the level of experience (p<.05).
G. As a result of analyzing the differences in nursing management competency development demands between the subject's career levels, the overall nursing management competency development demands showed significant differences according to their career level (F=12.35, p<.001). As a result of post-hoc verification, nurses at stage 4 were significantly higher than nurses at stage 1, 2, and 3. By area, there were significant differences in nursing management competency development demands according to career level in 8 competencies in nursing planning, 3 competencies in nursing organization, 5 competencies in nursing human resource management, 16 competencies in nursing command area, and 10 competencies in nursing control area. Was found to be present (p<.05).
H. Career level 1st stage (more than 1 to less than 5 years) Nursing management competency development priority needs analysis result of 90 nurses. They were professional competency, communication competency, motivational competency, conflict management competency, coordination competency, quality improvement competency, nursing standard development competency, and a total of 12 competencies. The next priority was cost management capability, creativity capability, organizational innovation capability, employee education capability, nursing research performance capability, performance management capability, and a total of six competencies.
I. Career level 2nd stage (over 5 to less than 10 years) Nursing management competency development priority of 50 nurses Results of needs analysis, the highest priority is change management competency, human resource management competency, human resource development competency, leadership competency, professional competency, and influence There were a total of 9 competencies: performance capability, communication capability, nursing standard development capability, performance management capability. The next ranking was decision-making capability, creativity capability, organization management capability, organizational innovation capability, employee training capability, nursing research capability, resource management capability, and a total of seven competencies.
J. Career level 3rd stages (more than 10 to less than 15 years) Nursing management competency development priority needs analysis result of 27 nurses, the highest priority is organizational management competency, change management competency, human resource management competency, human resource development competency, leadership competency, Quality improvement capability, nursing standard development capability, nursing work performance capability, information management capability, performance management capability, and a total of 10 competencies. The next ranking was marketing competency, creativity competency, organizational innovation competency, employee education competency, nursing administration competency, negotiation competency, nursing research performance competency, resource management competency, and a total of eight competencies.
K. Career level 4th stages (15 years or more) Nursing management competency development priority needs analysis result of 36 nurses, the highest priority is creativity competency, organization management competency, human resource management competency, human resource development competency, leadership competency, professional competency, performance management There were a total of 7 competencies. The next ranking was vision establishment competency, planning competency, cost management competency, marketing competency, organizational innovation competency, staff training competency, nursing administration competency, negotiation competency, nursing research performance competency, community relations competency, information management competency, and a total of 11 competencies.
L. The highest priority nursing management competency with high development needs in common among all nurses was human resource management competency, human resource development competency, and leadership competency, and the next-ranked nursing management competency was organizational innovation competency, staff training competency, and nursing research performance competency. In conclusion, the basis for establishing an educational support system that differentiates the content and level of nursing management competency according to each career of nurses is presented, away from the perception that nursing management competency is a competency required only when becoming a nursing manager. It is expected that the differentiated education of nursing management competency by career level will be used as the basis for the human resource management policy of nursing organizations as it is linked to the job development of nurses.
As a result of the analysis of the needs for the priority of nursing management competency development by career level, nurses at the 1st stage of career level were generally interested in self-development and adaptation to new changes, and nurses at the 2nd stage of career were increasingly interested in the organization. The 3rd stage nurse showed interest in the role of nursing work and information management, and the 4th stage nurse showed interest in creativity development, and the common nursing management competency development needs include human resource management competency, human resource development competency, and It was found that the need for development of leadership competency was high.
Through this study, the content of nursing management competence appropriate to the level of experience in order to develop nursing human resources that can lead and contribute to innovation and change in medical institutions, breaking away from the conventional perception that nursing management competency is a competency that is only necessary when becoming a nursing manager. The basic basis for establishing an educational support system that differentiated the level of education was presented. The differentiated education of nursing management competency by career level will be linked to the job development of nurses, thereby becoming a virtuous cycle system used as the basis of the human resource management policy of nursing organizations.
The purpose of this study is to identify nursing management competency performance and development needs by career level for general nurses in advanced general hospitals, and education to develop and strengthen nursing management competency suitable for the career level of general nurses through the analysis of priority needs for nursing management competency development. It is a narrative research study that attempts to provide basic data for program development. The subjects of this study were 210 general nurses who worked for more than one year at three high-level hospitals located in C metropolitan city and C province. The data were collected from September 7th, 2020 to September 25th, 2020 as a self-report questionnaire, and a total of 203 data were finally analyzed. The research tool uses the Classification of Nursing Management Competencies (CNMC) developed by Seong-yeol Kim et al. (2016) categorized into five-stage nursing management courses (planning, organization, human resource management, command, and control). Nursing management competency performance and development demand were measured. This tool consisted of 42 nursing management competencies and a total of 181 questions on behavioral indicators for each competency. The subject's career level was divided into 4 stages based on the experience of the current hospital based on prior literature (1st stage: 1 year or more to less than 5 years, 2nd stage: 5 years or more to less than 10 years, 3rd stage: 10 years or more to less than 15 years, 4th stage: 15 years or more) The collected data was computerized and analyzed using SPSS PC+ 25.0 for windows. Statistical methods were analyzed using descriptive statistics method, Cronbach's α reliability verification, t-test, ANOVA analysis, post-mortem verification, and priority need analysis using Borich need and The Locus for Focus model.
The results of this study are as follows.
A. The average age of the study subjects was 31.64 years, and as a result of classifying their career level based on the hospital work experience in which they are currently employed, the average was 8.24 (±7.17) years, Over 1 to less than 5 years 90 (44.3%), over 5 to under 10 years 50 (24.7%), over 10 to under 15 years 27 (13.3%), over 15 years 36 (17.7%).
