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Purpose: This study was done to provide information on issues of nursing core competencies needed in the fields of nursing practice for graduates in nursing, from the perspective of nursing managers, and to make suggestion for improving nursing education programs. Methods: Ten nursing managers participated in this study. They were in charge of clinical nursing education in the fields of nursing practice. Data were collected using focus group interviews and analyzed with the content analysis methodology of Downe -Wamboldt's. Results: Six types of nursing core competencytherapeutic nursing competency, professional nursing competency, administrative nursing competency, humanistic nursing competency, relational nursing competency, and personal nursing competency -were identified as nursing core competencies needed in the fields of nursing practice for graduates in nursing. Conclusion: Results of the study show important evidence for decision-making about nursing curriculum revision based on nursing core competency, both in the classroom and in nursing practice areas. These results should contribute to the development of evaluation indicators for nursing students or new nurses. Further research is required to measure degree of nursing core competency in graduates of nursing and to identify the effect of competency-based education for improving nursing core competency. 서 론 1. 연구의 필요성 간호교육은 질적인 간호를 제공할 수 있는 전문직 간호사를 양성하는데 일차적인 목표를 두고 있으며 이러한 교육 목표를 달성하기 위해서는 이론적 지식과 이를 근거로 올바르게 수행할 수 있는 기술 및 태도가 필수적이다. 그러나 우리나라 간호실무현장에서 졸업간호사들의 임상수행 능력이 대상자의 요구나, 병원, 보건소 및 산업장 등의 현장요구

Purpose: This descriptive research was conducted to identify educational needs in pediatric nursing handoff training to improve students' handoff skills. Methods: Data were collected using a survey with 188 senior nursing students and 48 pediatric nursing professors and clinical nurses. The survey included items on general information as well as experiences in handoff training, necessity, training content, and items for a handoff training program in pediatric nursing. Results: Of the nursing students, 30.5% reported receiving handoff training during their clinical hours. After their handoff training, the students' confidence index was only 3.78 out of 10. Significantly, 98.3% of the respondents said that pediatric handoff training is necessary. In addition, participants reported that simulation practice (26.5%) is an appropriate educational method, and the time required for handoff training should be 8.16 hrs. Admission process was placed first as the most critical circumstance for handoff (56.8%). High demands were observed for the necessity of training content for patients with respiratory problems. Conclusion: The results of this study show the various educational needs for developing a patient safety pediatric handoff training program to promote nursing students' skills in handoff. This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

This study was conducted to identify factors influencing of disaster preparedness for childcare teachers in from September to October 2019. The subjects of this study were 187 teachers at 20 childcare centers located in Seoul. The results show that 24.7% of childcare teachers had direct experience with disasters, and 91.5% experienced disaster preparedness education. Job-related disaster preparedness of childcare teachers caring for infants was higher than that of teachers caring for mixed age groups. The childcare teacher’s job-related disaster preparedness had a positive correlation with self-efficacy, perception of disaster, and general disaster preparedness. Factors influencing the childcare teacher’s job-related disaster preparedness were self-efficacy. In order to increase disaster management capabilities of childcare teachers, it is necessary to improve of self-efficacy. Therefore, it is necessary to develop and apply programs to improve self-efficacy related to disaster preparedness among childcare teachers.

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