Type of Attitudes toward Person-Centered Care of Nursing Students in Korea: A Q-MethodologicalApproach

2017 ◽  
Vol 1 (2) ◽  
pp. 1-6
Author(s):  
Kae-Hwa Jo ◽  
◽  
Eun-Young Yoo ◽  
Keyword(s):  
Nursing Students ◽  
Person Centered Care ◽  
Centered Care

Listening to patients' voices: Applying the design‐thinking method for teaching person‐centered care to nursing students

Nursing Forum ◽  
2021 ◽  
Author(s):  
Myonghwa Park ◽  
Thi‐Thanh‐Tinh Giap ◽  
Insook Jang ◽  
Miri Jeong ◽  
Jahyeon Kim
Keyword(s):  
Nursing Students ◽  
Design Thinking ◽  
Person Centered Care ◽  
Centered Care

scholarly journals Factors Influencing Nursing Students’ Person-Centered Care

Medicina ◽  
2020 ◽  
Vol 56 (8) ◽  
pp. 414
Author(s):  
Myoungsuk Kim
Keyword(s):  
Nursing Students ◽  
Perceived Stress ◽  
Clinical Training ◽  
Interpersonal Competence ◽  
Person Centered Care ◽  
Factors Influencing ◽  
Centered Care ◽  
The Relationship ◽  
Clinical Advances

Background and objectives: Numerous theoretical and clinical advances have been made through research on person-centered care (PCC). Nevertheless, care is still focused on the medical aspects of treating patients’ diseases in Korea, and thus providing individualized PCC to patients tends to be neglected. This study aimed to investigate the relationship between PCC competence, empathic competence, interpersonal competence, and perceived stress to identify the factors that impact PCC competence for developing programs that foster PCC competence in nursing students. Materials and Methods: Data were collected from 149 participants, which comprised third- and fourth-year nursing students from two universities in Korea who have experienced clinical training. PCC competence, empathic competence, interpersonal competence, and perceived stress were measured using structured self-reported questionnaires. Results: PCC competence was positively correlated with empathic competence (p < 0.001) and interpersonal competence (p < 0.001), and negatively correlated with perceived stress (p < 0.001). Empathic competence, perceived stress, interpersonal competence, and satisfaction with the participants’ nursing major were identified as factors that influenced the PCC competence (adjusted R2 = 0.570). Conclusions: To enhance PCC competence in nursing students, empathic competence, interpersonal competence, and satisfaction with the participants’ nursing major need to be improved and perceived stress needs to be reduced.

Fostering Person-Centered Care Among Nursing Students: Creative Pedagogical Approaches to Developing Personal Knowing

2014 ◽  
Vol 53 (6) ◽  
pp. 343-347 ◽  
Author(s):  
Jasna K. Schwind ◽  
Heather Beanlands ◽  
Jennifer Lapum ◽  
Daria Romaniuk ◽  
Suzanne Fredericks ◽  
...  
Keyword(s):  
Nursing Students ◽  
Person Centered Care ◽  
Centered Care ◽  
Personal Knowing ◽  
Pedagogical Approaches

scholarly journals Structural Equation Model for Developing Person-Centered Care Competency among Senior Nursing Students

2021 ◽  
Vol 18 (19) ◽  
pp. 10421
Author(s):  
Ji-Yeong Yun ◽  
In-Young Cho
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Structural Equation ◽  
Equation Model ◽  
Self Awareness ◽  
Clinical Learning ◽  
Clinical Learning Environment ◽  
Clinical Practicum ◽  
Person Centered Care ◽  
Centered Care

Recent health care developments have emphasized person-centered care, which highlights individualized treatments rather than focusing solely on the nature of a given disease. Thus, we aim to identify the factors and construct a structural equation model for developing person-centered care competency among senior nursing students based on the social cognitive career theory and a subsequent literature review. We use a hypothetical model to examine the factors influencing person-centered care competency, and using a structured questionnaire, and we collect data on self-awareness, the clinical learning environment, clinical practicum adaptation, nursing professionalism, empathy, and person-centered care competency. The participants include 383 third- and fourth-year senior nursing students who had undergone at least one semester of clinical practice in South Korea. SPSS/WIN 26.0 is used to analyze all obtained data, while AMOS 25.0 is used for structural equation modeling. The final model is confirmed to be suitable for explaining and predicting person-centered care competency among participants. Nursing professionalism, empathy, clinical practicum adaptation, self-awareness, and the clinical learning environment explained 38.8% of the total variance among participants. Strategies and interventions designed to enhance person-centered care competency for senior nursing students should particularly focus on nursing professionalism, empathy, clinical practicum adaptation, self-awareness, and the clinical learning environment.

scholarly journals Influencing Factors on Person-Centered Care Competence among Nursing Students Experienced Clinical Training

Medicina ◽  
2021 ◽  
Vol 57 (12) ◽  
pp. 1295
Author(s):  
Juhyun Ahn ◽  
Myoungsuk Kim
Keyword(s):  
Nursing Students ◽  
Influencing Factors ◽  
Clinical Training ◽  
Educational Interventions ◽  
Self Report ◽  
Nursing Profession ◽  
Professional Values ◽  
Person Centered Care ◽  
Centered Care ◽  
Nursing Professional

Background and Objectives: Nursing students require appropriate education to improve their person-centered care competence. Therefore, research on the various factors that influence person-centered care competence is necessary. This study aimed to identify factors influencing nursing professional values, satisfaction with major, and perception of the nursing profession on person-centered care competence. Materials and Methods: This study was a descriptive survey, and participants were nursing students from three universities in Korea. Structured self-report questionnaires were used for data collection. Results: Nursing professional values (p < 0.001) were found to be an influencing factor on person-centered care competence (Adjusted R2 = 0.244). However, the perception of the nursing profession, and the satisfaction with the major were not found to be significant influencing factors on person-centered care competence. Conclusions: The findings suggest that fostering nursing professional values in nursing students and developing educational interventions for the same are essential to improve person-centered care competence.

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