B. Nursing management competency performance was an average of 2.78 (±0.75) points out of 5 points. Looking at each nursing management process, the nursing command area was the highest with 3.08 (±0.74) points, and nursing control 2.97 (±0.86) points, nursing organization 2.76(±0.86) points, nursing planning 2.65(±0.77) points, nursing human resource management 2.47(±0.91) points, in order.
C. Nursing management competency development demand was an average of 4.07 (±0.58) points out of 5 points, and when looking at each nursing management process, the nursing command area was the highest with 4.21 (±0.58) points, and nursing control was 4.18 (±0.64) points, and nursing organization 4.12(±0.69) points, nursing human resource management 4.00(±0.68) points, nursing planning 3.86(±0.66) points, in order.
D. As a result of analyzing differences in the performance of nursing management competence according to the general characteristics of the subject, age, marital status, final education, work department, work type, total clinical experience, sabbatical experience, and experience in nursing management work performance According to, there was a statistically significant difference in the performance of nursing management competency (p.05).
E. As a result of analyzing the difference in the demands for nursing management competency development according to the general characteristics of the subject, age, marital status, final education, work department, work type, total clinical experience, parental leave experience, experience of completing nursing management work related education There was a statistically significant difference in the need for nursing management competency development according to the presence or absence (p.05).
F. As a result of analyzing the difference in nursing management competency performance between the subject's career levels, the overall nursing management competency performance showed a significant difference according to the career level (F=6.18, p<.001). As a result of post-mortem verification, the 4th stage nurses were significantly higher than the 1st stage nurses. 4 out of 8 competencies in nursing planning area, all 3 competencies in nursing organization area, 2 out of 5 competencies in nursing human resource management area, 14 out of 16 competencies in nursing command area, 10 in nursing control area Among 9 competencies, it was found that there was a significant difference in nursing management competency performance according to the level of experience (p<.05).
G. As a result of analyzing the differences in nursing management competency development demands between the subject's career levels, the overall nursing management competency development demands showed significant differences according to their career level (F=12.35, p<.001). As a result of post-hoc verification, nurses at stage 4 were significantly higher than nurses at stage 1, 2, and 3. By area, there were significant differences in nursing management competency development demands according to career level in 8 competencies in nursing planning, 3 competencies in nursing organization, 5 competencies in nursing human resource management, 16 competencies in nursing command area, and 10 competencies in nursing control area. Was found to be present (p<.05).
H. Career level 1st stage (more than 1 to less than 5 years) Nursing management competency development priority needs analysis result of 90 nurses. They were professional competency, communication competency, motivational competency, conflict management competency, coordination competency, quality improvement competency, nursing standard development competency, and a total of 12 competencies. The next priority was cost management capability, creativity capability, organizational innovation capability, employee education capability, nursing research performance capability, performance management capability, and a total of six competencies.
I. Career level 2nd stage (over 5 to less than 10 years) Nursing management competency development priority of 50 nurses Results of needs analysis, the highest priority is change management competency, human resource management competency, human resource development competency, leadership competency, professional competency, and influence There were a total of 9 competencies: performance capability, communication capability, nursing standard development capability, performance management capability. The next ranking was decision-making capability, creativity capability, organization management capability, organizational innovation capability, employee training capability, nursing research capability, resource management capability, and a total of seven competencies.
J. Career level 3rd stages (more than 10 to less than 15 years) Nursing management competency development priority needs analysis result of 27 nurses, the highest priority is organizational management competency, change management competency, human resource management competency, human resource development competency, leadership competency, Quality improvement capability, nursing standard development capability, nursing work performance capability, information management capability, performance management capability, and a total of 10 competencies. The next ranking was marketing competency, creativity competency, organizational innovation competency, employee education competency, nursing administration competency, negotiation competency, nursing research performance competency, resource management competency, and a total of eight competencies.
K. Career level 4th stages (15 years or more) Nursing management competency development priority needs analysis result of 36 nurses, the highest priority is creativity competency, organization management competency, human resource management competency, human resource development competency, leadership competency, professional competency, performance management There were a total of 7 competencies. The next ranking was vision establishment competency, planning competency, cost management competency, marketing competency, organizational innovation competency, staff training competency, nursing administration competency, negotiation competency, nursing research performance competency, community relations competency, information management competency, and a total of 11 competencies.
L. The highest priority nursing management competency with high development needs in common among all nurses was human resource management competency, human resource development competency, and leadership competency, and the next-ranked nursing management competency was organizational innovation competency, staff training competency, and nursing research performance competency. In conclusion, the basis for establishing an educational support system that differentiates the content and level of nursing management competency according to each career of nurses is presented, away from the perception that nursing management competency is a competency required only when becoming a nursing manager. It is expected that the differentiated education of nursing management competency by career level will be used as the basis for the human resource management policy of nursing organizations as it is linked to the job development of nurses.
As a result of the analysis of the needs for the priority of nursing management competency development by career level, nurses at the 1st stage of career level were generally interested in self-development and adaptation to new changes, and nurses at the 2nd stage of career were increasingly interested in the organization. The 3rd stage nurse showed interest in the role of nursing work and information management, and the 4th stage nurse showed interest in creativity development, and the common nursing management competency development needs include human resource management competency, human resource development competency, and It was found that the need for development of leadership competency was high.
Through this study, the content of nursing management competence appropriate to the level of experience in order to develop nursing human resources that can lead and contribute to innovation and change in medical institutions, breaking away from the conventional perception that nursing management competency is a competency that is only necessary when becoming a nursing manager. The basic basis for establishing an educational support system that differentiated the level of education was presented. The differentiated education of nursing management competency by career level will be linked to the job development of nurses, thereby becoming a virtuous cycle system used as the basis of the human resource management policy of nursing organizations.
※ AI-Helper는 부적절한 답변을 할 수 있습니다.