This study aimed to identify the type and frequency of nursing activities targeting emergency department patients by analyzing electronic nursing records. Methods: This retrospective study identified the characteristics of and nursing activities for adult patients who visited a university hospital emergency department for 6 months from January to June 2018 by analyzing the hospital's electronic nursing records. Descriptive statistics and one-way analysis of variance were used to analyze the characteristics of patients and the nursing records. Results: A total of 36,435 patients, with an average age of 52.82±19.91 years and a male-to-female ratio of 1:1.16, participated in the study. The number of patients with Korean Triage and Acuity Scale levels 4 (less urgent) and 5 (non-urgent) were 24,403 (67% of the total number). Referrals were requested 1.21±0.54 times per patient. The most frequent NANDA diagnosis and Nursing Intervention Classification intervention were "Risk for unstable blood glucose level" (858, 28.4%), and "Surveillance" (83,131, 23.9%). The most frequent Clinical Care Classification action type was "Assess or Monitor" (313,729, 38.5%). The higher the severity level and the number of referrals, the more the recorded numbers of nursing diagnoses, interventions, and care activities. Conclusion: This study demonstrated the possibility of nursing task analysis by identifying the type and frequency of nursing activities based on the data from electronic nursing records. Further research on electronic nursing records would contribute to the usefulness of these records for nursing workload analysis and effective workforce management.

This study examined the effects of the Global Competence-English Communication Convergence Class on both the perceived global competence of undergraduate students, along with their second language learning. Using a dependent-samples t-test, comparisons of the students' responses to the pre-/post questionnaires were made and individual interviews were conducted. Although the results revealed no statistically significant differences in their perceived global-competence levels, most of the students demonstrated a positive attitude toward the convergent program, expressing their needs for the understanding of diverse and topical cultural and global issues, which are related to their everyday lives. On the other hand, there were some cases wherein expectations for traditional English classes for subskills were expressed simultaneously. Such mixed needs shows that the urgent efforts to develop convergent curriculums with a dual focus are required. That is, global competence and English-learning communication programs. These findings confirm that the key to successful global competence-English communication convergence programs lies in their design based on the students' interests and needs.

No abstract

No abstract