Jeon Eunjoo, Kim Jeongeun, Park Hyeoun-Ae, Lee Ji-Hyun, Kim Jungha, Jin Meiling, Ahn Shinae, Jun Jooyeon, Song Healim, On Jeongah, Jung Hyesil, Hong Yeong Joo, Yim Suran
College of Nursing, Seoul National University, Seoul, Korea.; Research Institute of Nursing Science, Seoul National University, Seoul, Korea.
Research Institute of Nursing Science, Seoul National University, Seoul, Korea.
Healthc Inform Res. 2016 Apr;22(2):142-50. doi: 10.4258/hir.2016.22.2.142. Epub 2016 Apr 30.
This study presents the current status of nursing informatics education, the content covered in nursing informatics courses, the faculty efficacy, and the barriers to and additional supports for teaching nursing informatics in Korea.
A set of questionnaires consisting of an 18-item questionnaire for nursing informatics education, a 6-item questionnaire for faculty efficacy, and 2 open-ended questions for barriers and additional supports were sent to 204 nursing schools via email and the postal service. Nursing schools offering nursing informatics were further asked to send their syllabuses. The subjects taught were analyzed using nursing informatics competency categories and other responses were tailed using descriptive statistics.
A total of 72 schools (35.3%) responded to the survey, of which 38 reported that they offered nursing informatics courses in their undergraduate nursing programs. Nursing informatics courses at 11 schools were taught by a professor with a degree majoring in nursing informatics. Computer technology was the most frequently taught subject (27 schools), followed by information systems used for practice (25 schools). The faculty efficacy was 3.76 ± 0.86 (out of 5). The most frequently reported barrier to teaching nursing informatics (n = 9) was lack of awareness of the importance of nursing informatics. Training and educational opportunities was the most requested additional support.
Nursing informatics education has increased during the last decade in Korea. However, the proportions of faculty with degrees in nursing informatics and number of schools offering nursing informatics courses have not increased much. Thus, a greater focus is needed on training faculty and developing the courses.
本研究介绍了韩国护理信息学教育的现状、护理信息学课程涵盖的内容、教师效能，以及在韩国开展护理信息学教学的障碍和额外支持。
通过电子邮件和邮政服务向204所护理学校发送了一套问卷，其中包括一份18项的护理信息学教育问卷、一份6项的教师效能量表问卷，以及两个关于障碍和额外支持的开放式问题。还要求提供护理信息学课程的护理学校发送其教学大纲。使用护理信息学能力类别对所教授的科目进行分析，其他回答则采用描述性统计方法进行分析。
共有72所学校（35.3%）回复了调查，其中38所报告在其本科护理专业中开设了护理信息学课程。11所学校的护理信息学课程由具有护理信息学专业学位的教授授课。计算机技术是最常讲授的科目（27所学校），其次是实践中使用的信息系统（25所学校）。教师效能得分为3.76±0.86（满分5分）。报告最多的护理信息学教学障碍（n = 9）是对护理信息学重要性的认识不足。培训和教育机会是最需要的额外支持。
在过去十年中，韩国的护理信息学教育有所增加。然而，拥有护理信息学学位的教师比例和开设护理信息学课程的学校数量并没有太大增加。因此，需要更加关注教师培训和课程开发。
