This study was conducted to develop a substantive theory on school nurses’ experiences responding to infectious diseases by applying the grounded theory method to explore their experiences and derive related concepts. Study participants were 20 school nurses with experiences coping with infectious diseases while working in schools. The research question of this study was “What kind of experience did the school nurses have in response to infectious diseases?” The analysis included open, axis, and selective coding. We derived 164 concepts, 45 subcategories, and 17 categories. Further, paradigm, situation, and school infectious disease response control tower models were derived. The results of this study can serve as bottom-up policy data to understand the current situation surrounding school infectious disease management through the experiences of school nurses.
Background
In response to the growing demand for community nursing, practical and dynamic changes in educational methods are essential to nurturing competent nurses. The aim of this study was to explore the learning experiences of nursing students’ simulation-based community visits and understand these experiences in detail.
Methods
This study followed Colizzi’s phenomenological research method. Nineteen participants were divided into three teams and participated in focus group interviews. The research question was: “How was your experience with the simulated nursing home visit?”
Results
Four essential themes were identified: “burden of community nursing simulation-based learning,” “solving the problems faced by patients with dementia through teamwork,” “home-visiting nursing skills learned through physical practice,” and “community nursing competency growth.”
Conclusion
The study results provide a basis for developing a community nursing curriculum with effective evaluation and management of community nursing home-visit education using simulation.
Object
The aim of this study was to explore the learning experiences of student nurses’ simulation-based community visit and understand these experiences in detail.
Method
This study followed Colazzi’s phenomenological research method. Nineteen participants were divided into three teams and participated in focus group interviews. The research question was as follows: “How was your experience with the simulated home-visit nursing?”
Results
The study results uncovered four essential themes: “burden of community nursing simulation-based learning,” “solving the problems faced by patients with dementia through teamwork,” “home-visiting nursing skills learned through physical practice,” and “community nursing competency growth.”
Conclusion
The study results provide a basis for developing a community nursing curriculum with effective evaluation and management of community home-visiting nursing education using simulation.
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